MI+B2+Chapter+6

Mike Kahler - Synthesis
Chapter 6 of MI gives a very wide array of [|teaching strategies] that can be used to [|engage] the multiple intelligences. These strategies can be used to engage students of many different types, and teach them all effectively. Although classrooms can be diverse your teaching strategies can be even more diverse. First a good strategy for teaching linguist intelligence is journal writing. Writing in a journal is a very effective method because it gives the students an opportunity to write and work with words. This is very beneficial to linguistic learners. It can also serve as an effective method for formative assessment. One method for the logical intelligence is Socratic questioning. By question a students response to a question you get them to look at it from a more logical perspective. They start to look at every aspect of it and ultimately prove their point completely. A method that can be used for special intelligence is the utilization of picture metaphors. By relating topics through a picture, or explaining a concept with one will be beneficial to those with a special intelligence. They can start to picture the idea, which will prove to be a powerful tool. Classroom Theater can be a powerful tool for kinesthetic learners. By getting them up and moving they can bring a play to life in the classroom. This will engage the learners who like to move around. Musical intelligence can be engaged through something as simple as background music, but having your look at songs as a metaphor for what they are learning can also be an effective tool. Interpersonal group work can engage those who like to talk amongst themselves, and engaging students interests for personal projects will please intrapersonal learners. Nature walks or outdoor lessons can engage naturalist learners. By going outside they can learn through questioning while on a walk through the woods or even right outside the school doors. All of these methods seem both effective and doable. This chapter offered many different strategies for teaching, and everybody in the class seemed to choose a one that they liked more than the others. One thing that was picked up on by most though is that we need to teach our concepts in nontraditional ways sometimes so that we can cater to the different learning styles in our classrooms. The main point here isn’t that we need non-traditional ideas and teaching methods, sometimes it’s the only way to get things done. To quote Simone “I do think that I will use the plants-as-props technique, perhaps in my unit that I am writing for this class. The idea of using plants to represent multiplication and explain how it works in nature is fascinating, and totally applicable to my future classroom.” This is a great example because bringing nature into a math class is something that many people would view as very challenging. This idea does it though. Everyone seemed interested in incorporating all of the intelligences into their lesson plans, and considering the nature of this class it’s probably a good thing. toc

**Alyssa Amari**
Chapter six of //Multiple Intelligences// discusses forty different teaching strategies that coincide with a certain multiple intelligence. These are a wide range of strategies that offer new ways to increase student success, increase engagement, increase opportunities, and a way to teach to each diverse student. For linguistic learners some of the strategies include storytelling, brainstorming, tape recording, journal writing, and publishing. For logical-mathematical intelligences the strategies are: calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. Strategies for special intelligences include things like visualization, color cues, picture metaphors, idea sketching, and graphic symbols. For the most neglected musical intelligences: rhythms, songs, raps, chants, super memory music, musical concepts, and mood music. Teaching strategies for interpersonal intelligences include peer sharing, people sculptures, cooperative groups, board games, and simulations. For intrapersonal intelligences, strategies like one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal setting sessions. For the last intelligence, the naturalists, some good teaching strategies include nature walks, windows into learning, plants as props, pets in the classroom, and eco-studies. There are a multitude of teaching strategies geared towards a specific intelligence, and it is important to learn to implement strategies from all of the intelligences. This is pertinent to an engaging learning environment for any student, no matter their intelligence. This chapter really got my mind going on how I could implement these strategies in my teaching as they coincide with my content. I would like to be able to instruct in a way that any student could understand and relate to. This will affect my students because they will be put into an environment that is much more engaging than a traditional classroom. This will increase their opportunities for success and help them to learn things in a way that they like best.

Megan Millette
In Chapter 6 of MI, Armstrong went into intricate details of incorporating all the eight intelligences into the school. He believes that as long as the educator is able to shift intelligence emphasis from one exercise to the next each student will have their own time in the day where their strongest intelligence shows up. Thinking as a future teacher, I thought of ways I could use each strategy but then thought more elaborately about those that stood out to me. I found the storytelling method in linguistic to very intriguing. It is always fun to listen to a story, as an educator I could incorporate storytelling into my lessons to help students develop a better understanding for the topic being discussed. I also found the Publishing idea quite interesting. Students sometimes do not take writing assignments seriously because they think nothing will come of it. As a teacher I could surprise my students by telling them their work could be published and put in a classroom book for future examples to make each of my students more enthusiastic about writing. As I looked at the logical/mathematical I found the section on calculations and quantifications to be eye-catching because it could relate to English by reading a short story or poem that has mathematical numbers and such incorporated. I could see how many students pick up on the numbers and then have a discussion about how numbers appear in everything. For those spatial learners I could certainly incorporate colors and drawings into my discussion on the board to keep their attention. As for bodily-kinesthetic I really enjoyed the idea of having my students put up a finger of the how much they comprehend 1 being nothing to 5 being all of it. I did this for each of the eight because it was interesting to see how I could incorporate every idea into my classroom.

Lauren Scheidegger
Chapter six of “Multiple Intelligences” by Thomas Armstrong teaching strategies are over-viewed. Each of the intelligences is described as well as possible teaching techniques and methods. This chapter adds to a teachers “bag of tricks” and provides a lot of different lesson and project ideas. Ideas for linguistic learners are ones most teachers are already familiar with. Examples of this would be storytelling, tape recording, publishing, and journal writing. The rest of the intelligences might seem a bit harder for teachers to plan lessons around, but once teachers learn of possible activities creating lessons around different intelligences gets easier. Some activities for those who are strong in the mathematical intelligence are creating logical frameworks, diagrams, Socratic questioning, and allowing/pushing students to use scientific thinking. Some for spatial thinkers are using images, colors, explaining ideas with picture metaphors, and letting students draw out their ideas and understandings. For bodily/kinesthetic learners a teacher could allow some time for Classroom Theater or some hands-on activities. For musical learners teachers could put certain things in rhymes or song or even just have music playing in the background as mood music. For the interpersonal learner the teacher could allot time peer sharing and review and cooperative groups and games. For intrapersonal give short reflection times where students could reflect in a journal and give student’s choice. And for the “last” intelligence, the naturalist, a teacher could let their class go on nature walks or have a class pet. The chapter goes into every intelligence and gives various tools for each; I see this as an invaluable tool for the classroom. It showed me that there are practically endless ways to incorporate the different intelligences into a classroom.

Lauren Breton
This chapter went more in depth and looked at five different teaching strategies for each different intelligence. Although I was skeptical about some of the teaching strategies and whether or not they would be applicable for an English classroom, I was incredibly surprised at how many of these strategies I wanted to employ in my future classroom. For example, the idea of using science thinking (logical-mathematical) in an English class seemed impossible to me. In the section describing that particular teaching strategy, however, it explained that students could study science fiction and could analyze the science ideas within the text and discuss whether or not those ideas a feasible. This method of incorporating science thinking into an English classroom is entirely feasible, and since I will hopefully be teaching some science fiction, this would be a great way to get logical/mathematical students into the text.

Another teaching strategy that I would love to employ in my classroom would be people sculptures. As I was reading this section, I was also incredibly skeptical of whether or not this idea was appropriate in my classroom. The more that I read, however, the more that I became convinced that this would be entirely feasible. One of the examples given was to have students spell out their vocabulary or spelling words by each holding up a number. I am particularly fond of this idea because although it is considered to be linked to the interpersonal intelligence, it would also be helpful to engage students who learn best by moving around the room (bodily-kinesthetic). This way of learning could also be applied to sentence structure or even whole paragraphs. It seems like a great way to keep class engaging and will, hopefully, be able to make my future classes more successful.

Kevin Lind
This chapter mainly covers the different strategies that can be used to cover each of the different intelligences. These are important for every educator to keep in mind because of the variety of different students every teacher will have to educate. Some of these strategies seem like things I could use, while others seem like they would be difficult to use in the classroom. For example it would be rather difficult to incorporate calculations into a government class, but with some hard work, I’m sure I could find a way to reach the logical and mathematical students. After actually seeing the standards, it would be extremely difficult to use musical activities in any field. Since the standards are exact as to what needs to be taught, music can’t really be used (except for using a Schoolhouse Rock classic about how a bill becomes a law). The idea of song writing sounds really cool and it is something I would love to use in the classroom, but I’m not really sure if I could make it work out. The interpersonal examples seem like they are the most realistic for me to use. The idea of using simulations seems like a great way of allowing students to understand how our government works. It would also require cooperation, showing the students that necessity for teamwork in constitutional democracies. Of all of the examples given in this chapter, this seems like the one that I will most likely use when I am in the classroom.

Samy Tracy
This chapter ties in well with the previous because it expands more on the idea of using multiple intelligence in your lesson plans every day. The examples given are five for each intelligence which is plenty to start off from if you are beginning teacher. The one that I would find most beneficial is Logical-Mathematical because I am an English concentration. I had wondered how I could help future students of mine who are more logical and mathematical thinking to understand grammar, writing, or a particular novel we are reading better. The example I found most interesting and probably would have never thought about is the Socratic Questioning section. Armstrong explains that the teacher is supposed to be the questioner of students’ points of view. To do so, each time a student expresses how they feel about a particular character in the text that we are reading, they need to point out specific sections that support their point rather than just a heat of the moment response. Whether they realize it or not, students are using mathematical intelligence when reading because much of reading in English deals with analyzing the death out of books. They have to pick out every part of the chapter which could lead to its theme or motif throughout the book and try to get inside the author’s mind. I did not realize that this would even be considered a logical approach and that many of my English teachers were already using this method. I am sure that they did not even realize it either.

Rachel Joiner
This chapter was all about the different ways you can use multiple intelligences in the classroom, and incorporate it into the lessons. I found this chapter extremely helpful as a teacher, because it offered many wonderful ideas for using the MI Theory in my classroom. I loved the breakdown of the intelligence with specific examples and ways in which it could be applied in a classroom. I thought the idea of tape recording was nice. The chapter says to have students use tape recorders to talk aloud about a problem they are solving. This can also be applied to students who have difficulty with writing. Sometimes saying the problem or voicing ideas can help rather than writing them down. In addition, the chapter suggests having tape recorders at activity stations so students can listen to the directions. I thought this was a great idea to use in the classroom, because it can help students in a variety of ways depending on their learning styles. I thought this was a helpful hint as a teacher for the classroom. I love the idea of body answers, and Classroom Theater as a way of reaching out to the bodily-kinesthetic students. I would have trouble finding ways to incorporate bodily-kinesthetic learning in my classroom, because I have little of this learning style. After reading the ideas from this chapter on it, I have many new ideas to try in my classroom. I loved the idea of using various symbols instead of just raising hands. Students could smile, blink, make movements, or hold up fingers to demonstrate understanding. I think this is a funny and exciting way to bring movement into the classroom. This was a great idea, and something I would like to use in my classroom. I really loved the ideas that this chapter gave for using the MI Theory in the classroom.

Matt Roy
This chapter really dove into the idea of teaching strategies and switching it up in the classroom. Keeping with the central theme of this book (and most specifically the previous chapter) the author focuses on suggestions for reaching all intelligences. As was discussed in the previous chapter, it is virtually impossible to engage all intelligences at once. Therefore, we must plan for engaging intelligences individually (or in groups if we can swing it) to ensure that all intelligences get at least some stimulation time in the classroom. This chapter focuses on giving us as 40 examples (five per intelligence) of how to stimulate each intelligence during our day. Ultimately, doing a great job of breaking it down and giving us useful ideas (whether we choose to implement them or not).

Similar to the previous chapter, it is now obvious that we will need to account for the fact that we will have all eight of the multiple intelligences present in our classroom to varying degrees. The hardest part of our job will be finding a way to deliver our content in creative ways that stimulate all intelligences at least some of the time. Chapters like this one are extremely valuable because, even if we opt to not utilize the suggestions, they get us thinking about how to present our content in a non-traditional way so as to stimulate and engage our students at a different level. I’ve never been one to shy away from a challenge so I’m excited to see how I can work these into Chemistry and Biology.

T.J. Hebert
The Multiple Intelligence (MI) theory opens the door for teachers to a wide variety of teaching strategies and separates them into the eight categories of intelligence. The book offers five strategies for each of the eight intelligences and is just a fraction of the options that are available for teachers to use. For linguistic learners storytelling and journals are two strategies, for logical-mathematical categorization or relating the topic(s) to science, for spatial using visual aids or picture metaphors, for bodily-kinesthetic by role playing or using their body as a map, for musical putting information into a song, for interpersonal having them work in groups or sharing with peers, for intrapersonal doing reflections or having each student choose an assignment from a list provided by the teacher, and for the naturalist going on nature walks or bringing a pet into the classroom.

I am a naturalist with logical-mathematical closely behind so I love being outside but I like structure and logical instruction. I like the example of taking a nature walk, it helps break up the sometimes monotony of sitting in class. With myself being a naturalist, I plan on not only going on nature walks but actually teaching some of my classes outside (depending on weather of course). Also, being logical I will definitely have a structured lesson for each day and will do things in chronological order (for the most part) as much as I can, although differentiation will play a large role in determining that.

Patrick Hurley
This chapter is all about different teaching strategies. Some strategies for linguistic learners are: storytelling, brainstorming, tape recording, journal writing, and publishing. All these strategies include either talking, listening, or writing to help the linguistic learners. A few strategies for logical-mathematic intelligences are: calculations and qualifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. These examples include critical thinking and either mathematic or organizational type activities. The examples for spatial learners are: visualization, color cues, picture metaphors, idea sketching, and graphic symbols. These all include some sorts of drawings or colors to help connect the ideas to the spatial learners. Bodily-kinesthetic learners work well if they do these activities: body answers, classroom theater, kinesthetic concepts, hands-on thinking, and body maps. All these activities keep the students moving which is good for kinesthetic learners. Strategies for musical intelligence include: Rhythm, songs raps, and chants, discographies, supermemory music, musical concepts, and mood music. These all include something that that you can listen to, usually music related. Interpersonal intelligence students benefit from: peer sharing, people sculptures, cooperative groups, board games, and simulations. All these get people working in groups which is good for interpersonal learners. Good strategies for teaching intrapersonal students are: one-minute reflection periods, personal connections, choice time, feeling-tone moments, and goal-setting sessions. These all give the students an opportunity to work alone. Some strategies for naturalist students are: nature walks, window onto learning, plants and props, pet-in-the-classroom, and eco studies. These all include nature, the outdoors, or animals which helps the natural learners understand the material better. I will be able to use all the strategies in my classroom to help engage m students and have them better understand the course materials.

Simone Thiry
Chapter six goes more in depth into five teaching strategies for each intelligence. I think the strategy of tape recording could work well in my classroom, because it can help students articulate why they are doing what they’re doing, and how it works. I put most of my focus in this chapter on the sections that I tend to include less in my lesson plans and thinking. The use of body answers is something I do not often use, because I do not think about it, but it is a great way to incorporate kinesthetic motion into an otherwise static lesson plan. I also thought of using body maps to help understand spatial aspects of math, e.g. the four quadrants of the x-y plane. Even now, I remember just about everything I learned in school that the teachers set to music, from the quadratic formula, to the 16 French verbs conjugated with etre. I hope to tap into my musical side, and use rhythms and chants/songs to help get important points across. I also like the idea of having students help create the chants/songs because this will help get them more involved, and they will probably generate a more creative end-product than I would. I always have more trouble incorporating nature into lessons, because it seems like it needs to be used as a subject, not just as another way of probing into the information. I do think that I will use the plants-as-props technique, perhaps in my unit that I am writing for this class. The idea of using plants to represent multiplication and explain how it works in nature is fascinating, and totally applicable to my future classroom. I hope to use all of these strategies to become a more effective teacher.

Emily McGee
There are many teaching strategies that utilize the various intelligences that teachers should include in their repertoire of methods, according to Armstrong. He outlines five examples of how to get students involved in their learning for each of the eight intelligences. He explicates the importance of understanding social expectations and stereotypes that lead students, educators, and community members to think that certain subjects must be taught in certain ways (highlighting the use of specific intelligences) but that in theory all eight intelligences can be used to teach any subject. Armstrong believes that learning experiences using the eight intelligences may be very beneficial to all learners.

This is important for me because I want to be able to engage students and teach them my content for understanding, not memorization. I think that in order to do that it will be important for me to utilize MI Theory in my classroom instruction and assessment. I believe that by giving students choices in how they decide to reinforce the information you have presented to them and asked them to understand provides them ownership for their learning and a structural framework for their understanding, because they will build a database to refer back to. This is very important because information retrieval is often how information is assessed, but a student can understand a concept and have bad retrieval skills for minute information or be tested in a way that is not conducive to their learning needs, and you as the assessor will be getting incorrect information and discrediting that student incorrectly.

Mike Kahler
This chapter gets deep into the specific strategies that will help with the different intelligences. First a good strategy for teaching linguist intelligence is journal writing. Writing in a journal is a very effective method because it gives the students an opportunity to write and work with words. This is very beneficial to linguistic learners. It can also serve as an effective method for formative assessment. One method for the logical intelligence is Socratic questioning. By question a students response to a question you get them to look at it from a more logical perspective. They start to look at every aspect of it and ultimately prove their point completely. A method that can be used for special intelligence is the utilization of picture metaphors. By relating topics through a picture, or explaining a concept with one will be beneficial to those with a special intelligence. They can start to picture the idea, which will prove to be a powerful tool. Classroom Theater can be a powerful tool for kinesthetic learners. By getting them up and moving they can bring a play to life in the classroom. This will engage the learners who like to move around. Musical intelligence can be engaged through something as simple as background music, but having your look at songs as a metaphor for what they are learning can also be an effective tool. Interpersonal group work can engage those who like to talk amongst themselves, and engaging students interests for personal projects will please intrapersonal learners. Nature walks or outdoor lessons can engage naturalist learners. By going outside they can learn through questioning while on a walk through the woods or even right outside the school doors. All of these methods seem both effective and doable. They are good jumping off points for lessons that I will plan.

Morgan Ware
This chapter talks about different teaching strategies for each intelligence. For linguistic intelligences teachers can use storytelling, brainstorming, tape recording, journal writing, and publishing. These strategies will help linguistic learners with the content material. For logical-mathematical learners teachers can use calculations and quantifications, classifications and categorizations, Socratic questioning, heuristics, and science thinking. For Spatial learners teachers can use visualization, color cues, picture metaphors, idea sketching, and graphic symbols. For bodily-kinesthetic learners teachers can use body answers, Classroom Theater, kinesthetic concepts, hands on thinking, and body maps. For Musical learners teachers can use rhythms, songs, raps, chants, discographies, super memory music, musical concepts, and mood music. For interpersonal learners teachers can use peer sharing, people sculptures, cooperative groups, board games, and simulations. For Intrapersonal learners can use one-minute reflection periods, personal connections, choice time, feeling-toned moments, and goal-setting sessions. Lastly for Naturalists teachers can use nature walks, windows onto learning, plants as props, pet-in-the-classroom, and eco-study. These things can help teachers help students with certain intelligences to understand the content better. The thing that stuck out the most is kinesthetic concepts because when I was in elementary school my teacher had me spell my spelling words with my nose to help me remember the words. It really helped me with my spelling and it’s something I still use today.