MI+B1+Chapter+5


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Kasey Darnell
Abstract This chapter discussed the importance of MI theory in regards to curriculum development. Teachers who use MI theory in their classrooms use a wide variety of teaching tools and strategies that go beyond the typical linguistic and logical methods. The theory suggests than a teacher can take any lesson, skill, or objective, and develop 8 different ways to teach it. This enables the teacher to reach more students by accommodating their various learning styles. This chapter provides an extensive list of activities and projects for each of the 8 intelligence areas. Additionally, it provides a step-by-step process for developing MI lesson plans.

Synthesis One important factor in designing an MI lesson plan is to focus on a specific [|theme] or topic. This provides a foundation for the brainstorming and planning of an MI lesson. The theme should be large scale and can run the length of the unit or even all year long. Developing a theme that is relevant to students is also important; it should allow students to use their multiple intelligences in practical ways. Brainstorming is another essential part of creating an [|MI lesson plan] Beginning with an objective, teachers can then brainstorm all the various ways it can be taught through all 8 of the intelligence areas. Next, they can choose the activities that are most appropriate and begin developing a sequential plan. The next step is implementation, where the teacher carries out the lesson plan and makes modifications where necessary. Incorporating MI theory into lesson planning is valuable because it engages learners and makes the material more meaningful and relevant.

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Olivia Wandelear
Chapter five offered some really fantastic ways to incorporate the MI Theory into the everyday curriculum in the classroom. While reading the bulleted lists of activities and tools useful for each of the eight intelligences, I underlined my favorite ones in each of the eight lists. This gave me a sense of how well I personally understood the theory. I highlighted two or more things in each list and was able to brainstorm some sort of lesson plan in order to incorporate this specific activity in my English classroom one day. These activities would not only explore and encourage students’ individual and unique learning styles, they would also contribute to connecting students with the real world, a relationship the MI Theory aims to establish. Young adults live primarily in the “here and now.” They tend to dismiss anything irrelevant to the time and place in which they exists. I learned that the MI Theory works well with the Thematic Instruction model, which designs curriculum that is both relevant and meaningful to the student and his or her life. Through the MI Theory, we can encourage students to embrace their own individuality and creativity while also preparing them for the real world they so desperately want to explore.

Kay Sue Collins
This chapter describes how to incorporate MI into the curriculum through a graphic organizer. Put your objective in the center and brainstorm ways to use all of the intelligences to teach that objective. When you have enough ideas, choose the most workable activities with the available resources, and put them into a chronological order. Finally¸ collect the materials needed and carry out the lesson plan. Modify them as needed to respond to feedback. This really helped me get a vision of how to incorporate MI theory into a workable curriculum. It will be very helpful in creating meaningful activities for my students that will have something for everyone.

Timothy Grivois
Teachers attempting to integrate Multiple Intelligence theory must consider the theory in context; curriculum development and MI must go hand in hand. MI teachers must adapt and change constantly in order to make students comfortable. This is not to say that MI teachers must be locked into fluidity; aside from palpable irony, this would undermine MI theory as a whole. Curriculum creation under MI principles must take into account several factors; specificity, sequential progress, and goal-oriented results. Thematic learning is also significant and necessary. Students will respond with stronger and more positive feedback when they feel as though teachers are putting forth the absolute highest effort they can to assist them. MI curricula should be varied and balanced, giving students the opportunity to push themselves and their comfort level, but also affording them the chance to flourish and find success. No student wants to fail, but meeting challenges can always expand a student’s range of knowledge and skills.

Courtney Burns
This chapter makes it clear that as an MI teacher I am going to constantly keep in mind the intelligence of my students and be able to change my instruction method (considering these intelligence) while at the same time keeping the key goals of the unit in mind. One thing that this chapter did clear up for me was that the guidelines of the MI theory are not set in stone. It is perfectly acceptable, when necessary, to lecture to the class. When doing so, however, it will be important to “stimulate” all intelligences; this could mean raising and lowering my voice to hold the attention of those with musical intelligence, or moving about the room constantly to hold the attention of those with bodily- kinesthetic intelligence. The example of how to plan instructional methods (brainstorming and the actual example of an MI lesson plan) was helpful for me to see how the MI theory can be implemented

Dylan Stefani
Chapter Five provides a “broad range of stimulating curricula to awaken the slumbering brains that Goodlad fears populate our nations schools.” It says that we as teachers need to reach beyond the books and boards to turn up to excitement in the school. As a MI teacher, one should use all eight MI techniques in the teachings. Switching from one to another and even grouping intelligences can benefit the classroom as well as the students. This chapter gives many examples in all the eight intelligences for teachers to create a lesson around. By focusing on a specific topic, asking key MI questions, using MI techniques, brainstorming, selecting an appropriate activity, setting up a plan, and implementing the plan, a teacher is able to create a terrific lesson plan that benefits their classroom and the content standards. I believe that teachers that have strayed away from the textbook can work better with the students who are not linguistic learners and are more open to helping a wide variety of students. Yet, the textbooks do serve as a great tool to keep a lesson on track. Being able to swing from MI teaching to contemporary teaching is the best way a teacher can teach in my opinion.

Erika Tingley
The theory of multiple intelligences will have no impact if it never goes beyond ideas to implementation in the classroom. The focus of this chapter is on methods teachers can use to apply multiple intelligences into their instruction. It struck me how much this theory becomes a part of everything a teacher that believes in it does. Teachers have to constantly be thinking of ways they can implement multiple intelligences into their lessons and make everything they do multidimensional. Students will learn most when they are being given multiple ways to grasp the material, and when they are inspired beyond the classroom with what is being taught. As I look at my future lessons I need to keep the ideas behind multiple intelligence in mind throughout all parts of development.

Ben Villeneuve
Chapter 5 of //Multiple Intelligences// talks about how to develop a curriculum while keeping MI theory in mind. It has several helpful charts describing ways the different intelligences could be applied to different subjects, and telling what tools and techniques will fit with each intelligence. I like this not only because it will be helpful to my students down the line, but also because it helps me think critically and rigorously about my own curriculum. I can’t think of whole lessons for //1984// that involve all the intelligences, but I can think of discussion questions for each one, and I think that will go a long way to making sure my students are engaged by the book.

Josh
The fifth chapter of //Multiple Intelligences in the Classroom// is focused on how a teacher can design his/her lesson plans to include all types of learners. One of the important points this chapter makes is that a teacher should use a theme over the course of the year to show how the material they are covering relates to the real world. This will be especially important to a math class. One of the favorite questions of students who do not like math is, “when are we going to use this”. By designing the answer to that question into the lessons, students will begin to understand that math is all around them. Another interesting point in this chapter is the breakdown of a lesson plan. They are showing eight different days spent on one idea, having an activity for each of the intelligences on different days. This seems great in theory but I question how realistic it is to think you are going to cover the same materiel eight different days.

Heath
While some material needs to be covered with the teacher at the chalkboard and the kids taking notes, there’s no reason why it can’t be reinforced and added to in way that reach different kinds of learners. This chapter gives information about planning activities that incorporate all learning styles, and provides a good number of examples. This information will allow me to broaden the scope of my lessons. Math is a subject that students need to see concepts presented to them in a variety of different ways, as students will connect to the ideas in ways that best suit their learning styles.

Kasey Darnell
This chapter discussed how to incorporate MI activities into the classroom, and the difference between a traditional teacher and an MI teacher. The traditional teaching style focuses predominantly on linguistic and logical-mathematical instruction, whereas the MI teacher will try to incorporate many different instructional styles that appeal to all 8 of the intelligences. This is not to say that the MI teacher presents every single lesson in 8 different ways every time, but he/she will vary the routine throughout the unit and not focus on only one or two areas. This chapter also included an extremely helpful chart that outlined activities, materials, and strategies that can be used for all 8 of the areas of intelligence. I think this will be a useful tool to have when I am in the classroom and need ideas for lesson plans. I think it is very easy to get stuck using strategies and activities that work and not venture out into the other areas of intelligence that you as a teacher may be lacking in.

Andy Shorey
Chapter five of our MI book discusses how we as teachers can plan lesson in a way that hits on many of the eight multiple intelligences and more than a lesson a unit. It talks about how we can specifically teach to the MI theory. It gives many examples in the different types of intelligences. It also gives an seven step way to design lessons. It starts with focusing on a topic and then getting different ideas for the different intelligences followed by pairing down all the ideas to an eight day lesson plan focused around the topic and then followed by using the intelligences to help the students learn. I would be very interested to see how this works in a classroom. I don't think I have ever experienced something like this and I think it could really help students who do not learn just by being talked at.

Dan Horne
Chapter five talks about how to incorporate the MI theory into your curriculum. As a teacher you have to find ways to make sure all your students learn the materials you are teaching and using the MI method you ensure that your students are being provided the most beneficial learning environment. This chapter also brings about how to help you incorporate the MI theory into your lesson plans. This chapter really helped me because I have a hard time of just coming up with specific ideas on how to make my lab eight different ways so that all the intelligences benefit.

Shila Cook
In chapter 5 “MI Theory and Curriculum and Development” Armstrong touches on the historical background of multimodal teaching and how themes impact the classroom. Even though all that is important the biggest thing that I took from the chapter was the comparison between a traditional classroom and a MI classroom. This comparison, traditional with the lectures, writing notes on the board, and MI with shifting the method of presentation and combining intelligences is what I found important. I am going to keep this comparison in mind when I am making lesson plans for my kids, and I feel that it will show in my student’s willingness to learn. = =

Caitlin Alexander
===The multiple intelligences plan cultivates creativity, innovation, and experimentation with lesson plans in teachers, and it isn’t an idea that has only been around so recently. Philosophers and educators all over the world over the ages of history have been using some form or another of multiple intelligences, from Plato to Dewey. This tells me as a teacher that this is a universal theory, since it was being used in some rudimentary way to teach throughout history, and that makes the theory all the more valid. If the philosophers and educators of the past were using this long before Gardiner thought it up, then it is something timeless and important to the education system, and therefore it is an important and valid idea to use in my classrooms. I have already known that I would be using the multiple intelligences theory in my classrooms the moment that I read about it, but after learning this, that it has roots all throughout history, I feel more confidant that it will be a success in my classes and that my students will benefit from it.

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Tyler Brookings
This chapter chapter talks about various ways that the practice of multiple intelligences can be incorporated into every day Teaching. Example methods are giving of how specifically to bring in a different multiple intelligence into various lesson plans. Along with this, the book also offered guidance as to how you could go about planning a lesson that has multiple intelligence in mind. This means that you prepare for it, and you know what to do with then situation comes up instead of thinking up something on the spot. It is always good to be prepared, especially when teaching to a wide array of students. How this will impact my classroom is that I will work on doing most of my lesson planning in this way, so I know be ready when the time comes to vary my lesson plans. Also I will know that not everything will happen exactly as planned, but that I can work with it anyways.

Kyle Rines
This chapter focuses on the integration of multiple intelligences in the classroom. Books and teachers can talk and teach about multiple intelligences, but until they are actually integrated into the classroom and subject material and assessment is designed behind having multiple intelligences, there is no improvement. This chapter gives a lot examples and charts that show ways of incorporating MI's in the classroom. I know that this is a vital aspect of teaching and that I must become proficient in using and teaching to every kind of intelligence.