MI+B1+Chapter+3



=Courtney Burns= **Abstract-** As teachers it is our duty to get to know our students and understand what intelligences they possess. There are several ways that teachers can choose to assess their students in regards to multiple intelligence including observations in the classroom, viewing student records, talking with other teachers, talking with parents or even talking with the students themselves.

**Synthesis-** It seems that the main goal of this chapter was to stress the importance of [|getting to know your students] as [|people] and learners. The best way to do this is to assess the type of intelligences that each student processes. As teachers it is important to understand that a student may possess varying degrees and/or combinations of any of the eight different intelligences. There are a number of methods and strategies that can be used to identify the types of intelligences within the classroom, the simplest being [|observation]. One observation method would be to take note of what students do in their free time. For example, a student who could be considered intrapersonal may choose to work alone on a project rather than with a group. Observing how students “misbehave” in the classroom can also be a great indicator of intelligence. For example, the student who doesn’t sit still during your lecture may be implicitly letting you know that they would rather be up and moving around, doing something more bodily-kinesthetic. In order to keep track of your observations for each student, it could be helpful to keep a journal so that your notes will be organized. It would also be appropriate for you to keep pictures of students demonstrating any of the multiple intelligences. Looking at school records or portfolios can also be helpful in determining/assessing student intelligence. Previous grades and comments from other teachers can give insight as to what areas or subjects the student has done well in and previous discipline issues can be helpful as well. Finally, the book suggests that having conversations with people whom the student has had experiences with in the past can also be useful. These people can include other teachers, parents or even the students themselves. By doing any number of these suggestions as teachers we will be better equipped to tailor our instruction to the needs of the individual learners in our classroom.

Shila Cook
When this chapter was discussing how to tell what a students most developed intelligence was it said “…one good way to identify a students most highly developed intelligences is to observe how they //misbehave// in class.” Now this I found quite interesting. As it gave examples of each kind of intelligence strength it began to make sense. I am going to use this in my class because it is a true measure of the student. It isn’t a test of any kind, and no student would know that they’re misbehaving is giving me information about them, so they would have no reason to alter the behavior. It would be very accurate.

Olivia Wandelear
This chapter noted that there are several ways to assess students’ multiple intelligences in the classroom through simple observation. Teachers can note their students’ misbehaviors, as well as how they choose to spend their free time in class. Likewise, documents and records from the students’ lives reveal their strengths and inclinations towards the intelligences. Logistical learners probably have higher test scores in math and science than in history or English. Armstrong encourages teachers to also speak to the students’ parents and the students themselves and inquire their opinions on the intelligences. I will definitely teach through the multiple intelligences like the text suggests, and also inform the parents about the theory, so they can continue their child’s learning at home.

Dylan Stefani
Chapter three’s main subject was surrounding the intelligences of students and how a teacher could figure out the students intelligences. In figure 3.1 there was so much useful information pertaining to some characteristics associated with students in the eight different intelligences. I feel that some of the ways of discovering the students abilities can add to your own personal profile you make of the student, like looking at school records and see how that student is doing in another class and environment. Something new that I have learned from this chapter is the phrase “six-hour retard child.” I would otherwise have said the tech wing kids from back when I was in high school. The key is communication and interaction.

Erika
It is important for teachers to take notice of their students’ intelligences and to analyze them. A teacher should be aware of the ways in which his or her students learn, and gather that information for various sources. This chapter gave me many helpful hints on ways to find out what my students’ intelligences are. Knowing what kinds of things the students get into when they are not paying attention and during free time can be a great indicator of what intelligence a learner has. It was also pointed out that school records and discussions with parents and other teachers, can be a great resource. When I begin teaching, I plan to take the time to notice the strengths of my students, so that I can better help them to learn.

Andy Shorey
In chapter three of Multiple Intelligences I learned that most of my students are going to have strengths in many of the eight different intelligences. While that is true they are going to have weakness's in others and it is the teachers job to figure out those areas. A good way to determine a students intelligence is to look at how he misbehaves in class that should give the teacher a clue to how he thinks. Another way is to take notes about the students in your classroom. Sometimes it is hard to know how a student thinks because a teacher may not have him for a long periods of time so there are other strategies that teachers can use. Some of those strategies are talking with the parents or set up special activities so that you can view the student doing different things.

Josh
The fourth chapter in Armstrong’s //Multiple Intelligences in the Classroom// described possible ways to determine what kind of intelligences students might have. The area that will stick with me is the idea the other uses almost out of jest. Observing the students when they are misbehaving in class to see what they are doing will give the best assessment of what kind of intelligence they are. There will be students in my class that will be doodling or fidgeting and it is nice to see how I can use this to learn about the student, and revamp my approach to keep them interested. There were a lot of other ideas such as, asking another teacher about the student, asking their parents, and asking the student. The best assessment will be observing the student when they are not aware they are being assessed to see what their natural tendencies are.

Kasey
This chapter discussed how to assess the many different intelligences that exist in the classroom. It provided a chart that described the intelligences, what each type likes to do, and what they need in their education. I think this chart will be extremely useful to me as a teacher, especially with the areas of intelligence that I am not strong in. I can refer to it to come up with ideas on how to appeal to different learners. Other ideas to determine MIs were to look at school records, consult with other teachers, ask the students and reach out to the parents to glean more information about the students’ multiple intelligences. It is not feasible to have every student take an in-depth MI test, so teachers must rely on these other options to get to know the MIs in their classroom.

Dan
In this chapter it stresses the importance of teachers knowing their students intelligences in relation to the eight intelligences. Also it talks about seeking information and help on understanding your students learning patterns from parents, observations of the students, and past teachers so you can provide an optimal learning environment for your students. I believe that observing a student and talking to previous teachers would be the best because it is in the same setting that you are in with the student as opposed to a home setting where the parents see the child.

Kyle Rines
This chapter was extremely useful. The main focus was on how to recognize different MI's within a classroom. The chart provided had some great examples on what to look for in students when trying to find their strongest intelligence. There are many different intelligences in a classroom, and every student is strong in some, but weak in others. The chapter also talks about alternate ways to find the right intelligences. Looking at punishments, and teacher/parent discussions about the child can help the teacher become more knowledgeable about that student and their intelligences.

Kay Sue Collins
This chapter discusses ways to discover the dominant intelligences in your students. It lists such obvious sources such as interviewing the student, their parents, and other teachers, reviewing school records, and direct observation. I was delighted to read the tip he gave of watching for how the children misbehave. This is so appropriate because these times are when they are the most honest. They are misbehaving because their intelligences are forcing their way through the veneer of ‘proper behavior’ in the classroom.

Ben
Chapter three of //Multiple Intelligences//, like chapter four of //Understanding by Design//, attempts to make the ideas more practical. In this case, however, I didn’t feel as much of a connection to the content. That may be because I remain to be convinced that the ideas have enough merit to warrant this much attention. I feel like some of the things the author says about the intelligences are a bit of a stretch, and I don’t like the way he talks about them as though they were discrete. I understand that he addressed that, saying that that was for ease of understanding, but I believe talking about the intelligences in such a way that it’s clear that they come packaged together most of the time would be valuable.

Caitlin Alexander
Chapter three discusses different methods that teachers might use to identify the Multiple intelligences of their students, since there is no official test that identifies the Multiple intelligences of students perfectly, so it is all up to the teacher to make his or her own judgments. The different suggestions listed range from watching the way the students misbehave to keeping a notebook about all of your students. I personally was intrigued by how the misbehaviors of a student could tell you what intelligence they might be most attuned to. The idea of keeping a journal is also very interesting, and extremely organized, but I feel that unless it is carefully guarded, it could be dangerous in the classroom. If students were to come across it because you accidentally left it on the desk while you were out to the bathroom, and curiously had a look, I feel it could be disastrous. A chapter in the book, //Fires in the Bathroom//, dealt with how students perceive, and one thing outlined by some of the students in the book was that they did not like knowing they were being talked about: they felt betrayed.

Courtney Burns
This chapter emphasizes the importance of observing your students. Through observation, educators can determine the types of intelligences individual students employ and plan their lessons etc. accordingly. As a teacher there are several methods I can use to ensure that I know the learning style of each of my students. Jotting down my observations of each student’s behavior in a journal will help me keep track of them. The chapter also suggests looking at the student school records to gain insight in to which areas/ subjects the student does best in and which they struggle in. In addition two sure fire ways to learn about your student is one, to simply ask them, they know themselves the best and two, to ask their parents, they too have been observing, however, for a much longer period of time.

Tim
Because there is a lack of quick and easy formal assessments to identify multiple intelligence strengths and weaknesses in students, it can be a challenge for educators to understand the way students learn. One technique elaborated on in the chapter suggests the observation of misbehaviors, while another suggests note keeping on a case-by-case basis. As a teacher I should strive to delve into the depths of a student’s personality and understand how he or she learns the best. This can be done by observing trends and repeated actions throughout a student’s academic career. Parents can give insight as well; different types of intelligences can be displayed in school while others may only shine in a home environment. Creating a comfortable academic environment may enable the student to expose all their strengths rather than just a portion of them.

Olivia

In chapter 3 of MI, the idea of specific and multiple intelligence in the classroom and identifying it as an educator were discussed. I learned about how from an early age, children display ability or desire of a certain intelligence style. Some children have abilities in several intelligences, and as educators, we should be careful not to "pigeonhole" students into one intelligence category. To assess students in their learning, one of the best ways to know what kind of intelligences they identify with, is to observe them in their behavior in the classroom.

Their habits, sometimes misrepresented as "misbehaving," (i.e. the bodily-kinesthetic student will be fidgeting) are usually signs of how a student learns. Another way to get an idea of what kind of learners we deal with is by documenting the students behaviors. Some ways taught in chapter 3 were collecting documents, such as taking pictures of students displaying multiple intelligences. Looking at school records and seeing what comments were made about the student. There are usually comments written about the students activities in the classroom, and these may give indication of what intelligences the student might have.

Talking with other teachers about what they observed when they taught the same students can be a great window into multiple intelligences, which is especially important to me, because I will likely only have one class with my observed student. Another suggestion to finding out the intelligences of a student is by talking to the student's parents. Parents have seen a child work in all areas of intelligences, and know how the student responds to each.

When I become a teacher, I would like to provide a "choice time" where I can observe what activities the students pick (as described on page 34). Setting up special activities is a way I would like to reach my students. By presenting an activity with eight ways of completing it, by watching my students choose, I will get a stronger understanding of what I should be doing for them as their teacher. I want to be able to keep a journal of specific students (one or two students who are difficult to teach) behaviors and actions in my classroom.

Heath Booth
The importance of knowing your own strengths and weaknesses, within the intelligences, is stressed in this chapter. There are some tools and techniques given to assess, compensate for and develop our own strengths and weaknesses. I learned that by utilizing our student’s strengths in intelligence areas that are not our primary intelligences we can create a well rounded experience. One example that comes to mind is having a student with a disposition for musical learning share how a pattern in music might relate to patterns in nature. This strategy could be used in either a math class or a science class. Through reinforcement of the key concepts in any curriculum in a variety of formats accessible by the different intelligences types, we have the best hope of our students connecting with the ideas.

**Tyler**
In MI chapter 3 I found it most interesting that the book suggested keeping a journal of each student in social situations and really study how the interact. I believe I could bring this into my classroom to help myself, because anything that will help me catch up on my students intelligences is going to be beneficial to myself and them. throughout the chapter, many tools are given which can help assess each of the students strengths and weaknessess. An example of using a students strengths would be taking a bodily/kinethetic student, one who fidgets and never stops moving, and getting them up and about. By getting them to move around and somehow incorporate that into your lesson they will have an easier time learning the material.