MI+B1+Chapter+2



**Abstract & Synthesis** Tim Grivois

As educators, it is the responsibility of teachers to address the specific needs of students. In this context it is necessary for teachers to be aware of the different learning styles and intelligences present in the classroom. While every classroom is different, certain factors can be predicted and should be prepared for. Teachers must expect that they will have to analyze and understand their own strengths in anticipation of fostering growth in students.[|By understanding and analyzing] Multiple Intelligence Theory, teachers bolster their repertoire of valuable education techniques. To think on a level consistent with the strengths and weaknesses of students is to perceive their needs on an intimate level. This connection can be the difference between a student mastering the material, or struggling to understand it. Though every student is sure to have their unique qualities both positive and negative, teachers can create a consistent learning environment by using a variety of instruction techniques that appeal to many learning styles. Teachers can be both the largest factor in a student's success, or the biggest dampener to it; in periods where this dynamic is created, self-awareness is the most important skill in prevention of detrimental conditions.

Perhaps the most significant resource teachers can use to bolster their understanding of themselves and others are colleagues. [|Teacher collaboration] is not only important for educators and their personal development, but is necessary for comfortable and accelerated learning in the classroom. Because each facet of intelligence is determined by so many factors, including genetics, cultural impact and personal interactions, it can be difficult for someone without intimate knowledge of a student’s strengths and weaknesses to help them. When this is the case, reaching out to students and colleagues alike can be invaluable. By better understanding the crystallizing and paralyzing experiences that mold students’ intelligences, teachers can orient lesson plans and styles towards creating a smooth and integrated learning environment. Additionally, open lines of communications with students can be and should be held open so that feedback may be given regarding teaching style and differentiated instruction. As teachers in training we strive to integrate these techniques into our instructional reserve so that when situations arise we are prepared to handle them with poise and confidence. It is not our responsibility to rush students into development, but rather work with them at their own pace and give them every opportunity to flourish and grow.

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**Shila Cook**
In chapter two, “MI Theory and Personal Development,” something that I have already read in the other practicum books was brought up again. On page twenty-one Armstrong talks about using your colleagues. When one of our own “intelligences” is lacking it is acceptable to go to other teachers who are more developed in those areas to help you create lessons or give input or ideas into your curriculum. Another thing that I plan on utilizing in my teaching is using my student to help me where my intelligences are underdeveloped. For me drawing is lacking, so I could use a student to make a example project to show the class early, or have another student spell something out for me when a word slips my mind. I enjoy the idea of treating students as equals.

Heath Booth
Within this chapter the importance of understanding your own intelligences is emphasized. Some tools are provided for self assessment. The importance of having the resources to tap into each of these intelligences is stressed, as we will likely have learners of every possible combination within our classrooms. The final part of the chapter addresses the old question of nurture versus nature. It discusses some possible scenarios for why one type of intelligence flourishes and others might suffer. The factors included biological disposition, environment and the value, within society, of that type of intelligence at the time.

Kyle Rines
This chapter discusses how most people have a ‘strong’ and ‘weak’ intelligence, but in reality their weakest intelligence might in fact be there strongest if given enough time to nurture and become ‘strong’. This impacts me because I know that my weakest intelligence is Musical, but I feel that if I worked at being more musical, maybe I could understand things better through a musical type of lesson. This would be true too for students that have weaknesses in areas such as Verbal/Linguistic and Visual. It is important to develop lesson plans for all areas of intelligence.

Caitlin Alexander
Chapter 2 in //Multiple Intelligences// deals primarily with understanding how different intelligences are developed in different people, and it offers a simple “MI Inventory” for the reader, so that the reader might first gain an understanding of multiple intelligences and become more aware of his or her own strengths and weaknesss. Having taken a similar test in class last week, I know that I am a Ligusitic and an Interpersonal learner, which makes sense to my understanding of my own learning, since I love gathering knowledge for myself through study and reading, as well as writing and language learning; I also thrive on conversation and collaboration with my peers. I was also able to discover my own weaknesses (Logical-Mathematical and Bodily-Kinesthetic) which, now being aware of them, I can improve upon for future circumstances, so that I may be prepared to incorporate them into my future classes for the benefits of my students. The chapter also suggests that teachers incorporate the strengths of others (peers, technology, and even students) to compensate for my own shortcomings. I feel that this is wise advice to give to young, aspiring teachers as well as seasoned veterans, because one must always remember that we don’t have to stand alone. We teachers have our own support system too, and we shouldn’t squander the talents of others because we are too afraid to ask, or because we may be too proud to admit our shortcomings. Finally, the chapter relates to teachers how different intelligences may be improved upon or suppressed because of “crystallizing” or “paralyzing” experiences. Understanding that a specific event from the past might have either positively or negatively influenced a student’s development might be useful in ultimately helping the student conquer such a fear, or otherwise find an alternative route to the learning.

Kay Sue Collins
This chapter directed the reader to determine their own personal intelligence levels. This self- knowledge will help in developing ability as an educator. Resources to assist in compensating for weaker intelligences include asking for help from someone for whom that ability is a strength, either a co-worker or one of your own students. Technology is also a powerful tool. There are many factors in the development of a particular intelligence. They include: biological endowment, personal experiences, and cultural forces. Some experiences are ‘crystalizers’ and others are ‘deactivators’ that can drastically affect the expression of an intelligence. Understanding these forces helps us as educators to be aware of our own strengths and weaknesses and find tools to assist in strengthening the areas where we are relatively weak. This will make us better teachers.

Josh
The main point I am taking away from chapter 2 is that I need to assess my intelligences and know where I am strong or lacking. In areas that I might not be strong in I should ask other teachers or even the students for ideas on ways to appeal to the students that are strong in that intelligence area. I tried to come up with a turning point of why I am a physical intelligence but I think if they exist they are not always something you would remember. As a teacher I think the important part to remember from this chapter is that I could be a student’s paralyzing factor. It is my goal to never to anything bad to a kid that would make them forever scared of math, and maybe if I am engaging enough I can be a positive turning point for some students.

**Tyler**
After reading through chapter 2 I am sure that it will be no cake-walk in determining the intelligences of my students. Although it seems obvious to me now, until I read that each person develops their intelligences based on their surroundings I had never thought about it. Such as, if a person grows up without any kind of musical background, their musical background will likely be underdeveloped, and to contrast that, if a person grows up in a very social or interpersonal environment that part of their intelligence will be highly developed. Also, the chapter mentions being able to understand your students and their intelligences is extremely difficult and how to pick up on them quickly using what you have. The chapter mentions using your peers as a resource, such as veteran teachers and teachers who have the same students to your advantage. I believe this could be something I will definitely take into my classroom not only to help myself but my students.

Ben Villeneuve
Chapter two of //Multiple Intelligences// talks about how to apply MI theory to oneself before applying it to one’s students. It includes a resource for readers to discover for themselves which intelligences have developed in them. One of the parts that I can see affecting my future classroom is the one that talks about what teachers can do when they wish to engage a certain ability in the classroom for which they have no aptitude. I am a big proponent of communication within schools, so I could see myself at some point in my career asking an artistically or musically talented colleague to help me with a project, or even just asking questions of somebody who has had different life experiences than I have.

Erika
Two main points stuck out to me when reading this chapter on multiple intelligences. The first was the emphasis on using the ideas of multiple intelligences on our own lives. I believe it will be very helpful if I can use the tools available to me in order to enhance my own intelligence in various areas, so that I will be better equipped to relate to them with my students. The second point I found helpful was the point on crystallizing experiences and paralyzing experiences. It is critical that I recognize those things that may be paralyzing for adolescence intelligence, and that I seek to avoid such instances in my classroom. Also, it is equally important that I seek to provide crystallizing experiences that will allow my students to develop in their intelligence throughout their time in my classroom.

Kasey
In this chapter I learned ways to fill the gaps in my areas of intelligence. Using coworkers, students and technology is essential when one of your areas is lacking. For example, since I am not very musical or mathematical, I will most likely ask students or coworkers for their input when I am trying to integrate that in my classroom. I also learned about the three factors that determine the development of our intelligences. Hereditary factors, personal experiences, and where/when we grew up all play a huge role in how our intelligences develop. The hereditary and personal experience factors were not surprising to me, but the third factor was something I hadn’t considered. I think this will be important to remember when I am in the classroom; these students are growing up in a time that is different from my own, and I should make sure my teaching style and curriculum is appropriate for their needs. Also, the concept of crystallizing and paralyzing experiences is something that will impact how I teach, particularly the latter. I think it would be interesting to have classroom discussions about paralyzing experiences, and try to develop those intelligences that were shut down. I would have students identify the factors that led to the paralyzing experience and try to come up with ideas on how to develop that intelligence, perhaps leading to a crystallizing experience.

Tim
Before working with students to address the areas in which they need developmental assistance or direction, by understanding one’s own multiple intelligences, a better comprehension of the theory can be attained. As a teacher I can draw upon the experiences of my students and colleagues alike to further develop my own intelligence. It should never be a case of stagnancy; I should always strive to grow and prosper. Students and teachers alike may have certain activators and deactivators of each facet stemming from previous experience or trauma regarding each or any area of intelligence. It is important to assess oneself regarding these conscious or subconscious factors, and understand that students most likely deal with similar issues. While these issues may not be readily apparent, they can easily affect development of multiple intelligences, both positively and negatively.

Dylan
Chapter two recaps on the eight intelligences and tests yourself on how you are a learner. What jumped out at me in this chapter is the fact that there was that intelligences can be affected biologically, personal life history, and by cultural and historical background. The best tool to analyze these intelligences is to simply observe the behaviors of both the student and yourself the teacher. Through this a pretty good sense of learning styles is present. Teaching is getting out of your personal comfort zone to better the needs of the student. A good example used was that some teachers might not draw on the board as because they never could learn that way themselves. Open your mind up to new options and incorporate drawing into your classroom another way such as a coloring project.

Olivia Wandelear
Chapter Two revealed that in order to identify the multiple intelligences in your students, you must first apply the model to yourself. I took the “test” the chapter gave to see if its results matched the ones I found in class, and they did. I am primarily a linguistic and interpersonal learner. I had never considered using the MI theory to guide my teaching until I read this chapter as well. Armstrong suggests asking for students’ help in ensuring that all of the intelligences are displayed in the classroom (26). A student with a strong spatial intelligence can draw graphs and pictures for the class with much better skill than myself. The author also reflects on environmental factors that may have influenced the development the intelligences. These include such things as geographical and familial influences that made it easier to identify with one intelligence over another. This suggests that the multiple intelligences are developed through a balance of nature //and// nurture. =

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Courtney Burns
Something just as important as discovering your students individual intelligence is discovering your own. Even after you have discovered your own, it will be important for you experience first had the different intelligences. For me, the most important suggestion from the book will be to engage myself with my colleagues. There is a very high chance that in the school I work in there will be teachers of all different types of intelligence and by talking with them I will hopefully be able to adjust my curriculum for the different intelligences. I think it will also be important to listen to the voices of my students as well, they know themselves the best.

**Andy Shorey**
Chapter 2 Multiple Intelligences: In Chapter two of Multiple Intelligences written by Thomas Armstrong I learned about crystallizing experiences and also paralyzing experiences. A crystallizing experience is a turning point in the development of a human being. It is when something flips a switch inside of someone to make your intelligence mature. For example playing an instrument if you like the sound of the guitar that may flip a switch inside of you and make you take to music and want to learn a lot about music and play music. A paralyzing experience is the opposite of crystallizing intelligence it is when something happens that may turn you of to developing a part of intelligence. For example if a coach yells at you in a sport you might be turned off to that sport and that could hinder your bodily/kinesthetic intelligence.

Dan
In chapter two it talks about how your own intelligences affect the way you teach to others. An example is when it talks about not using images or diagrams because you are not a spatial learner but rather using group work and team activities because you are an interpersonal learner. This is very useful to me because I know I am very specific in my learning styles or intelligences, knowing that I may tend to favor those in my lessons rather then adapting to the needs of my own students. So knowing this helps me realize that I have to come out of my comfort zone and cater to my students needs.