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
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