MI+B2+Chapter+6

Chapter 6 Abstract and Synthesis done by Lyzz Stevenson

Abstract: This chapter gives examples of ways you can incorporate the eitght multiple intelligences into the classroom. Specific exapmles are given for the different intelligences. For linguistic learners, you could give students the opportunity to publish their work in the classroom. Logical and Mathematical learners can use heuristics or science thinking. Spatial learnes could use idea sketching and visualization to help them learn. Some examlps for the kinesthetic intelligence is body answeres. For musical learners you could use music concepts or mood music. For the interpersonal learners you can use cooperative groups and board games to incorporate this intelligence in the classroom. You could allow students one-mintute reflection periods for intrapersonal learners. For the naturalist you could go on nature walks and do eco-study.

Synthesis: Many readers came away excited about this chapter. I think that is because we now have more ideas of ways actually incorporate the multiple intelligences into the classroom. We realized that by incorporating the eight intelligences into our lessons and [|assessments], we can motivate students to learn, we can make topics more relivant to students and their lives, we can create more successful learners. The teachers use of the intelligences will allow us to better teach students. By using the eight intelligences the classroom will feel safer and teaching/ learning will be more enjoyable for both students and the teacher. We must teach to all students no matter their learning intelligence. It will be eastier to incorporate [|technology] into the classroom by using all of the intelligences. toc

Kassaundra
Chapter 6: MI Theory and Teaching Strategies Chapter 6 provides numerous strategies for incorporating the eight intelligences into the classroom. For the linguistic intelligence I really like the idea of publishing in the classroom. I think it would be helpful to my students because they would see that their work really had a purpose and they weren’t just passing in another English paper. When it comes to logical-mathematical intelligence, I had never heard of heuristics. It may be useful in my classroom because often there is a lot of text and if a student takes that text apart it becomes easier to find the meaning and big ideas. Furthermore, incorporating spatial intelligence might be a little hard for me because I don’t think I am a good drawer but this is something I will need to overcome so that I can help my more visual students. Since we started discussing MI Theory, I have been wondering how I will use bodily-kinesthetic strategies in my English classroom but the idea of Classroom Theater goes perfectly. In one of my Shakespeare classes we acted out scenes and it really made the material come alive and it was easier to understand and I hope that it would have the same effect in my future classroom. Also, I think mood music when students are independently writing as well as peer sharing assignments will work well into my classroom. Also, the idea of personal connections with the intrapersonal intelligence I believe is very effective because when I was in high school if I made a connection to the text it made so much more sense. Lastly though, I am not very sure where to incorporate the naturalist intelligence in my classroom and I will need to continue to brainstorm so I will be able to reach out to those students in my classroom someday.

Charli Sayward
Chapter 6: MI Theory and Teaching Strategies This chapter goes further in depth of which activities help the eight intelligences. One great way to teach linguistic learners is to give them the opportunity to publish their works. This will give them higher confidence with their skill, as well as encourage those who are not as linguistically inclined to gain confidence as well. Organizing facts or key concepts is a great way to engage logical-mathematical thinkers. Whenever possible, statistics and data should be shared to make connections between math and other subject areas such as history or science. The great thing about these activities is that they can be used in any classroom and every student can build upon their intelligences. As a future math teacher, I know some of my students will not be as enthusiastic about the subject, but if other teachers can incorporate math into their classes, this can help students realize how relevant math can be! In order to keep the interest of my students, I will make sure to create activities that touch upon other subjects as well.

Alyssa Wadsworth
In this chapter, the intelligences were laid out for the reader, with a list of engaging activities that could be used in the classroom. In the fifth chapter, we learned how to involve intelligences in the curriculum but in this chapter, we learned how to fully engage the students while using multiple intelligences. The book includes so many ideas, that the listing of them makes it seem so easy to come up with ways of teaching using eight different intelligences in the classroom. As a person, outside of being a student and a teacher, I am creative but sometimes I need a base or example to refer to and this has given me one. As a teacher, this has given me so many basic ideas to build from in my own future curriculum. My students would be able to enjoy these activities, even if their strongest intelligence is not involved, because nearly all of them are hands-on and when students are truly involved in the classroom, they benefit from and take pleasure in the lesson.

Matt Towle
Chapter 6 had a ton of information regarding teaching strategies that can be used in the classroom to cover all 8 intelligences. I found the information about teaching the linguistic intelligence to be very informative because it talked about ways to teach linguistic learners other than simply lecturing. A lot of the examples of teaching linguistically also apply to other intelligences as well. This will impact me in the classroom because I will be able to utilize all of the different strategies to better teach students. One thing the chapter mentioned was that a great way to implement the intelligences is to vary what intelligence you teach with for each presentation. This way, everyone gets a chance to learn in their preferred style.

Kelly Steinhagen
This chapter is basically an expansion upon the ideas from the previous chapter. Instead of having basic ideas of how to bring each intelligence into the classroom, this section of the book gives five detailed examples for every intelligence. This helped me begin to visualize how I can integrate all the intelligences into my future English class, specifically the intelligences that I am not so comfortable with. I am still slightly unsure how to bring nature into my classroom other than having plants. Other than this uncertainty, this chapter gave me great ideas for each of the intelligences and allowed me to start thinking of my own. Overall, every student in the class will have some experience in their most valued intelligence on a regular basis.

Ryan Pelletier
This chapter provides so many examples on how to interact all eight multiple intelligences into your classroom. The examples are all great methods to help each of your students to have a chance to be as successful as possible. I liked the examples on visual learning. It caught my attention, because I am a visual learner. I never knew all the possibilities for teaching visual students. In my classroom, I look forward to trying all these methods. I feel that if my students are excited and involved then I will enjoy my job as a teacher much more.

Linda McLaughlin
//Chapter Six: MI Theory and Teaching Strategies// I found t his chapter to be incredibly useful because it went into further detail about how to integrate the different intelligences into your teaching. It provided several examples of teaching strategies for each of the eight intelligences. This impacted me because there were some examples of strategies that I had never thought of, or heard of. It was really cool for me to see all the different ways to reach out to my students. This impacts my classroom because using an array of different teaching strategies will help keep the class from getting boring and repetitive. It’s a good way to help the students interact with their learning styles, and see how other learning styles can be beneficial.

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.

Taylor Kemp
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.

Brianna Douglass
In this chapter it gives specific examples and strategies for each intelligence. It explores making lessons for kinesthetic learners by doing things hands-on, letting them act out activities or doing charades by transferring info from linguistic to bodily- kinesthetic. Strategies for musical learners are creating songs, raps, rhythms, and other music for whatever you are teaching and incorporating mood music for a particular lesson to aid to the information whether you are talking about the sea, certain time period or country. This information is really helpful, especially these two bodily- kinesthetic and musical because these are the intelligences that I find the hardest to incorporate into my future classroom. I am very much a logical thinker and therefore this will be easy to integrate into my lessons but I have not a musical bone in my body and so these examples are helpful. These lesson ideas will provide me with resources to look back to when I need to develop my own lesson plans for every intelligence. I need to be able to integrate every intelligence into my classroom and this chapter will help me do so.

Megan Wallace
This chapter goes more in depth into how to incorporate the multiple intelligences into the classroom. I believe that as a History teacher I can easily incorporate all of the intelligences into any unit that I do. Reading stories and writing essays would be geared towards the linguistic students. Categorizing facts and information about different eras will help my logical/mathematical students. The spatial students can examine art from different periods and compare them. The more musical students can do the same thing with indigenous music from different cultures. I was thinking of turning a unit into a game where different teams have to do a relay together to get the body/kinesthetic students up and moving. The different groups will also help my interpersonal student. I will also make sure to have individual projects for my intrapersonal students.

Justin Stewart
Chapter six introduced new ways to help incorporate new ways of using the eight intelligences in the classroom. There were numerous examples of integrating the lessons in different ways. Seeing all of the different examples that I could choose from really helped me step back from the material and appreciate the different methods of learning and teaching. I felt relieved because I found that I could use most of them in my classes without any problem. Talking about using the techniques and actually using them in your lessons are two completely different things. After seeing ways to solve the same problem in different ways really gave me the confidence to use each intelligence to help my students.

Darcie Simmons
This chapter focuses on the strategies for the many different intelligences that we will be faced with in our classroom. Rather than falling back on what our multiple intelligences consist of, we are given in this chapter many different tools for teaching the students in our classroom from the eight multiple intelligences. For me, the most useful tools that were presented in the chapter were for those who are of logical-mathematical intelligences. Since I am not strong with this intelligence at all, the tips that we were given in this section will be very helpful to me, since I am sure I will have students in my class that are more interested in math and science than social studies. It will be my responsibility to reach all of my students, despite their learning intelligence.

Jenn Baum
Chapter 6: MI Theory and Teaching Strategies In this chapter, specific strategies to include multiple intelligences into classes were presented and discussed. This was especially useful in putting the theories of the intelligences into more tangible techniques. As a science teacher, it will be important to remember to include all of the intelligences especially when most science classes include lectures, labs, lab reports/science papers, and tests. In order to reach out to other students, however, it will be important to include those other learners and engage them into learning. For example, I could start out a class with some mood music, then as I present a lecture I can have the class participate in brainstorming ideas, followed by a lecture that has color cues to direct students attention to important concepts as well as allow them to categorize and process information easier. Peer sharing, reflection, and body answers can also be interspersed throughout the lesson in order to address the topic of natural subjects, thus incorporating all learners into some aspect of the learning experience. As a teacher, I hope to continually challenge myself to remember to consider and act upon the theory of multiple intelligences.

Erin
In chapter 6 of Multiple Intelligences the examples given in chapter 5 are broadened. This is definitely a chapter I will be looking at when making lesson plans when I am a teacher. I am aware that some of the students in my class will not have a set intelligence which they learn from the best. Showing my students different examples, such as the ones listed in this chapter, and having them tell me which one they would like to do can help me identify which intelligence(s) they prefer. Mathematics traditionally has a lot of lecturing during class time. After reading the linguistic intelligence section, I learned other ways to get the information across to my students without having to lecture those with linguistic intelligences. Using these examples will not only help me as a teacher connect with my students, but my students would actually be excited for math class.

Kaitlyn Haase
Chapter 6: MI Theory and Teaching Strategies I thoroughly enjoyed reading chapter 6. Aside from the whole book being a rich resource for the future, I think this chapter itself is awesome for ideas. As I read through the descriptions of each teaching strategy for the eight intelligences, I was thinking how I could apply to one of my future classes. The strategies for logical/mathematical were obvious choices for my content area (math), but many of the other strategies would be great as well. For example, I really liked the intrapersonal strategy of one-minute reflection periods. This could be used in any classroom regardless of concentration. Another strategy I would likely use in my classroom is a nature walk. Students can collect all sorts of quantitative data outside that can be used in math classes.

Olivia
In chapter 6, the ideas of teaching strategies in the classroom were discussed. This chapter had many examples in using all eight intelligences in the classroom to help teach the students. This chapter was important to me as a teacher because it is important to me that I am able to reach out to help anyone in need. I remember when I was in high school that I had many teachers who would stand before us and talk the entire class. I usually could get into it if it was a history class, but anything other than that, I would think of anything to get my mind off of class. This chapter gave many great examples of how to reach my students, and I will definitely be using this chapter as a reference when I become a teacher.