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
Monday, February 19, 2007
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 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.
Thursday, February 15, 2007
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
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
Wednesday, February 14, 2007
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 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.
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.
Sunday, February 11, 2007
Chapter 5
Abstract:
Chapter 5 went into a more detailed history of multimodal teaching in the classroom. It also gave a general overview of MI theory and its relationship to the teacher and how it can be used in the classroom. Included in the chapter was also a section about how the majority of a student's work is them being lectured at then doing worksheets and other written assignments. In order to to keep students interested, the chapter gives suggestions pertaining to each intelligence about how to keep everyone interested and engaged. Essentially, chapter 5 takes the Mi theory and gives teachers a working idea to put towards the classroom and springboard some brainstorming.
Reflection:
We all agreed that this chapter could be very useful in the classroom and thought that the chapter listed several good ideas for incorporating the multiple intelligences in the classroom. As Chelsae pointed out, it is crucial to include many different teaching strategies so that all students can learn. Audra realized that in the classes where the teacher only lectured and passed out writing assignments, she absorbed the least amount of information. She thought that using the MI theory would be a good way to avoid that. Matt was impressed that the chapter mentioned the works of Plato and Socrates. He mentioned that he will definitely be going back and referring to the list when he begins to teach. Erik liked the chapter because he felt that it put everything in practical terms for him. He also liked the ideas on how to keep the class interested.
*Posted by Audra
Chapter 5 went into a more detailed history of multimodal teaching in the classroom. It also gave a general overview of MI theory and its relationship to the teacher and how it can be used in the classroom. Included in the chapter was also a section about how the majority of a student's work is them being lectured at then doing worksheets and other written assignments. In order to to keep students interested, the chapter gives suggestions pertaining to each intelligence about how to keep everyone interested and engaged. Essentially, chapter 5 takes the Mi theory and gives teachers a working idea to put towards the classroom and springboard some brainstorming.
Reflection:
We all agreed that this chapter could be very useful in the classroom and thought that the chapter listed several good ideas for incorporating the multiple intelligences in the classroom. As Chelsae pointed out, it is crucial to include many different teaching strategies so that all students can learn. Audra realized that in the classes where the teacher only lectured and passed out writing assignments, she absorbed the least amount of information. She thought that using the MI theory would be a good way to avoid that. Matt was impressed that the chapter mentioned the works of Plato and Socrates. He mentioned that he will definitely be going back and referring to the list when he begins to teach. Erik liked the chapter because he felt that it put everything in practical terms for him. He also liked the ideas on how to keep the class interested.
*Posted by Audra
Thursday, February 8, 2007
Chapter 10
ABSTRACT
This chapter discussed assesments and how important it is to consider all of the intelligences when giving assessments. This chapter states that the two most important types of observation are observation and documentation. Standardized testing is impersonal and treats all students the smae when the reality is they are very different. It suggests testing students in multiple ways to understand what allows them the best chance for success. The chapter also discusses assessing in eight different ways and MI portfolios.
REFLECTION
This chapter gave the impression to the group that standardized test were a horrible thing. Our group was split on this issue Audra and I believed that standardized tests left little room for students to be creative, explaining the material, or interpretation. Chelsae felt as though standardized tests were very useful in getting some information from the students. It was great that they were able to provide us with ways of assessing all of the multiple intelligences.
posted by Erik
This chapter discussed assesments and how important it is to consider all of the intelligences when giving assessments. This chapter states that the two most important types of observation are observation and documentation. Standardized testing is impersonal and treats all students the smae when the reality is they are very different. It suggests testing students in multiple ways to understand what allows them the best chance for success. The chapter also discusses assessing in eight different ways and MI portfolios.
REFLECTION
This chapter gave the impression to the group that standardized test were a horrible thing. Our group was split on this issue Audra and I believed that standardized tests left little room for students to be creative, explaining the material, or interpretation. Chelsae felt as though standardized tests were very useful in getting some information from the students. It was great that they were able to provide us with ways of assessing all of the multiple intelligences.
posted by Erik
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