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Shila's Abstract and Synopsis: Abstract: Chapter six is all about teaching strategies that work for all eight intelligences. The chapter also explains that the problem with every type of strategy is that as there will be a group of students who excel there will be a group that will struggle. Because of students individual differences MI strongly suggests that teachers us many different types of teaching strategies even though they wont reach all kids. Armstrong gave four examples of teaching strategies for each intelligence, but I will summarize one for each. For **linguistic** learners the first strategy is storytelling. Storytelling meshes essential concepts, ideas, and instructional goals into the story that you tell the students. For **Logical-Mathematical** a strategy was classifications and categorizations. In this students would do exactly what the name suggests, classify and categorize different pieces of data. **Spatial** suggested using picture metaphors. A picture metaphor expresses the concept of visual imagery used to display the key point or main concept. **Bodily-Kinesthetic** learners could be taught by using the strategy body answers. Body answers is as simple as having your students raise their hands if they understand, or it could be blink and eye, or lift one finger. Make it interesting and constantly change it so that people don’t get bored. For **Musical** teachers can use rhythms, songs, raps, and chants. This is a awesome teaching tool for teaching memorization information like spelling, states, capitals, counties. **Interpersonal** students would really enjoy peer sharing. This is as simple as turning to your neighbor to talk about an idea, or team up to find an answer. **Intrapersonal** student would appreciate what Armstrong calls “one-minute reflection periods”. This is pretty self explanatory, however it is just periodically throughout a class period have the student either write a sentence alone or take a moment to take it in. The last type is **Naturalist**. For this nature walks are suggested. Try to find a way to make a connection between what you’re teaching and the outdoors, and when you do physically go out there to see it. Synopsis: Reading through your entries I found that most of you really appreciated the[| different strategies] that are suggested throughout the book. This was especially helpful to people in the area that they are weakest. Almost everyone said which intelligence was their weakest and the different ideas in that area are going to be extremely helpful. As there was so many people who said that the spatial intelligence was their weakest area I added this [|article] all about how to teach spatial learners.

Olivia Wandelear
After reading the forty teaching strategies designed to incorporate knowledge, understanding, and stimulation of the eight intelligences, I now have a much better comprehension of what activities really bring out the best in students in regards to their learning styles. I really liked the idea of color cues to stimulate students who are so used to black and white chalkboards and textbooks. I often use different colored pens and highlighters when taking notes in order to keep me interested in the subject, so I would definitely recommend this strategy to my students to classify information easily and visually. Incorporating Classroom Theater into my lessons also appeals to me, because as an English teacher, I will want my students to fully grasp the literature they are studying. By acting out the characters’ movements and personalities, my students gain understanding of why and how the action happens in the first place. These strategies, as well as the many others, will allow me to reach students on many learning levels.

Courtney Burns
Thus far, the book has made it clear that part of being a great teacher is having a large “repertoire” of teaching strategies, one that encompasses all of the learning styles of students with any of the eight different intelligences. This chapter gives several suggestions for teaching to the individual intelligence. I believe that some of the strategies included in the chapter are ones that I would use naturally because of the type of learner I am however there are more suggestion that have never crossed my mind. One of my favorite suggestions was to have a classroom pet. There are several ways a classroom pet could be helpful in my room, the animal could be used for scientific observation and give students a sense of responsibility when taking care of the animal.

Dylan Stefani
Chapter six has more information about using all eight intelligences in different lessons that teachers are able to do in class. Summarizing everything that is shown in this chapter is difficult because each lesson idea is cool and creative. Linguistic lessons usually have “open-ended language activities” to better suit everyone. Logical-mathematic lessons usually focus in science and math courses, but the lesson plans that this chapter focuses on is using the lesson to point out the wide use of it in every part of the school day. Spatial lessons include visualization, color cues, picture metaphors, idea sketching, and graphic symbols. Kinesthetic intelligences use hands on activities incorporated with reading, math, and science. Musical lessons are usually not used in schools. Many memorization tools use music and songs, so why don’t teachers use songs in science and math to memorize equations? It could help. Interpersonal and intrapersonal intelligence are used everyday in the schools. It is just the teachers decision whether to have the students works as a group on something, or have the students experience themselves as autonomous beings. Finally, naturalist lessons can either be taking the classroom outside or bringing the outside into the classroom.

Erika Tingley
This chapter gave teachers multiple ideas that could be used in a multiple intelligence setting in order to fully engage all students in the learning process. Each of the intelligences was focused on individually with ideas for implementing instruction to match them. The strategies that had the most impact on me were the ones for spatial intelligence. I have a hard time relating to spatial intelligence, and am not geared to think in this way. However, I recognize the need to focus more on this intelligence and to be able to use it in the classroom for students who have it. The strategy that was presented that I thought would be the most difficult for me to relate to, but that might have an impact on some of my students was the idea sketch. For some students to be able to visualize ideas and put them down on paper may be a useful tool.

Ben Villeneuve
Chapter 6 of //Multiple Intelligences// offers more specific advice for strategies to use in order to help students develop all of their intelligences. I found this especially helpful as a tool for trying to better grasp the “naturalist” intelligence. Thus far, it has seemed less like an intelligence that can be developed and more like a subject area that can be studied using other intelligences. However, the suggestions of teaching strategies at the end of this chapter were enlightening. Most interestingly, the author suggests that “ecology” shouldn’t just be an isolated topic, but that it should be integrated into everything that students study. I often find myself connecting things back up to ecology anyway.

Josh
This chapter was basically a list of example strategies that a teacher could use for each type of intelligence. Chapters like this are the reason that future teachers should keep their books. When the time comes in a classroom that you are thinking of ways to incorporate a type of intelligence into the lesson, having a book with examples that are supported by evidence of why it is effective, is invaluable. The interesting thing about the example strategies is that a lot of them actually overlap each other so students of different intelligences could be interested using the same activity. One of the strategies that I think is powerful is the discographies; students are usually into some type of music, so if a teacher does this correctly the students would be grabbed by the use of music.

Heath
As teachers, we will need a bag of tricks to reach as many of our students as we can. The strategies listed in chapter 6 give us the “starter” tool kit, for each of the intelligences. We will need to look for opportunities to add to it whenever we can. By using these strategies in combination, throughout a unit, a teacher can hopefully give every student the same chance for success. I loved the spin on looking out the window, using it toward naturalist instruction as well as a tool for the intrapersonal learner.

Kasey Darnell
This chapter gave real life examples of teaching strategies for each of the 8 intelligences. Each example could be applied to several different subjects. For example, some of the strategies for logical-mathematical intelligence had to do with humanities and history, instead of only math and science, which are typically associated with this intelligence. In the spatial intelligence section, I found the idea of using color cues to be interesting. Using color to emphasis key points, patterns, and other important information is something that works well for me, and is a skill I would like to pass on to my students. Also, I found the activities in the bodily-kinesthetic section to be interesting because that is an area that I am strong in. I think it will be very important for me to explore other intelligence areas and activities correlated to them, so that I can be comfortable teaching my students in other ways even if it is not a strong area for me.

Timothy Grivois
This chapter is an invaluable resource for teachers aspiring to integrate MI theory directly into their classrooms on a functional and immediate level. The sheer amount of real-world example is staggering and very helpful. The common theme that all the exercises introduced, whether they are for fostering growth in spatial or verbal intelligence, or any intelligence for that matter, is that the task lays with the students on a personal level. As a teacher it is my jobs to outline what I expect of students, but it is the job of the students to execute. None of the proposed tasks involve a lecturing format wherein students take notes and regurgitate them. Rather, the tasks are dynamic and expect the students to be proactive in their mastery and learning. Being a person who is very comfortable with many facets of myself, but not the artistic visual or musical aspects, I found it especially helpful to read the techniques and lessons proposed for those areas specifically. The lesson plans also helped me to further my understanding of MI theory itself; sometimes a concept is more easily understood when observing it in execution rather than in abstraction.

Kay Sue Collins
This chapter gives specific suggestions for integrating MI strategies into your teaching strategies. There were five general strategies given for each type of learning style. Some seemed very easy to implement and use in the classroom and others looked like they were more trouble than they were worth. All of them gave me a lot to think about. A creative teacher can use these ideas to craft lesson plans that meet the needs of all of their students.

Andy Shorey
In Multiple intelligences chapter six the book discusses man ways for teachers to teach to specific learners It gives specific examples of how to integrate the type of intelligence into the classroom. I really liked the mathematics ideas, perhaps because that is what I enjoy learning the most. However I feel that you can apply math and science learning into many different area's so it was neat to see a few ideas. I also like the way for teaching bodily- kinesthetic intelligence I liked using classroom theater it seems like a good way to get students involved and maybe engaged in their learning. I think that having these strategies on hand is a very good tool to have as a teacher. I think that using these in the classroom are very good I know after reading the examples I thought to myself boy i wish some of my past teachers had used these strategies in the classroom.

Dan Horne
Chapter six talks about how to use multiple teaching strategies to cater to the eight intelligences. It gives many specific examples of things a teacher can do to make the class interesting and fun, but at the same time meaningful and knowledgeable. My favorite one was the idea of having a class pet. I love this idea because as a bio teacher animals are everything in my class. I loved having a pet in the classroom because I found it very fun to learn about them, observe, and take care of the animal. That offers a great learning opportunity that you can’t receive out of a text book.

Shila Cook
In this chapter the eight intelligences have each been given five teaching strategies. Because I, like everyone else, am not particularly strong in all areas of intelligences I understand that I will have a harder time making lesson plans for the types that I am not. Because of this I paid particular attention to the lessons for the types that I didn’t understand, Bodily-Kinesthetic, Intrapersonal, and Naturalist. By paying extra attention to how my professors and mentor teachers deal with, and create lessons for, these types of learners the better I am going to be able to teacher them myself.

Caitlin Alexander
===The multiple intelligence system allows teachers to become much more creative with their ideas for lesson plans. This chapter is dedicated to giving multiple examples of what teachers can do for each discipline in his or her classroom. Personally I was fond of the Socratic Questioning method, in which the teacher and the students gather together in a forum type of debate. I had many debates like this in my high school, and they were often the most enjoyable part of the class. We grew more as students by arguing our case and point to our peers and our teachers, and by building upon the knowledge presented by one another, and I felt very safe working in this kind of environment. I want my students to be just as comfortable while speaking in my classroom, and I hope that they can find this method just as helpful as I did.

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Tyler Brookings
This chapter was very helpful in ways to incorporate the eight different intelligences into everyday teaching. Making sure that you are using as many different intelligences as possible on a daily bases in your lesson planning and the teaching itself will make it a better learning environment. The teacher will benefit from this, but most of all the students will bennefit as well. If they are being taught to in an individual manner, they will be able to take more out of the lesson. How this will impact me is that I will hopefully be able to use as many of these examples as possible in my classroom so that I can reach as many studetns at once as possible, as often as possible.

Kyle Rines
For every type of intelligence, there are a thousand different ways to teach pertaining to that intelligence. This chapter gives many, many examples of each type of intelligence. Ranging from spatial to linguistic to naturalist, keeping this book for your professional career will come in very handy as you will have access to a lot of different ways of teaching. One of my favorites that I saw was the bodily-kinesthetic types of teaching. I am a slightly kinesthetic leaner, and teaching in that way would be extremely easy. But the most important part of this chapter is not just understanding and using your best intelligences to teach with, but learning about all the others as well.