MI+B2+Chapter+5

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Chapter 5: MI Theory and Curriculum Development gives an overview of what it means to be an MI teacher and truly emphasizes strategies to help achieve MI teacher status. MI teachers do not stand up at the front of the classroom and lecture every class, they include visuals, music, movement and both group and alone work into their daily routine. There are so many different methods for teachers to use to make this happen and many are outlined in this chapter. Also, this chapter gives an outline and some hints on how to incorporate the eight intelligences into lesson plans when they are being created. This includes asking yourself several questions about what you want to accomplish with the lesson and being willing to brainstorm some ideas that might not seem plausible at first. This may seem overwhelming but the chapter introduces [|graphic organizers] as a great way to look at and plan out how to use the eight intelligences in the classroom.
 * By Kassaundra**

While reading Chapter 5 many came to the realization that some of our teachers were trying to incorporate multiple intelligences into the classroom but we did not quite understand the concept as much as we do now. Also, many of us are nervous thinking about how exactly they we going to incorporate all eight intelligences into our lessons and future classrooms especially those of us who are in concentrations such as [|math]. Fortunately, this chapter provides great resources and examples on how to represent all of the intelligences within lessons and how to get students with certain intelligences involved. It’s true that technology has a chance to take over if we continue to just lecture at the front of the classroom. Computers could do this if people truly wanted them to so to secure our future positions as teachers we need to teach with the multiple intelligences. Also, many of us we curious about thematic instruction and wanted to learn more about it because we realize that keeping our students engaged is very important. toc

Kassaundra
Chapter 5: MI Theory and Curriculum Development There are many different methods and materials that teachers can utilize to help instruct in the eight intelligences. When analyzing the list of methods I realized that all of my teachers at least attempted to use these methods in different types of instruction. Since there are so many ways to implement the intelligences into my instruction, I have a lot of choices and freedom so I can still maintain my own unique teaching style. Also, this means that my students will get to have many different types of experiences because there are so many options. Because of MI writing lessons and developing units will go beyond Understanding by Design. I will need to take into consideration and utilize graphic organizers to make sure all of the intelligences can be represented in someway. Also, I have never heard of thematic instruction before this but it is instruction that works to represent real life. MI Theory goes very well with this type of instruction and can help to structure its curriculum. I will need to learn more about thematic instruction because it seems like a good way to keep students engaged.

Matt Towle
This chapter discussed many ways in which to implement all of the learning styles into lesson plans. The main goal of MI Theory is to reach beyond the text and the blackboard to grab the attention of students and further their learning. This can be done by planning your lesson with this in mind. The chapter offered planning materials to help teachers brainstorm ways to incorporate all of the intelligences into a lesson. This will affect me in the classroom because mixing multiple intelligences into a lesson is a skill I will have to continually try to master. Teaching to the multiple intelligences allows all students to learn the way they do best.

Charli Sayward
Chapter 5: MI Theory and Curriculum Development As the title suggests, this chapter gives many examples of activities used to engage learners of different styles. This impacted me because these examples will be very useful when planning lessons for my unit. For each of the concentrations, there are lessons for the 8 different intelligences. For a math class, musically inclined students may study how math is involved with a certain instrument. The intrapersonal learners may create their own word problem to solve. To incorporate all the intelligences, it was recommended to teach from one intelligence to the next. This seems like a challenge, but it is a great idea to ensure everyone in the class is able to learn the material. I will make sure to vary my lessons throughout a unit to meet the needs of all of my students.

Alyssa Wadsworth
In previous chapters of this book, the reader was provided with an argument on behalf of students for teachers. In this chapter, however, the reader was given methods to including multiple intelligences in the curriculum rather than just in the assessment. I learned what multiple intelligences in the classroom could do for me as the teacher as well as my students. This half of the class creates a whole when connected to the eight intelligences included in assessments and affects me as a teacher because I did not already know how to connect them. I had ideas about including multiple intelligences in the classroom but was not sure how to do so. The fact that I will be able to give lessons and assessments with varied intelligences affects my students positively because they will feel better about being in my classroom //and// about taking assessments.

Kelly Steinhagen
This chapter focuses on how to plan for integrating the multiple intelligence theory into any curriculum. I personally found it hard to even think about how to deliver a lesson using all eight intelligences, but this chapter includes effective methods of planning that I would not have thought of. This chapter also includes lists of activities and teaching strategies for each intelligences which I found particularly helpful. It gave me more ideas for some of the intelligences, like logical and musical, that are my "weaker" intelligences. In my future classroom, I can envision myself using concept maps, like the examples in the book, as well as generating ideas based upon the lists of strategies. I am more confident now that I will be able to effectively reach all eight intelligences in my classroom, even though English is the linguistic learner's dream.

Justin Stewart
Chapter five focused on implementing MI theory into curriculum design. I learned a lot about the different ways that I can incorporate multiple intelligences in my lessons. It can be very difficult to include all of the eight intelligences because of the various ways that each intelligence is displayed and used. Looking back at my education, I can list off most of the things on lists of examples that I’ve done in my classes. I never realized all of the ways that my teachers have included the different activities in their plans without our knowing it. I definitely plan on using as many of those examples in my lessons as possible. I want to enable my students to have the best chance of learning by having as many different methods as I can.

Ryan Pelletier
This chapter does a great job at bringing what we have learned in the classroom and our readings together. You read about different methods to help reach the eight different intelligences. You also learn about the importance of getting your students to think bigger than just the classroom. They need to understand the big idea, and relate it to the real world. If you are not effectively doing this, then your students are not getting what they really should be from the class. My teachers in high school did not do a good job at making me think outside of the classroom. I remember always just thinking about the content, and not about how it relates to the real world. This made it much harder for me to transition into college. I hope I can help my students think about the big idea, and relate it to their lives.

Linda McLaughlin
//Chapter Five: MI Theory and Curriculum Development// This chapter was really interesting to me because it addressed the issue that is taking place nationwide since the No Child Left Behind law went into effect. It has created a frenzy in which teachers focus on standardized tests and making sure students pass these tests. Throughout the chapter, there are so many ways in which it exemplifies different techniques in which to teach in a variety of intelligences. It gave an incredible list of examples of methods of teaching for each learning style. It also explained steps to creating a lesson plan with multiple intelligences in mind. This impacted me because it provided me with a lot of resources and ideas to create lesson plans and units with. This chapter described the kind of teacher I would have like to have had throughout my years in school. This impacts my classroom because my students will be exposed to a variety of methods of teaching which will benefit everyone. It’ll help my learners be engaged and successful, which is what I’m shooting for.

Brianna Douglass
This whole book has been talking about multiple intelligences and how to incorporate them into different aspects of the classroom. This is the first chapter that speaks about how to involve all eight intelligences into the lessons of each unit. We all know that lecturing day after day is not beneficial to students and so this chapter gives a seven-step process to involve MI in any lesson. This is chapter is really helpful in providing information for teachers on different methods to incorporate MI into lessons. In my future classroom I need to be able to provide students with MI so that they can learn the content the way that they do best. I will need to provide lessons that teach math in different intelligences so that all students can reach the goals of my unit. Sometimes I feel as though math is a hard subject to be creative in but then again math is used in everyday life so I just need to be creative and use the methods in this chapter.

Taylor Kemp
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.

Lyzz Stevenson
Chapter 6: This chapter was a lot like the last chapter. It expanded more on the different intelligences and gave five specific examples for each. The examples provide many ways in which students can be successful in your classroom. This is a helpful tool and resource as a future teacher as these examples provide a base line or act as a set of guidelines for your lessons. As a teacher I will most likely use these as building blocks for my curriculum. This will help make sure that everyone’s learning style is covered.

Megan Wallace
I learned that there are many way to implement MI into the classroom. The standardization brought about by No Child Left Behind has made it harder for teachers to make the material interesting. Using some of the different methods described I can make learning more interesting for my students. As a teacher I can make sure when I plan my lessons ahead that I keep in mind the multiple intelligences. If I actively plan them into my lessons this will give my students the best chance of learning through them. I can also plan whole units around the different intelligences that way every student gets a unit catered to their intelligence.

Jenn Baum
Chapter 5: MI Theory and Curriculum Development In this chapter, methods to include multiple intelligences into classroom curriculum were addressed. One thing in this chapter that was discussed was the fact that the majority of instruction involves teachers standing up at the front of the classroom lecturing or telling students what to do. This takes up approximately 70% of classroom time, which limits its outreach to students with strengths in logical and linguistic intelligences (54). It is really important that we as future teachers adjust the ways we design our curriculum in a way that deviates away from the traditional ways of chalkboard teaching. One reason why this is important is because modern technology is advancing to a point where chalkboard teaching could be done with the use of computers and not actual teachers, so in order to secure jobs as educators, it is important to use that face-face interaction in order to educate and reach out to students in a way that computers cannot. One way to do this would be to incorporate the multiple intelligences into curriculum in order to extend learning to all types of learners such as having mood music, color cues, brainstorming, classification/categorization, body answers, peer sharing, making personal connections, and bringing nature into the classroom.

Darcie Simmons
This chapter dealt with the many different ways to take the multiple intelligences and create lessons for these intelligences. MI theory’s key focus is for teachers to branch out from their typical way of teaching by lecturing, and involving new ways for lessons to be taught. While I was reading this chapter I realized that towards the end of my high school career my high school English teacher was trying to use this MI theory to teach us some of Shakespeare’s plays. Since, as a class we had never been introduced with this way of teaching, we were unsure of what to think. But, thinking about it now, I really liked her lesson plans where we didn’t just sit and listen to the book, but actually act it out, or to make a movie in current time of what we thought the play would be like. When I’m teaching, I will be sure to consult this chapter, when I need ideas for how to set up a lesson for my hard to reach students, or just to get the class thinking a different way.

Erin
Chapter 5 of Multiple Intelligence describes using the eight intelligences to plan the curriculum. I learned good questions to ask myself and good examples to use when planning the lesson plans. I learned that making a chart or planning sheet with the intelligences as the categories could help me keep my ideas organized. The planning questions on page 65 can really help me in my classroom if I get stuck and cannot think of an idea for an intelligence. I liked the eight day MI lesson plan idea the most out of the examples where you would focus on a different intelligence on each day. The only concern I have with this method is losing the students and confusing them even more. To avoid this, I will have my class take one of the many intelligence tests at the beginning of the class to see if the intelligences are diverse enough to try the eight day plan. If I do not use all the intelligences in one class, I can use similar ideas for different classes and just adjust the curriculum to meet the needs of that class. = =

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Kaitlyn Haase
Chapter 5: MI Theory and Curriculum Development In chapter 5 the author examined and explained the blatant differences between traditional teachers and MI teachers. He also gave many helpful examples of how to implement MI theory into instruction. The figure that is shown in the book on pages 53 and 54 and the elaboration of that information on pages 60-64 would be a great resource to refer back to when I’m trying to put into practice MI instruction in my classes. One key thing that the author noted is that MI theory can be applied to curriculum in a variety of ways. The idea of “thematically” creating lesson plans is one way of implementing MI theory into curriculum that is mentioned in the chapter. The idea of using themes had me start thinking about all of the possibilities I could use in my classroom.

Olivia
Chapter 5 discusses the use of curriculum development in the classroom. When developing a curriculum, it is important to take into account the needs of the students and their special intelligences. As a future teacher, I refuse to be a lecturer who tells the students what to do. I plan to pay attention to the needs of my students when designing my curriculum. I hope to make all of my classroom activities interesting. I hope that in my classroom, there will always be freedom and flexibility.