MI+B1+Chapter+1

Shila's Abstract and Synthesis-

 * Abstract:**

In Chapter 1 of Multiple Intelligences Thomas Armstrong introduces the eight different intelligences that were created by [|Howard Gardner]. The chapter then goes on to explain the different types of intelligences and how they overlap and correspond with each other. It also explains the [|different tests] we as teachers can do and students as individuals can do to see where their weakest and strongest areas of intelligences are. The strongest points of the MI theory are pointed out as well in the end of the chapter.

Synthesis:

Chapter 1 describes the eight different intelligences which were linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Knowing these eight intelligences and what each one means is crucial for teachers because the characteristics that come from these not only help us get to know our students, but they also assist us in [|teaching them most efficiently]. For example a bodily-kinesthetic learner is described as using their whole body to express ideas and feelings. Knowing this helps us know that this student need to move around and do physical things to learn the most effectively. This is shown on the MI Theory Summary Chart on page 10.

Armstrong talks about the key points in the MI Theory. The first point that he makes is that every person possesses all eight intelligences. This point makes students feel like they are intelligent, even if they score very low in some areas, the fact that they have that type of intelligence sometimes gives them a little extra belief in themselves. Another main point is that most people can develop each intelligence. Every person is stronger in one area than another, but being able to build and improve in the other ways is again something that students lacking in self confidence can believe in. Knowing that this intelligence test doesn't prevent a student from reaching a certain point, but makes clear their strongest intelligences in order to help them learn the others.



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**Shila**
Chapter one began by going through the 8 “intelligences” that we had previously discussed in class, but as the chapter went on I began to understand more of how each works together. Starting on page fifteen Thomas Armstrong begins to explain the “Key Points in MI Theory. The very first point was “Each person possesses all eight intelligences”. This made me think about how I had always labeled kids. Prior to reading this I had always tried to pinpoint what I believed to be a child’s strong point. After reading this I believe that I’ll be a more understanding teacher by knowing that each of my students has some of every intelligence, but others are more prominent. This will help me challenge and understand them in the long run.

Caitlin Alexander
Chapter 1 in the book //Multiple Intelligences// deals specifically with identifying and explaining the basic theory of multiple intelligences. Before I entered this class I had never heard of multiple intelligences, and now that I know more about the basic concept I feel that I agree more with this view of learning than I do with the traditional IQ based view. The idea that students learn differently from one another, more effectively through some methods than others, makes more sense to me than the idea that students are given value by three different skill sets which are narrow compared to the variety offered by multiple intelligences. I feel that understanding about multiple intelligences would be useful in a classroom because by understanding that students learn more effectively through different methods, I can better convey the information I am trying to teach to them by creating activities that might help them learn better, that caters to their specific learning styles. It would be very difficult, however, to reach every single learning style every single day, and though it may be necessary to sacrifice some styles form different classes, it is important to remember that if possible, all styles should regularly be visited to not only reach those students who thrive in those styles, but to add variety to the classroom.

Kay Sue Collins
This chapter is a review of the history of intelligence testing and theory as well as a specific description of the theory of multiple intelligences proposed by Howard Gardiner. Armstrong explains the criteria by which an ability can be considered an intelligence. There are currently eight intelligences identified but more have been proposed and await agreement on whether they meet the criteria to be an intelligence. Most tasks require several intelligences working together to accomplish them. Most people have a complex mixture of intelligence abilities. Usually one or two are dominant and some are practically nonexistent, but they all exist in us to one degree or another. Most people are able to develop any one of them to a competent level through work and proper outside influences. There is as much variation inside the parameters of an intelligence as there is between them and a person does not necessarily have all the attributes of each one to be considered ‘intelligent’ in that ability. I will use my knowledge of intelligences to help me understand my students and this will give me the insight I need to teach them effectively.

Heath Booth
This chapter breaks down the Multiple Intelligences theory. It discusses the different types of intelligence in general and addresses the criteria used for establishing the current set of accepted intelligences. I believe the most important piece to connect with is that these intelligences do not function independently from each other. The intelligences work together, passing “data” from one to another and back as we use different processes, to achieve the task at hand. Even our most routine goals have the potential to require all of our intelligences to be realized.

Kyle Rines
The first chapter explains in detail the eight intelligences and how each person learns differently. It also explains how everyone possesses all of the learning styles, but where they are different is how everyone is strong in one area (kinesthetic, linguistic, etc.). This is important as well to my classroom because it is important to be able to know and recognize all of the learning styles and be able to design classroom plans and lessons to the strengths of each student.

Ben Villeneuve
Chapter one of //Multiple Intelligences// is an introduction to Howard Gardner’s idea of Multiple Intelligences. Certainly, the most important thing I gained from this chapter was an understanding of how Gardner’s intelligences operate. I don’t know that I agree with it yet. I feel like he has unnecessarily applied the word “intelligence” to this concept in order to make a point. His “intelligences” seem indistinguishable from “talents,” “abilities,” or “aptitudes.” Rather than proposing a sweeping change to how we see the human brain – a change that doesn’t seem adequately supported by the science – I would have preferred it had he simply suggested that educators should gear their content toward the different skills and interests that students have. However, I did appreciate the acknowledgment that a person with adequate skill at perseverance can develop any of the intelligences.

Erika
Before reading this book I had never heard of multiple intelligences. I learned that Gardner’s idea centered on the concept that intelligence is not one measurable construct, but rather a spectrum of human possibilities. Understanding this view allows me to see the potential in all my students and to look for their intelligence so it can be capitalized on. I should always be mindful that there are no standards set for intelligence and that each student has potential. Gardner also talked about the encouragement of cultural values and how they affect a person’s intelligence. If I can provide an environment where my students can develop their intelligence through the things that I teach and the way they are presented, than they will be better able to approach the world around them. Being mindful of Gardner’s ideas will help me to be more aware of the potential in my students.

Josh
This chapter was good to read because it provided me with the background of the Multiple Intelligences according to Gardner. One of the main points I will take to the class from this chapter is that all intelligences are in everybody. Also the fact that doing a task that is specific for one type of intelligence will most often use other intelligences as well is good to remember. Those ideas mean that lessons can be designed with many types of options that will allow all individuals a way to relate to the information and help them understand. I found it interesting that Gardner did not want the intelligences to be confused as learning styles. It is a very easy assumption to make that they will go hand in hand but maybe there are times when the two parts of a person will not work together.

**Tyler**
The first chapter of MI was extremely intriguing and answered a few of the questions that I had about the intelligences. Gardner’s argument that IQ was to narrow an assessment really puts into perspective just how much learning has changed over the past century. The main thing which I learned from this chapter is that each person has the capacity to possess all 8 intelligences, however, all 8 of the intelligences are used by that person in a unique way, therefore creating an individual person. I had always believed that a person uses one or 2 of these intelligences in their everyday life. This has actually helped me realize what kind of learner I am and in turn I believe its going to help me in my classroom. By understanding that each person has different “doses” of the intelligences I will know not to settle on just one. And overtime I hope to learn the strongest intelligences in each of my students so I can adapt to their learning ability.

Kasey
In this chapter I gained new knowledge of the theoretical basis of Multiple Intelligence theory. In school growing up, I was aware of the different intelligences, and we often took tests to determine which areas we were strongest in. Until now, I had never really thought about the science behind MI theory that gives it validity. For example, the existence of savants and others who have an intelligence that is highly developed, or someone with brain damage who still has full use of one area of intelligence. Also, the concept that a person has the ability to develop all eight intelligences was new to me. Armstrong explained that with proper instruction and guidance, people can develop all of the intelligences. This will impact the way I will teach because I will push students to not only use their strong areas of intelligence, but challenge them to develop other areas as well. I will also use MI tests in my classes to help students discover their areas of intelligence. I remember doing those tests in high school, and it helps students develop their identity, and discover who they are as learners.

Tim
This chapter is an overview outlining the origins of Multiple Intelligence (MI) Theory, which stands in contrast to the traditional perception of measurable and testable intelligence. The theory introduces eight facets of intelligence that individuals are capable of expressing and contends that people have strengths and weaknesses in these areas. Evidence supporting the existence of these multiple intelligences can be found in Howard Gardner’s work on the subject, ranging from psychological research to the existence of individuals who excel in one or more areas with a noted weakness in others. Each person possesses some degree of each intelligence, with most people able to develop each facet to at least a level of workability. MI Theory allows for the existence of other intelligences not addresses in Gardner’s research. Overall it is clear that using MI Theory a teacher would have to address the strengths and weaknesses of their students on the level of specific intelligence. Activities and exercises that target each area could foster growth in lacking areas or promote existing development.

**Andy Shorey**
Chapter 1 Multiple Intelligences: In chapter one of Multiple Intelligences written by Thomas Armstrong I learned that the majority of people in the world are highly developed in some areas of intelligence and are not developed well in other areas. The reason that I found this to be an important part of my reading is because I had never really considered this thought that people were less developed in some areas than others. I never really considered all the different types of intelligence so it never really crossed my mind that someone who is considered to be a very intelligent person could be a lot less developed in other areas. That is not to say that I didn’t consider the fact that people were weaker in different aspects of living I just never really considered some things to be intelligence. I really like the way that the book breaks down what I considered to be just intelligence into eight different types. It is a thought that had never really crossed my mind.

**Olivia Wandelear**
In this chapter, I familiarized myself more with the multiple intelligences. Intelligences have more to do with the “capacity for solving problems and fashioning products in a context-rich and naturalistic setting” (Armstrong 6). IQ tests would not accurately determine intelligences because it removes the subject/student from their natural learning environment, which is where the intelligence would show most prominently in the first place. Gardener defines the eight intelligences and uses eight distinct factors to distinguish the intelligences from talents or aptitudes. Gardener also makes it clear that each person possess all eight intelligences, and they simply function differently and appear stronger and weaker in each person. I learned that it would be inappropriate to type cast my students and base my instruction towards them on their most prominent intelligence, but it is helpful to understand their strengths and weaknesses and problem solving techniques.

Courtney Burns
This chapter focused on the different intelligence and the characteristics of each which lead to its distinction as a multiple intelligence. Having an understanding of each of the intelligences is the great way for a teacher to create curriculum that is will work best for the different students. Although this understanding is important, as teachers we should also understand that a student can have varying degrees and combinations of each intelligence. Interestingly enough, just because a student may only demonstrate a select few intelligences, it doesn’t mean they don’t posses others. My hope as a teacher would be to create an environment which allows students to explore the different intelligence.

Dylan
This first chapter focused primarily on the different intelligences. Having eight different yet unique learning types can be a little overbearing sometimes for teachers to adapt to. Language, numbers, physically touching something, are all ways that some people use to understand what they are learning, memorizing, or whatever might be the occasion. This chapter taught me that everyone has the eight intelligences, but some have more of one then the other. Teaching is about applying all these intelligences into a curriculum so that each individual gets a chance to utilize and learn from these techniques. Beside the eight intelligences, there are others like culinary and spiritual, but the eight is a good start. J

Dan
This chapter starts off talking about how there has been a great change in the understanding of intelligence from past to present. Years ago there was only really one-way to measure someone’s intelligence through only one type. Now it is known that there are eight different intelligences that people will be strong in one and weak in others. I believe these eight intelligences are real because I can see myself in them by being strong in some but weak in others. I will remember these intelligences when I am teaching because I truly believe in them and I want to give all my students a fair chance in the classroom.