MI+B1+Chapter+1

toc
 * 1) bClick on edit this page.
 * 2) Use the down arrow on your keyboard to get the cursor underneath the horizontal bar.
 * 3) Type your name, highlight your name and then select Heading 3 at the top.
 * 4) Copy and paste your reflection underneath your name.
 * 5) Insert a horizontal bar under your reflection.
 * 6) Click save

Katie Stubbs
In this chapter, I learned more about the eight multiple intelligences as they were discussed more thoroughly and were described in great depth by mentioning Howard Gardner, a man who believed that intelligence needed to be defined in more detail. I also learned that if a person has brain damage in a specific area of the brain, the damage would affect and impair one intelligence while all of the other intelligences would keep working normally. Some students with brain injuries may be able to do many of the different intelligences, but may not be able to do simple tasks such as reading or writing. As a future teacher, it is important for me to know which students may need more time in one intelligence more than the others so that I can focus on that one intelligence and help them to get more familiar and more understanding on it. It’s fascinating knowing that the environment affects which intelligences will increase among the human race. As people become more technology dependent and less environment dependent, the naturalist and bodily- kinesthetic intelligence may decrease as the spatial intelligence may increase. Knowing that dependence of technology will increase as time goes on, it is important to keep up with the latest gadgets since it is likely that my students will be using them, just as many high school teachers in my life learned more about cell phones and laptops. It is stated that many people can develop each intelligence to a certain amount if they are given the chance. It is important as a teacher to be able to incorporate each of the eight intelligence into the classroom so that my students will be able to experience their true potential.

Lizz Theriault
According to Howard Gardner, there are eight intelligences, which are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For these eight intelligences to be considered an actual intelligence, Gardner set up criteria that each intelligence had to meet. The criterion includes eight factors, which are: Some key aspects that I learned from chapter 1 was that each person possess all eight intelligences and they all function together to form a unique person. Most people though fall between two poles of the spectrum which is being highly developed in some, modestly developed in others, and underdeveloped in the rest. Another thing I learned is that most people can develop each intelligence to an adequate level of competency. For an Example Gardner talked about the Suzuki Talent Education Program and how students with modest biological musical endowment can achieve success at a sophisticated level in playing the violin or piano through a combination of the right environmental influences. Learning these two aspects of the chapter makes me think of how intelligence will impact my classroom because I always thought people couldn’t learn to develop other intelligences but according to Gardner they can and so I think in my classroom I want to challenge my students to challenge themselves in different aspects. For example if they are logical-mathematical learners that maybe for one project they try music or bodily-kinesthetic.
 * 1) potential isolate by brain damage
 * 2) the existence of savants, prodigies, and other exceptional individuals
 * 3) a distinctive developmental history and a definable set of expert “end-state” performances
 * 4) an evolutionary history and evolutionary plausibility
 * 5) support from psychometric findings
 * 6) support from experimental psychological tasks
 * 7) an identifiable core operation or set of operations
 * 8) Susceptibility to encoding in a symbol system

Tyler Wilburn
MI Chapter 1 Review

Chapter one lays the foundations of the Multiple Intelligence Theory(MI Theory). It was developed by a Harvard psychologist by the name of Howard Gardner, in the 1980s. He believed that the term “intelligence” had been defined too narrowly and instead suggested that intelligence had more to do with solving problems and creating products in a helpful environment. Gardner came up with eight different types of “intelligences”: linguistic(speaking and writing), logical-mathematical(ability to reason and use numbers), spacial(visual and spelling), bodily-kinesthetic(active and “hands on”), musical(tone and rhythm), interpersonal(group worker), intrapersonal(works alone), and naturalist(nature and environment friendly). These eight intelligences passed the criteria required to be considered “intelligences.” The eight factors, in order from the book, are: potential isolation by brain damage, the existence of savants and prodigies, a distinctive developmental history, and evolutionary history, support from psychomental findings, support from psychological tasks, an identifiable core operation, and a symbol system. One of the great things about the MI theory is that a person does not have to be proficient in all categories to be considered “smart” because this theory is not designed like that. The MI theory is about how people learn, not necessarily how to teach them. A person could be highly proficient in one area, like music or spacial, but fall short in all other areas. Those are considered savants. On the other hand, the average person is usually proficient in most categories, excel in one or two, and lack in others. Even people with brain damage are considered into the MI theory. A brain lesion in Bronca's area will lead to damage to linguistic intelligence, but will still leave bodily-kinesthetic intact. Each person uses all eight of the listed intelligences, some people simply have varied levels of use between each intelligence.

Abby
After reading this chapter I definitely have a better understanding of the eight intelligences of the multiple intelligence theory and why they are considered intelligences. I did not know that there was such a detailed process for picking each of them or that there was any process at all. Previously, I had just assumed that Gardner chose the basic skills that people were good at and grouped them together into intelligences. I found the information about the different parts of the brain being used and the different coding processes really intriguing. I believe that now that I have a better understanding of what makes up the multiple intelligence theory I can better use it in my teaching. Reading this gave me a lot more to consider when making a lesson plan. It is very true that nature and kinesthetic skills would have been more valued in the past and that just because we have moved past our simple human needs they still exist and we cannot expect everyone to conform to the sit still, write a paper, and listen to this lecture type of learning. If we really capitalized on the idea that all eight of these are equally important intelligences we would have to completely change the way that schools are run. There would be different types of classrooms for different learning styles and more opportunities to get out of the classroom and put these skills into practice. Also, the idea that each of us possess all eight and can shape them to be adequately strong could better people in the whole. There are many intelligences that are simply passed by in school and if we simply taught them we could achieve a much higher potential as individuals.

Caleb
The wide variety of intelligences, at least by what Gardner and Armstrong suggests, are focused around a primary eight intelligences. These eight intelligences range from linguistic learning to intrapersonal learning. Each intelligence has it’s own style of learning and each style has in it’s own specifics. For instance those who are more apt at bodily-kinesthetic intelligences or have an aptitude here could perform well in a theater by watching motions being performed by the actor or show their intelligence on the field by kicking a ball. The intelligences do not just show a generalized view of a person’s aptitude in an area. The human mind is complex thus these intelligences are extremely more complicated. They break down further then that and thanks to the research Gardner has done we see that everyone has some sort of ability in these fields it’s just that some tend to excel more then others. Thus we see people, who have an incredibly high ability to play music, or a very athletic individual they might not have the aptitude to perform as well as others in other intelligences like logical math but they do have the ability to excel at their own intelligences. In the classroom, I would need to spot out the different intelligences and understanding the wide diversity of intelligences Along with this, different intelligences must also be strengthen. Having students perform different tasks and using their already strong intelligences to help better their weaker intelligences will allow for a more diverse classroom. Finally, I will need to recognize what sort of intelligence I have in order to figure out how to best to teach those students who don’t share my own intelligence.

Jenn
After reading the first chapter in //Multiple Intelligences in the Classroom// by Thomas Armstrong, I feel like I have reached a better understanding of how broad these intelligences actually are. Through most of my previous experiences with this material I’ve been exposed to a very limited view of the ranges each of the intelligences can have, the importance of the different combinations of intelligence, and how to appreciate and nurture these intelligences in the classroom. Being introduced again to the eight intelligences, most of it was review, but through the use of specific examples Armstrong points out examples for each individual intelligence that commonly, and in my experience, aren’t associated. Some of those specific examples helped broaden my understanding of the many ways to appreciate a student and guide them using their strengths. For example, now that I understand naturalist can also be considered to be very tuned into their environment, I can use that strength and have activities that relate to discrimination and identification of objects to help that particular intelligence and also work on enhancing it for those who aren’t as intelligent naturalist. This chapter also helped explain that the different combinations of intelligence are significant in the way the individual handles things. For example having a student who can’t read well, but has a large vocabulary. In understanding that, I can now learn how to nurture the individual, keeping in mind that Gardner also suggests that, “everyone has the capacity to develop all eight intelligences to a reasonably high level.” This way I can work with students strengths and help improve their weaknesses using a variety of teaching techniques.

Dan
Understanding and knowing that multiple intelligences exist not will only help me grow individually, but through the lenses of a teacher. I was very impressed with the evidence Gardner used to support his theory. Before I was very skeptical of how Gardner decided over the eight intelligences, because I was convinced that only having eight platforms wasn’t enough to accommodate the variety of intelligences, and even believed some did not belong. Provided with the thoughtful, insightful, and scientific arguments, such as savants, evolutionary background, and the sense of a symbolism, I understand the standing of such intelligences Gardner spoke of. From this reading, I have reflected on myself to understand where my strong suits are, and where I have faults (like naturalist and logical-mathematical). When I become a teacher, it is important to realize not all of my students will excel in the same intelligences I do, and I must be ready to provide a range of activates and lessons to bring forth their true potential and give them a sense of comfort. At the same time, I would want to challenge them with other sorts of intelligences and get them out of their comfort zone, because I also want to promote growth and change.

Roger
In the first chapter of MI, the author goes about explaining the theory of multiple intelligences. The author states the theory by Howard Gardner, and how it may manifest itself in different groups of people. He goes on to say that everyone has all of the eight intelligences, simply at various levels. For example, someone who is a very visual person can also be able to play music. The first chapter provided a fairly good background on the theory of MI and some evidence to back it up. When thinking about it, it does make sense that everyone does have the eight intelligences, and that some of them manifest more than others. Analyzing intelligences instead of one singular intelligence also makes logical sense, as most people do not have the same skill or knowledge set. The section about savants made particularly good sense, as it referred to how some mentally handicapped people (most commonly seen in autism) can be incredibly skilled in one area yet completely lacking in another. This goes to prove the MI theory, showing that there are different intelligences in various parts of the brain, and these intelligences develop differently depending on the person. Given the material provided in the first chapter, the theory of MI is sound. There is significant research to back it up, and most importantly it does make sense. It would actually explain a few things with savants, showing that even a mental handicap will not keep all intelligences from developing.

Alex
Chapter 1: Learning about the earning styles is crucial to educating children and kids of any age group. If you can identify and students learning style then you can help them learn also you can orchestrate how you give out the information depending on the student. The ability to identify a students learning style also allows a teacher multiple ways of distributing the material necessary to learn and also give out multiple ways of handling projects to fit the learning styles of the students. Depending on the student you can make sure they enjoy the work they are given and also give work that fits the class all based on their learning style. The final bit of the multiple learning styles is that also being able to identify a students learning style allows you to help them not just with your class but other classes but allowing them to learn the best approaches to their own learning styles. From gaining superiority over your own learning style you can then learn to master all of the learning styles by examining and finding the fun in learning. Also allowing a student to master all of the learning styles makes them the best learner, and every student has the potential to learn in any style it all falls on us teachers to cultivate these learning styles. I am not saying that I am going to make all of my students the masters of every style I am saying that every student in my class will be able to learn in multiple styles.

= =

= =

Jake
This is not my first exposure to Gardner’s theory, and from this reading I am not entirely confident that his theory should be incorporated into the classroom. He does have a good point in saying that individuals have different gifts and abilities, that point cannot be argued and I believe teachers should always take that into account when working with their students. However, the whole nature verses nurture argument seems to be very relevant. The text does briefly address that some intelligences can be molded based upon environmental conditions, however there seems to be a very foggy line as to when biological conditions meet environmental. In our attempt to become more tolerant of differing learning styles and “intelligences”, we are closing ourselves to the possibility that perhaps there is a different truth in the mix. What if human intelligence is simply based in one category and our teaching style has the potential to make or break that intelligence, and at the same time, our culture certainly values certain gifts and abilities over others. I’m not saying I entirely disagree with Gardener’s Theory, I’m simply pointing out that it is not concrete, and it is simply a theory. It would be foolish to say that he is right, when logically, his theory is more than likely wrong in one way or another. Theories come and go with time, and what seemed like a good idea a hundred years ago is seen as foolishness today. Obviously we need to act on something, but I think it’s important to do so in recognition that there is definitely more to it. On the whole I like his perspective and can certainly see the benefits. I suppose I’m just cautious to state that his thought process is the right one, when there seems to be many others.

Jasmine
Chapter 1 of //Multiple Intelligences// by Thomas Armstrong focused mainly on introducing the eight intelligences, which reinforces what we learned in class today. What was not discussed in class, however, was the theoretical basis for the different intelligences. The reasoning for why they exist is because Howard Gardner actually assessed that people don’t all learn the same but that doesn’t mean they are not intelligent. (8) Someone who is not amazing in math may be exceptional at playing an instrument. Rather than dismissing this person as not intelligent, he/she can be considered to have musical intelligence. This person could have high sensitivity to pitch and sound. These abilities should not be pushed aside because it does not fall into the “normal” category of logical thinking. Every individual will think and learn differently, which will be very important to know as a teacher. I will have to make adaptations in lesson plans in order to accommodate for all students and their learning preferences. Knowing my own personal intelligence category will be helpful as well as a teacher because I need to be aware of how I am conveying my knowledge. I don’t want to make any students uncomfortable or unable to learn because I am limiting my teaching methods. There is no true way to identify someone’s intelligence because everyone has all eight inside of him or her. I feel that because of the diverse learning styles of every student, it makes simple testing an unfair method of measuring intelligence. Some students may be better test takers than others. It doesn’t make them smarter, though. The point that Thomas Armstrong is trying to convey is that teachers need to be educated to be aware of students’ needs and constantly work to try to reach all students and try to incorporate all eight intelligences regardless of your field of study.

Ally
Chapter One- When reading the chapter, I realized how in depth the different intelligences were. I always thought they were very strict where if your math oriented you have to meet a certain requirement and when reading I realized I had some of the different aspects that made up the different intelligences. I agree with the statement that “each of us could be all the eight intelligences” (15) because we all kind find a part of ourselves in the description of each single intelligence. As I read the individual intelligences I realized there was a lot more to them then just know math or being able to write which I think if others knew they would have more confidence in themselves. I think knowing about the multiple intelligences of our students is important in our classroom because we can work with students’ strengths so they can succeed but we can also challenge them by having them use an intelligence that they aren’t necessarily comfortable with. When I am a teacher I want to us multiple intelligence to make my students be successful but I want to also help them to master some of the intelligences they don’t necessary use or feel comfortable with like math or literacy. I think enforcing the multiple intelligence theory in the classroom will provide a comfortable environment; most teachers who strictly use their own comfortable intelligences in the classroom aren’t helping the students. If a student is visual oriented then assigning them papers are just going to make them shut down and not care. When we don’t recognize that, that is when we lose potential successful students. As a teacher I want to make sure each student is able to shine in the classroom because that promotes growth, learning, and more of a success rate.

Brittany
Ch 1: I found chapter one to be a helpful further explanation of the eight intelligences. I found it interesting to read the different standards and criteria that each intelligence has to meet in order to make the list. It was also interesting to get a solid definition of what a savant is, because although I have heard of them before I had never gotten a definition of what they are and how their minds work. I thought it was extremely interesting to read about what can happen to the intelligences after a brain insult or injury. I had assumed the mind would obviously change after brain injury, but to see that a lower functioning intelligence has the opportunity to be strengthened after the trauma was something I didn’t know about. I liked that the book gave different examples of careers and jobs a person who is strong in the intelligence might hold. “End state” was a new concept for me, and after reading about it and reflecting upon my experiences it was interesting to try to point out the peaks of my own intelligences. I think the chart that Armstrong provides will be essential in my learning to understand other intelligences learning styles and how to cater to them. Especially because the examples can, for the most part, be used in the classroom to differentiate learning. It was intriguing to read that everyone possesses all eight intelligences because when I first read their definitions there were some I could not find in myself. It makes sense that each intelligence is present and that one or two are stronger than the others. Over all this chapter was informative and an interesting look into some deeper meanings of what we are learning.