Abstract
This chapter disscussed a theory developed by Gardner in regards to multiple intelligences. It is very different from the original theories surrounding intelligence. This theory also statesthat given the right opportunities one can develop all eight intelligences. According to the book none of these intelligences act independently from one another but people will have stronger points in their intelligences. This also means that people can be considered smart in very different ways. The eight intelligences are:linguistic, logical mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
Reflection
This chapter was great for our group. It was exciting to get to learn more about multiple intelligences after we had learned a little about it in class. It is interesting when you consider the fact that there are many different ways of being intelligent. Most people in society would consider a doctor to be very intelligent and a mechanic not so intelligent. However, when a doctor has to have his car worked on who does he take it to? A mechanic. This is great for any eductor to understand because it allows students to connect with the teachings in class if we can somehow connect with their intelligences.
Posted by Erik
Wednesday, January 31, 2007
Monday, January 29, 2007
chapter 2
Abstract
In chapter two we see how we are suppose to identify and use multiple intelligences in our world around us and also in our classrooms. We see chapter two outline how important it is for a teacher to be able to use and adapt to all multiple intelligences. Within the chapter itself we find a template to use so that we can be better able to find our what our own MI , so that we can better understand how this will affect the way in which we will be teaching our students. This chapter also starts to point out other important factors of MI. One of the main areas of focus was the development of the MI. For instance in the entire chapter we see how MI can develop and can be helped in their development. But on the other hand we also see in this chapter how MI’s can be hindered. Examples of this is if you had the talent to and drive to play the keyboard but you could never afford one or couldn’t afford the lesson or transportation then that intelligence may lack in its full, or any development all. We also see in this chapter the explanation of how MI could have developed throughout human existence. In this chapter our book puts forth the theory that at one time certain MI were more available because of the wild and untamed environment that we lived in. While in today’s world other MI are more highly prized because we are not confronted with so many obstacles, such as finding food or danger from wild animals.
Reflection
Relating to the chapter to all of our personal experiences there are several way that we can connect with chapter 2 of multiple intelligences. The first way the all of us can really connect is in the way of our own intelligences. All of u can look back on our lives and can see how our intelligences have developed and what may have impacted the way in which our intelligences have developed. We can also look at ourselves and the information in this chapter, and see how, and why we are different from other people and also how each individual is differentposted by matt colby
Sunday, January 28, 2007
Chapter 3
Abstract:
This chapter is about figuring out which intelligences your students prefer. It gives many suggestions to help you accomplish this such as interviewing students, talking to parents, questioning other teachers, looking at students files, and observing students and finding out what they like to do in their free time. Another way to see how students learn is to watch the way they misbehave. If they talk out of turn in class, if they are always having side conversations with their friends, if they doodle during class, or if they are always fidgeting, these can all help a teacher determine how that students learns. There really isn't a clear cut test which you can give students that will tell you exactly which intelligence is their strongest. However, by giving students choices and seeing what they pick and what they excel at it is possible to get a good idea about how they learn.
Reflections:
We all thought that this chapter had some very good sugesstions for figuring out a students multiple intelligences. Also, this chapter helped Audra to learn more about her own intelligences by making her reflect on her past and present. She really liked the idea of keeping a notebook with observations of her students because she felt it would give her a clearer perspective on her students intelligences. Matt and I were more impressed by the idea of watching a students misbehaviors to help understand their intelligences. We liked the idea that something positive could come from a bad behavior. By misbehaving the student may really just be trying to tell us something about themselves and the way they learn. It would be incredibly unfare to write that behavior off like the student were just a bad kid, especially when you can use it to help them in the long run. I also like the idea of talking to the parents because it not only gives you a new perspective on a students intelligence, but it also lets the parents know that you care about their child and are trying your best to help them learn. Like Erik mentioned, in order to be a good teacher it is important to know more about your students and how they learn. This chapter has many good suggestions that would be easy to apply in a real classroom.
*Posted by Chelsae
This chapter is about figuring out which intelligences your students prefer. It gives many suggestions to help you accomplish this such as interviewing students, talking to parents, questioning other teachers, looking at students files, and observing students and finding out what they like to do in their free time. Another way to see how students learn is to watch the way they misbehave. If they talk out of turn in class, if they are always having side conversations with their friends, if they doodle during class, or if they are always fidgeting, these can all help a teacher determine how that students learns. There really isn't a clear cut test which you can give students that will tell you exactly which intelligence is their strongest. However, by giving students choices and seeing what they pick and what they excel at it is possible to get a good idea about how they learn.
Reflections:
We all thought that this chapter had some very good sugesstions for figuring out a students multiple intelligences. Also, this chapter helped Audra to learn more about her own intelligences by making her reflect on her past and present. She really liked the idea of keeping a notebook with observations of her students because she felt it would give her a clearer perspective on her students intelligences. Matt and I were more impressed by the idea of watching a students misbehaviors to help understand their intelligences. We liked the idea that something positive could come from a bad behavior. By misbehaving the student may really just be trying to tell us something about themselves and the way they learn. It would be incredibly unfare to write that behavior off like the student were just a bad kid, especially when you can use it to help them in the long run. I also like the idea of talking to the parents because it not only gives you a new perspective on a students intelligence, but it also lets the parents know that you care about their child and are trying your best to help them learn. Like Erik mentioned, in order to be a good teacher it is important to know more about your students and how they learn. This chapter has many good suggestions that would be easy to apply in a real classroom.
*Posted by Chelsae
Saturday, January 27, 2007
Chapter 4 Synthesized Abstract/Reflection
Reflection:
Chapter 4 dealt mainly with teaching MI Theory to students. It stated that the theory was very easy to explain and could be taught to second graders in about five minutes. It also gave a break down in the vocabulary of MI Theory so that younger students would be able to grasp the information more quickly. The chapter ended by giving us several examples of how we could teach MI Theory and help students understand what their strongest intelligences are.
Abstract:
I never would have thought to incorporate teaching the MI theory into my classroom, but it makes a lot of sense to. Chelsae, Erik and I all liked the activities that were mentioned in the chapter and would like to try them out in the classroom. As Chelsae pointed out, however, some of the activities were too geared towards the younger ages and would need to be modified if they were to work at the high school level. As Erik mentioned, this chapter made it easier to see the bigger picture and realize that the theory is actually quite simple. Matt mentioned that he didn't really connect to the reading and felt that as a teacher of Social Sciences, he would probably never need to introduce the theory to his students.
*Posted by Audra
Chapter 4 dealt mainly with teaching MI Theory to students. It stated that the theory was very easy to explain and could be taught to second graders in about five minutes. It also gave a break down in the vocabulary of MI Theory so that younger students would be able to grasp the information more quickly. The chapter ended by giving us several examples of how we could teach MI Theory and help students understand what their strongest intelligences are.
Abstract:
I never would have thought to incorporate teaching the MI theory into my classroom, but it makes a lot of sense to. Chelsae, Erik and I all liked the activities that were mentioned in the chapter and would like to try them out in the classroom. As Chelsae pointed out, however, some of the activities were too geared towards the younger ages and would need to be modified if they were to work at the high school level. As Erik mentioned, this chapter made it easier to see the bigger picture and realize that the theory is actually quite simple. Matt mentioned that he didn't really connect to the reading and felt that as a teacher of Social Sciences, he would probably never need to introduce the theory to his students.
*Posted by Audra
Subscribe to:
Comments (Atom)