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Multiple Intelligences Chapter 1 Synthesis by Charli Sayward

 * Abstract:**

Chapter 1 introduces the Howard Garner’s [|Multiple Intelligence Theory], which states each person has eight types of intelligences. The different types include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Everyone has the ability to fully develop these intelligences; however, these intelligences develop at different rates and most people end up with different strengths. For instance, one person may be more musically inclined while another may be more kinesthetic. Despite the differences in strength, the eight intelligences are always working together in our everyday thinking. This MI Theory is a way to classify people’s strengths and to determine how they learn best. It is a great model to be used when differentiating for a class. **Reactions:** As future teachers, we can all learn from the MI Theory. Each of our students will portray different strengths and weaknesses, and it is our responsibility to adapt our lessons to their needs. Keep in mind each student is intelligent in their own way, so we must incorporate [|different activities] that target the various learning styles in our classrooms. We also need to be open minded to the different needs, and to be aware students will have strengths that differ from our own. This should never affect the students’ learning. If we do not share the same strengths we shouldn’t avoid incorporating their learning styles in the class. We must be willing to go beyond our comfort zone to accommodate our students. As we challenge ourselves, we should continue to challenge our students by strengthening their weaker intelligences as well. As a class, everyone will be exposed to the eight intelligences and be able to learn in a variety of exciting ways.

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Ryan Pelletier
Chapter one of “Multiple Intelligences in the Classroom” introduces us to the theory of “MI” or Multiple Intelligences. Psychologist Howard Gardner found that instead of having only one standard measure of intelligence, (ie. an IQ test) there are in fact eight different specialized areas of intelligence, each relating to the other. Some people may possess a greater type of one intelligence (such as linguistic skills) while having a lower capability with the logical-mathematical forms of intelligence. Nonetheless, we all maintain a capacity for each different area of intelligence and an ability to become more skilled. This is extremely important for the classroom and for honing in on how to teach the student as an individual. Knowing that there is not one single measure of intelligence means there is a need for taking a broader perspective into your teaching. The realization that each area of intelligence has the potential to be increased is also an important concept to take in to the classroom.

Lyzz Stevenson
**Chapter 1**: Howard Gardner’s theory of multiple intelligences is stated in the first chapter. The eight intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist) are broken down into strengths and weaknesses. It is important to incorporate each of the necessary intelligences into your curriculum as to cater to each student’s learning. It is also important to try to challenge each student to use and build on their weaker intelligences. Howard Gardner also stated that there could be many more intelligences than just his first eight. This is important to keep in mind as students will not fit cookie-cutter into any specific intelligence.

**Charli Sayward**

 * Chapter 1:** I was able to read more in depth about the eight different intelligences, and how they each affect a person’s learning style. I also learned that although each of the intelligences can be stronger for some people and weaker for others, everyone has the ability to strengthen these intelligences. I found it pretty encouraging to know everyone has a chance to become better at something. Despite the difference in strengths, the intelligences are always working together in the mind. I also learned that the eight intelligences develop at different rates, and this applies to me as a future teacher because my students will be developing at different rates as well. It will be important to always understand this concept while trying to teach students with different skill levels.

Matt Towle
MI Chapter 1: The Foundations of MI Theory

The first chapter of Multiple Intelligences gave me a better understanding of the nuances of each of the eight intelligences. I learned how the different intelligences express themselves within every person and how the combination of strengths within each one makes us all unique. This will affect me in the classroom because it will be necessary to have an understanding of all of the intelligences in order to be able to create lessons in which everyone can learn. I will have to be open to a variety of ideas in order to accommodate for students with different intelligences at varying levels.

Kassaundra
Chapter 1: The Foundations of MI Theory Howard Gardner debates, with his Multiple Intelligence Theory, that there is not one specific type of intelligence but infact everyone has their own intelligence though it might not be seen in the traditional sense that has become the norm. All of Gardner’s eight intelligences are explained and in the description of naturalist it mentions how the naturalist intelligence would apply to people in a more urban setting. It did not occur to me that people who in lived more in cities could be a naturalist intelligence type. If I were teaching in an urban area and had not encountered this explanation I would have never thought that some of my students would be naturalists. Though it is tempting to name many attributes as a type of intelligence there are actually guidelines that have lead to these eight specific intelligences. Furthermore, even though many inventories try to make a person aware of their most predominant intelligences everyone possesses all eight. This means that even if I give my students an inventory on their intelligences I cannot pigeon hole them because they have the ability to strengthen and use any of the intelligences. Also, as a teacher I cannot assume that the intelligences that deal with certain senses cannot be utilized with those without that specific sense. I shouldn’t think that a deaf student couldn’t possess aural intelligences such as linguistic or musical just because they cannot hear.

**Jenn Baum**
In this chapter I learned that Gardner’s theory of Multiple Intelligences (MI) came about after the widespread use of intelligence tests that are limited to scoring people based on mostly linguistic and logical/mathematical. Since Gardner’s introduction to eight different intelligence, educators are able to better understand that people have very different strengths and weaknesses as well as abilities to learn in different ways. It is important to not use the MI theory to classify people into any one category, but to rather look at the various intelligences and recognize the different ways to approach learning. In my classroom, I will have to make sure to touch upon as many of the different intelligences in each lesson. Another important factor to note is that under the right conditions, most every person has the ability to be successful in any given intelligence. As a teacher, I feel that it will be important to be aware in the differences in these intelligences of my students, but to not categorize them, and to design my lessons with the knowledge that each person has strengths in each of the various intelligences that Gardner has identified.
 * Chapter 1**: The Foundations of MI Theory

**Olivia Norris**
In chapter one of Multiple Intelligence, there is discussion about the types of learning and how we came to discover these different types. Binet created IQ tests, and from that we get the eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. In my class, I hope to understand these types of learning and integrate them with my teaching. I learned that there are many ways to reach students abilities.
 * Chapter 1:** The Foundations of MI Theory

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Kelly Steinhagen
Chapter 1: The Foundations of MI Theory The first chapter of this book is called “The Foundation of MI Theory”, and seemingly the complete background as to what multiple intelligences mean. I had previously learned about some of the aspects covered in this chapter, but not nearly as detailed as this was. The section that thoroughly described what each of the eight intelligences were gave me a clear picture in my mind as well as a base-structure of understanding that I can use in the beginning days of my own classroom until I have personal experiences to incorporate. However, I have to consider the fact that each person has all eight intelligences; its a matter of which intelligences are stronger than others. This adds a new level of consideration when it comes to thinking about multiple intelligences because a teacher wants to help his or her students learn the best way they can, but also they have the choice to push for the other intelligences to grow. Other aspects of this reading that I found particularly useful includes the scientific evidence of multiple intelligences that stem from people with brain damage and savants. The fact that certain people that have had brain lesions or accidents that destroy part of the brain also lose certain abilities, like a person with a lesion to Broca’s area not being able to communicate linguistically following the event. Similarly, savants are extremely intelligent in some areas and function at low levels of others. I find this to be such strong evidence that I do not understand how any could disprove this theory.

Kaitlyn Haase
The Foundations of MI Theory: In chapter 1, I learned about the history of intelligence testing and how Howard Gardner came up with the theory of multiple intelligences. There are eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. In a classroom, this theory unveils a new realm of diversity amongst students. It is important for teachers to recognize the level of intellect their students have in these categories in order to teach them in a way that best suits their needs.

Justin Stewart
Chapter one focused on how people learn and the eight intelligences of learning styles. There are eight intelligences including Linguistic, logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, interpersonal, Intrapersonal and Naturalist. These eight intelligences make up who I am, and how I learn. I learned that everyone is different and there a lot of different ways for someone to be intelligent in their own way. This will be important because I will need to incorporate as many different styles of teaching in my classroom as I can. I also learned that everyone’s personality and they’re style of learning is much more difficult to pinpoint than I thought it would have been.

Alyssa Wadsworth
“Gardner suggests that intelligences are galvanized by participation in some kind of culturally valued activity and that the individual’s growth in such activity follows a developmental pattern” (page nine). I assumed before reading this chapter that most people have a specific intelligence that is nurtured by their environment, but I never really thought about intelligence being influenced by culture. This could impact my classroom if I have a student from another nationality in my class because their highest intelligence could also effect how they learn. This chapter also stated that the eight different intelligences work together, but can work isolated from each other as well. It depends on the person which intelligences work together and which is strongest; I think that this impacts the classroom because we, as teachers, should encourage all eight of the intelligences to work together and implement them all in our curriculum.

Erin O'Halloran
In Chapter 1: The Foundations of MI Theory, the author described the eight intelligences that we learned about in class. During the class I wondered if there were other intelligences rather than the eight described in class and in the text. Further in the text, my question was answered by identifying other intelligences such as “spirituality, moral sensibility, humor, intuition, creativity… etc.” (p. 17). What this means for my future class is that I cannot just categorize my students solely on the eight intelligences that are described in detail, but I need to keep an open mind about other possibilities. The text also mentions the difference between style and intelligence and that really put things into perspective for me. He described that a learning //style// can be applied to the study of all subjects, and //intelligence// is the study of one subject. This made me realize that students will probably have to change their study habits for math because it’s not just memorization like anatomy.

Megan Wallace
Chapter 1: I learned what it means for something to be called an intelligence. It has to pass certain criteria and complete a few tests. I learned that different centers of the brain control different intelligences and that even if one intelligence is hurt and can no longer function, the others can continue on just fine. I never really realized just how even my lesser intelligences affected me. I never really gave it any thought. Now that I am thinking about them, I plan on doing my best to incorporate them all into my classroom. I don’t want any of my students who have strengths in my areas of weakness to feel left out.

Taylor Kemp
From this chapter I learned what each of the eight accepted intelligences are. They are linguistics, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The chapter talked about how there is a presence of these intelligences in every one. No one has just one, but can be proficient in all of them. Generally the case is that you are mostly one, a lot of a few, and lower for the rest. How this effects me is that I now understand the way I learn better after reading about them. Also this will affect my classroom because I have a better understanding of them and realize what being each one of these means. This will make it an easier task in order to teach to each intelligence.

**Bri Douglass**
In this chapter the author describes what all 8 intelligences are musical, spatial, logical, etc. What I learned and found intriguing was the fact that a person contains some amount of the 8 intelligences and that we all have the ability to increase the level of each. When I was reading about all the different intelligences I was thinking in my brain that we as humans only possess one of these types. Gardner says though, that we all contain some amount of each style. Although it’s true that one of these may be at high levels, how they function together is unique to every person. This information will impact me as a teacher because I need to be able to involve all 8 intelligences somehow in my classroom. This will provide the right environment for students to increase their capacities for each.

Linda McLaughlin
While reading chapter one, I learned a lot about intelligences and learning styles. I didn’t realize that there was a difference between an individual’s intelligence and their learning style. Their learning style is something that can be used and applied to a variety of things, whereas an intelligence is very specific. I always considered them to be one and the same. This will impact me and my classroom because it’s going to make me really look closely at every individual and what their learning style is and what kind of intelligences that individual has.

Darcie Simmons
In this first chapter of Multiple Intelligences, the one thing that I learned from Gardner was that intelligence isn’t, and shouldn’t be measured with and IQ test. I really liked the thing that Gardner himself said, which involved intelligence measurement being put on a pedestal, and how it only focuses on one form of intelligences. So therefore, his multiple intelligences theory proves that there are different types of intelligences, and that you can’t measure someone’s intelligence based on one test alone. Reading this was comforting for me, because I’m definitely one of those people who’s more of a linguistic and interpersonal, and not so much when it comes to things dealing with math and spatial. Knowing that it’s okay for me to be better in one topic than another. Another thing I learned was that I could adapt myself to becoming all of the 8 kinds of learners, and not have to be so closed off to the couple that I am already naturally like.