Chapter 8

Abstract

Chapter 8 we all agreed really help us understand the groups that we can form in the classroom. This chapter told us how we can form groups and how groups even thought they may be working on something individually need roles and structure within the groups itself. This chapter also goes over how groups and student as a whole in the classroom need to have class rules and expectations communicated to them clearly. They also stress in this chapter smooth transitions of material and how we can prepare for that. Lastly what this chapter also gives us is a look at managing and dealing with individual students behaviors whether they are bad and disruptive or not.

Reflection

All of us in this chapter all agreed that there was a lot of information that we can all use in our classrooms. Especially the sections on behavior. Groups, and getting the students attention. Because all of us have some type of fear when is comes to one of these three things. For instance my fear is loosing student attention and then having to get it back. Or just getting it in their place. Although we all felt this chapter had a lot of useful information in it we were all a little upset on how it just seemed breeze through the chapter. Overall thought we all like it and felt it really could be helpful when we all get our first classrooms.

Matt

Chapter 11

Abstract

Chapter 11 dealt with a lot of things, but it specifically dealt with the multiple intelligence theory and getting into some of the specific uses of it including the use with special education. In this chapter we see the book explain why special education really need the MI theory because of trying to teach these kids in the way they learn. The special education people just focus on the student’s disabilities. In this chapter its all about this and the fact that people, teachers need to teach to the Mi so that everyone can learn. Dif every teacher does actually come down from the high hill that they are on and implement teaching to the Mi then we can most likely overcome almost any learning disability. We may be able to get ride of almost all special classrooms because kids are able to learn. Maybe kids really don’t have disabilities; maybe it really is because we don’t teach to their MI. But we will never know unless we try to actually teach to the Mi.

Reflection

I like this chapter and so do my group members because most of us agree that this new Mi theory could really change the way that students not only see school, but it may also revamp how schools are even organized. We can see from our perspective how Mi can help student actually learn, and that learning disabilities could really be a thing of the past if we can just start to implement the Mi into the classrooms, and be effective in implementing it. I know for myself I will try my best to implement the Mi theory into my classroom. Because I personally believe that there are no learning disabilities, its just the fact that we as teachers have stopped trying to help kids learn in a way that they can actually learn the material.

Posted by matt colby

Chapter 13

Abstract:
This chapter talked a lot about cultural differences. It said that some chapters may put more value in one intelligence than in another, but even so, every culture has all eight intelligences. There is a chart provided that gives a famous person from different cultures for each intelligence. This chapter also talked about the use of technology to help teach the multiple intelligences. Some suggestions for the use of technology are word processors, drawing and painting programs, and electronic portfolios. This chapter provides us with a list of jobs that are associated to each of the intelligences.

Reflection
Overall our group didn't like this chapter very much. We all thought that the list of jobs related to the multiple intelligences could be useful and a good resource for students, but we felt like there wasn't a lot of information in the chapter other than that. We liked that they started talking about technology and its uses but the information seemed very basic and to some it felt like common sense information. Some ideas, such as the electronic portfolio, were thought to be new and useful but we really felt like they could have put more information into the chapter. It almost felt like it was a chapter that mostly said the end of the book is coming so we are going to wrap things up now. It skimmed the surface of some useful information, but it didn't go very deep into it.

*posted by Chelsae

Chapter 12

Abstract:
Chapter 12 dealt with MI theory and cognitive skills. It mentioned that students don't always remember previously learned information. This is possibly due to the fact that people learn things better or worse depending on the intelligence that is being used. The chapter suggests working with all eight intelligences to increase the memory of students. It suggests such things as putting information to music, visualizing information on an "inner blackboard" and using a variety of physical materials to express information. Next, the chapter goes into problem solving using the MI theory. It also mentions "Christopherian Encouters." Lastly, the chapter goes into a discussion about MI theory and Bloom's Taxonomy.

Reflection:
Overall, everyone liked the chapter. Audra liked the part on memory. She felt that everyone could relate to taking a test one day and then forgetting everything the next day. She thought that using MI theory could really cut down on that problem. Chelase, however, felt that the book definitely gives a biased perspective. She doesn't dispute that this could be a good theory to use but wonders if it always works as ideally as it alludes to. It also made her wonder about how frequently this theory had been used in the classroom. Matt mentioned that he has already incorporated a lot of the information from the chapter into his classroom but that he would still need to include higher order thinking once he gets to know what the students already understand.

chapter 6

Abstract

This chapter was a short one that detailed five different classroom strategies for each of the eight intelligences and how it is important to use a variety of these methods in the classroom. The example that were given were things like creating an inner blackboard for spatial learners, to discographies for musical learners, to use board games for interpersonal learns and the use pets in the classroom for the naturalist learners. In all in this chapter there were forty strategies that we were introduced to. Some more of these were things like taking a short nature walk, a one minute reflecting time, or producing a song in the classroom. But overall the main focus in this chapter was to help teachers use different strategies in their classroom to teach information.

Reflection

We all agreed that some of the information will be helpful to use in the classroom and at some point in time we will use these strategies to portray information or, maybe just keep or classroom interesting. One thing that Chelsea had thought of using was the color cues in her classroom, because she believes this will help with visual and spatial learners. However she does not feel that in her classroom at least keeping an animal is a good idea because it does seem to be a bit unrealistic. Audra also confirm the point that this chapter will help out a lot for those of us who are uncomfortable with a certain part of the MI theory. By using some of these strategies we can because more comfortable and be able to use all of the Mi at one point or another.
by matt colby

Chapter 7

Abstract

Chapter 7 provided us with a list of questions teachers can ask themselves to help determine if they are effectively incorporating all eight intelligences into the classroom or if they are neglecting certain learning styles. This chapter then proceeds to give four examples of multiple intelligence centers that can be set up in a classroom to assure that all intelligences are provided for. These four activity centers were called: temporary topic specific, temporary open ended, permanent open ended, and permanent topic specific. Like many other chapters in this book, chapter 7 emphasizes the point that every child is different and learns in different ways. As a teacher it is very important to create a learning environment that tailors to the needs of every student, and this chapter gives suggestions to help teachers do just that.

Reflection

Some members of our group, myself included, felt that the activity centers would not be a useful tool in our classrooms. We all agree that it is important to teach to all of the multiple intelligences, but some of us felt like this was not the best way to do it. We feel like these activity centers may be better to use with younger students, or maybe they would be good if you were teaching a class based on the multiple intelligences. Personally, I was afraid that using this set up to frequently could cause segregation in the classroom. Students will always have the same favorite intelligence and so they will more likely then not always choose to work in the same groups. Then there will be the students who are afraid to go to the group they would work best in because their friends aren't there and so they will choose a group that they won't learn as well in. I really feel that these types of situations defeat the purpose of the assignment. This set up can be useful, but I would not use it to frequently. Our group really thought that the list of questions in this chapter were very helpful though. We felt like they gave us a clearer view of what to look for in our classrooms and if we were to ask ourselves these questions we could form a learning environment that would meet the needs of all our students.

Chapter 14

Abstract:
This chapter dealt with a possible ninth intelligence, the existential intelligence. This intelligence is not about any specific religion as some people might assume. Instead, it focuses on ultimate life questions such as who we are and what the meaning of life is. The chapter explains how this possible intelligence meets all the criteria and how it connects to a variety of difference subject areas. It also references the necessity to not mix church and state if using the existential intelligence in the classroom. The chapter concludes with examples of integrating this intelligence theory into the classroom.

Reflection:
Both Audra and Chelsae thought that this chapter was interesting. The information presented made Chelsae wonder about what is allowed and what is not when dealing with the separation of church and state. Chelsae didn't know how she felt about considering it to be one of the intelligences but did agree that it fit into all of the requirements. She also felt that regardless of what your personal beliefs are, it is important to at least acknowledge that different religions exist. Audra also thought that Gardner makes a strong case of inclusion of the existential intelligence but thought that the idea of it being hereditary might be flawed. She did agree with the book on thinking that educators still need to be aware of a possible ninth intelligence. Matt, overall did not like the chapter because he felt that there was too little information and was not worth his reading it.