MI+B2+Chapter+4

[[image:MI_Chapter_4.png width="800" height="515"]]Multiple Intelligences Synthesis Chapter 4 by Darcie Simmons
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 * Abstract**: This fourth chapter in Multiple Intelligences was about teaching the students about the [|multiple intelligences theory]. It discusses how first graders can easily be taught the MI theory in about five minutes. It talked about creating an "MI Pizza" to demonstrate to students the different types of learning styles. The cool thing that was suggested to the reader about this "MI Pizza", was to change the way you use the actual terms of the learning styles. That it can be used in "kid words" so that they can understand that linguistic means word smart and so on. They suggested to pick famous people that the students might know, and show the students the learning style they have/had and what they achieved through their learning style. This chapter also provided activities for teaching the MI theory. These included things like career days, field trips, biographies, wall displays, board games, stories, songs, and plays. To conclude the chapter it talked about how the MI theory should be used frequently in daily activities, that way students can make sense of their own learning processes.
 * Reactions:** It seemed that many of the readers really picked up on the fact that having students know their Multiple Intelligences is key to their learning. Along with the students knowing their Multiple Intelligences, they also should do [|activities]that teach the Multiple Intelligence theory. A lot of us talked about how the examples that we were provided with were good, however, they were not at the right age level for our content, so that maybe we would have to change the way we used the book for examples. Many of us also enjoyed the pizza idea and discussed how that will be used in our classrooms as well. This chapter was considered by most to be a good teaching tool for our future classroom experience.

Kassaundra
Chapter 4: Teaching Students about MI Theory When teaching about Multiple Intelligence Theory it is good to introduce your students with a simple five-minute explanation. Since the author gives may ways to break down the theory of Multiple Intelligences so that students better understand it. Since I am teaching high school I may not need to change the names of the actual intelligences, as the author suggested, to effectively introduce the concepts. Teachers should definitely follow up their explanation of MI theory with activities that reinforce the concepts. Some of these could be career day, field trips, wall displays and board games. For my English concentration and grade level I think having students read biographies of people with different intelligences and also assigning readings that explain MI theory would be good for my class. This would allow me to not only get my students more in tune with Multiple Intelligence Theory but also incorporate my content.

Charli Sayward
I learned from this chapter better ways of showing students the MI theory. It doesn’t need to be explained in a complicated way; even younger children can learn about this theory. The most important thing is to use simple words to describe each intelligence. This will help students relate themselves to the theory and determine which intelligences they fit into. To further explain the theory, especially to older students, a Career Day is a great idea. This will show how different intelligences can be applied to certain jobs. Also, teaching a lesson plan in different ways can help show how different students learn the material. If students are aware of the ways they learn best, their confidence will build in the classroom. Knowing what works best for me makes it easier to prepare for different tests and assignments.

Taylor Kemp
In this chapter it talks about how to inform students of the MI theory. It has examples of easier ways for younger students. The chapter suggests that simple language be used as often as possible for easier understanding. Also the chapter goes on to describe different follow up activities to teaching what MIs are. Examples of these are having a career day showcasing each type, going on a field trip related to each one as well as many others. How this will effect my classroom is I think it is a good idea to tell the students what Mi is and help them to understand it. Maybe once they understand it and figure out which one they are most like they can use that to their advantage and put that towards the learning process more. With this thought, I will be explaining to all my students this theory

Matt Towle
 Chapter 4 discussed many ways in which to teach students about multiple intelligences. In the same way that knowing more about multiple intelligences can help teachers to better teach their students, if students know how they learn specifically they will be more able to express those feelings in the classroom. What better way to learn about a student's intelligences than to hear it first hand.  This could possibly impact my classroom because if I am ever in a position where I would want to teach my students about the multiple intelligences, I have the handbook to do so right here. One of the easiest ways to express the eight multiple intelligences seems to be by using the "MI Pizza," although the wording would have to be adapted to the high school level.

**Jenn Baum**
Chapter 4: Teaching Students about MI Theory This chapter suggested ways to introduce the theory of multiple intelligences into the classroom. In order to be a more effective learner, I believe you have to understand both your strengths and weaknesses. Discovering how you learn best by identifying which of the multiple intelligences allow you to learn most effectively is one way to ensure more success in the classroom and as a learner. One suggestion that I may use in my classroom in order to introduce and have students self assess their multiple intelligences would be to design a lesson that I could teach in eight different ways, representing all of the different intelligences. By doing this, I would be able to explain to them the different intelligences, what they consist of, as well as enabling them to discover which way they are best able to learn new ideas and concepts. After doing this I would note the various learning styles in the group and incorporate those learning styles into my lessons as often as possible.

Alyssa Wadsworth
I will be the first person in my family to graduate from college, and my family has always encouraged me to do so, telling me that I am a very intelligent, mature person. My whole life I have been told that I am smart, and I have always earned high or average grades, so I only disputed the idea that I was not intellectual when it came to science and math classes. In this chapter, I learned that children think they are smart but by the time they are in high school, they are not convinced of this anymore. I am not sure if they think of themselves as dumb, really, but I will definitely have to take into account the belief that they are not intelligent. When students are confident, they tend to earn better grades because they feel they can so my students could definitely benefit from encouraging remarks that point out how intelligent they are. This will also affect my teaching because I have always thought of most high school students as very sure of themselves as individuals with intellect—some people I graduated with felt they knew everything and shared it with anyone around them as much as possible.

Erin
Chapter 4: Teaching Students about MI Theory describes the best way to introduce the hypothesis of multiple intelligence to a class. This chapter gave many good examples about how students can express their intelligences, but the activities were geared more toward elementary and middle school students. I feel like there is a more mature way I could bring up the idea of multiple intelligences to my students that would not make them feel like middle schoolers. I would probably pass out the sheet that we filled out in Dr. Grace's class and have them fill in the graphs and charts. If anything from the text, I think a "human intelligence hunt" would engage the high school students more. Or, if I am not able to do that, then I would try the MI tables. Each of these two projects not only help with finding each student's intelligence(s), but it will help with teamwork skills as well.

Chapter four was about teaching students the multiple intelligence model of learning. The different ways to teach students the model are five minute introduction to MI theory and activities for teaching, including, career day, field trips, biographies, lesson plans, quick experiential activities, wall displays, displays, readings, MI tables, human intelligence hunt, board games, Mi stories, songs and plays. In order to help my students and myself I could show them the different ways that they learn and then discover how they learn straight from the horse’s mouth. I think that this would save the kids that I will be teaching, and I, a lot of grief because I will know immediately who can do what. I think that the students will benefit from this method the most because they will know how they learn and they can begin to see where their talents lay. I will also be able to better suit the different learners in the group because I will know who learns the best in certain intelligences.

Darcie
This fourth chapter, I found to be very interesting. Since, when I was in elementary school, the MI theory had not really been very developed, I was never really taught about it. When it came time for middle school and high school, it didn’t really matter whether or not you knew which way you learned, you just had to do the work, and it was through the everyday lecture and homework, with the occasional project thrown in there. However, while I was reading this and I learned that the MI Theory is something that can be taught to kids as young as 5, I got kind of angry reading that. Because, I feel I wasn’t provided with a good enough education. That maybe, I would have been an even better learner had I know exactly how I learned. When I get into the classroom, despite the grade level that I teach, I will make sure each of my students know what kind of learner they are. Along with that, I am also going to do the posters of famous people who are one of each 8 learning styles. Also, I may make a MI pizza and put each of my student’s names in it next to their style.

Megan Wallace
I learned different ways to incorporate MI theory into my classroom. Merely telling them about what MI is is only the first step. If the teacher does nothing more than that then it was pointless. The teacher must expand upon what they said and actually use MI theory in their classroom. I fully intend on making MI theory part of my lesson plans and making sure that I get all of my students involved. I have no intention of leaving any of them out.

Linda McLaughlin
//Chapter Four: Teaching Students about MI Theory// This chapter was kind of interesting to me. It discussed the importance of teaching the students in the classroom about MI theory. This is important because the students need to understand how they learn and what learning styles suit them better. This is also very beneficial to the teachers as well. It discussed the different ways that a teacher can present this theory to their students, starting with a five minute introduction to the theory. The chapter gave a lot of examples as to how to get the students involved in learning how they learn. The one that I think that I would use most in the classroom is to create MI tables, with each table explaining one of the eight intelligences. This impacts me and my classroom because it will make me a more effective teacher if I can teach in ways that are best suited to my students’ learning styles.

Kaitlyn Haase
Chapter 4: Teaching Students About MI Theory

In chapter 4, I learned that Multiple Intelligence theory can be explained to any grade level of students. By using terms such as “word smart” instead of linguistic, or “number smart” instead of logical/mathematical, it is fairly simple to get the meaning across about each of the intelligences. To stimulate each of the intelligences, there are many different activities that can be incorporated into lessons (field trips, wall displays, readings...). An activity in my concentration that I may have students do is research a mathematician’s biography and create a display. This activity will stimulate a student’s logical/mathematical intelligence as well as their intrapersonal intelligence (if they work individually).

Lyzz Stevenson
Chapter 4: Teaching students about multiple intelligences is important so that they can understand how they learn. This is useful to learners as they can alter some things to better accommodate their intelligence and learning style. The use of simple terms helps students understand the model. I think that it is important for students to know how they learn. I did not know my preferred intelligence until my freshman year of college and when I look back on my high school career I wish that I had known as it would have helped me in many subjects. My goal is to help my students find their preferred intelligence and help them strengthen others.

Kelly Steinhagen
Chapter 4: This chapter taught me how to explain the MI theory to future students, a key point in ensuring that I would be using it effectively. If the students understand how the theory works, then they can better decide what they believe is their best intelligence. It is also a possibility that I would not have known how easy it is to give a basic idea of the theory in five minutes, and come away with the students understanding most of the concept. Then, further instruction would allow them to fully grasp the theory and hopefully feel confident in how they think. I will be able to use the activities that the book describes in order for them to understand by doing as well, rather than me simply lecturing about it. In the end, it will all help me as a teacher because my students will be able to tell me about themselves through the theory.

Bri Douglass
Chapter 4 includes a discussion on how to introduce the MI theory into the classroom. The best way to learn about student’s intelligences is to ask them by using the MI pizza. This gets kids more confident because by asking who enjoys music or who likes drawing all children see themselves as intelligent. This MI pizza will impact how I start a class in the future. It’s important to know your students and also make them feel confident about themselves. By doing this I will be able to plan around my students developed intelligences.

Ryan Pelletier
This chapter talks about different ways to introduce MI theory to students. You want to clarify all of the eight components. One way to get all of your students interested in their special intelligences is by having people from the community come and speak with the class. By having career days you can get a variety of professionals come and speak to the class. I think this is a great way for students to listen to someone that is interesting to them. There are so many role models out there who are not star athletes, and students need to be able to meet these professionals. So they can construct their own beliefs about different options life has to offer.

Olivia
In chapter 4 of MI, the idea of teaching MI to students was discussed. There is a diagram of the MI pizza on page 46, and by showing it to students it can easily break down the eight sections into simple ideas that students can identify with. I learned about ways in which I can address the students intelligences, but also give them a way to use their intelligences.

Having a career day where the students can see different intelligences and how they are used in the real world outside of the classroom. Organizing field trips to see jobs that cover specific intelligences can be even more affective than a career day. To get the students to see other examples of successful people who excelled using their intelligence by having them read biographies. When giving the biography assignment I would most likely assign them a book about a person who they can relate to with their intelligence, but maybe even have the student's cultural, racial or gender can be addressed so that the student can further identify with the material.

Reading assignments on multiple intelligences would get students to understand more fully what MI is. Playing a board game that gives students the ability to show their many abilities and intelligences, like the game Cranium, can be a fun way to give educators insight on how their students excel in intelligence.

As a teacher, I want to make sure that I use these ideas to make sure that I know how to best reach my students and help them connect with the material being taught.