MI+Chapter+6+Block+2

Brittany Blackman Summary
Chapter six focused on ways to incorporate each intelligence into the classroom. There is actually 5 for every one, so a total of 40 ideas! What struck me as interesting is that everyone that picked specific things to talk about, talked about different things. One person mentioned the importance of including colors, another talked about having her students picture what she is saying while she reads. Two people talked about the intelligence that they are best in, but they were different. One was interpersonal and the other was linguistic. The only commonality was that someone, along with myself, mentioned paying attention to the kinesthetic intelligence, because it wasn’t their strength. I thought this was important because it shows how diverse our own classroom is. We are all reading the same text, but we all get something different from it. Clearly, though, we all agree that including all of the eight intelligences is important. I think it’s safe to say that we will all refer to this chapter for ideas in the future. toc

Kelsea Trefethen
Chapter 6 of //Multiple Intelligences in the Classroom// was jam packed with different ways to appeal to all eight multiple intelligences. The chapter gave 5 different ways to appeal to each. I loved many of the strategies but I am only going to reflect on a few. I really liked the idea of having incorporating different colors in the classroom. This benefits the spatial and visual learners. I think having color coordinated handouts and notes would help me and my students stay organized. It would also help me references different handouts; I could simply say, “Take out the blue sheet.” One suggestion the book had that literally made me laugh out loud was to tell students to picture their favorite color if they ran into trouble with a problem. The book claims this will help you “find the right answer and clarify things for yourself.” I cannot picture myself telling my students to do that, and even if I did I think they would laugh at me. One idea that the book suggested both in this chapter and the last chapter was to have music playing in the classroom. This obviously appeals to the musical learners. Music sets a mood in the environment. During an exam music could get distracting, but when students are working on group projects or various assignments I think I will have an iPod hooked up and just play some music softly. Some of my teachers played music in my classes and I really liked it. I really liked the section for intrapersonal learners that talked about “Feeling-Toned Moments.” I want my students to be excited and passionate about what they are learning. Some people think it is nearly impossible to get students excited about Mathematics. However, I get very excited about Math sometimes, and I think if I can channel my energy into my lessons my students can feed off it and get a little excited as well.

Johnny Buys
Chapter 6: MI Theory and Teaching Strategies

Armstrong describes each of the intelligences of Multiple Intelligence Theory and details specific strategies that could be used for each. As linguistic strategies are most commonly used, he suggests storytelling, brainstorming, tape recording, journal writing and publishing as ways to meet a linguistic learner. Logical mathematical intelligence techniques include: calculations and quantifications (applicable statistics for example), classifications and categorizations (creating a rational framework), Socratic Questioning, heuristic techniques, and incorporating scientific ideas. Spatial intelligence could be met through visualization, color coding, picture metaphors, idea sketching where simple doodles and drawing explicate points, and graphic symbols. Bodily kinesthetic learning is applicable through body answers, Classroom Theater, charades, body maps, and hands on thinking. Musical intelligence strategies include: rhythmic formatting, discographies, mood music, and explaining with musical concepts. Interpersonal teaching has been popular in schools but can involve peer meditation, sculptures, cooperative groups, and activities such as board games and simulations. Whereas interpersonal intelligence is commonly used, intrapersonal intelligence such reflection periods, personal connections, personal choices, feeling and goal oriented moments are often neglected. Naturalist intelligence can include nature walks, window learning, plants and animals or an eco-study could develop these strengths. While this is an elaborate list of the intelligences and some strategies for incorporating them into the classroom, it only provides some of the possible options for all these learning devices. Also, differing grade levels provide varied options for utilizing multiple intelligences. Elementary and secondary education professionals will inevitably use different strategies of the multiple intelligences.

Christina L Quach
Chapter 6 of MI focuses on presenting teaching strategies that can be used in all eight intelligences. Armstrong lists five different strategies for each of the eight intelligences. The best educational tool from this chapter is that Armstrong not only lists many teaching strategies for the intelligences, but he also explains how they can each work in a way that is appealing to more and sometimes all of the intelligences. This is important because teachers need to incorporate the intelligences as often as possible to keep all students awake and interested. There were a few lines that really caught my eye while reading. Armstrong mentioned, “The educational value of using metaphors lies in establishing connections between what a student already knows and what is being presented (81).” This is a crucial part of teaching because many students understand content better when they can relate to it. Another important piece of information that I got from this chapter was when Armstrong quoted, “The purpose is not to humiliate students or put them in the wrong, but, rather, to help them sharpen their own critical thinking skill so that they no longer form opinions simply out of strong emotion or the passion of the moment (see Paul, 1992) (78).” Until college I never really pulled apart projects to label them with intelligences. I think this would have been helpful in high school to help my teachers find new ways to help me learn and understand the content. It is important to incorporate as many intelligences as possible into each lesson. Students count on their teachers to provide experiences that they can relate to and understand. These paragraphs of strategies will be great to look back on while I am incorporating different intelligences into my teaching.

Leanne Fasulo
The sixth chapter of //Multiple Intelligences// is about the MI theory and teaching strategies. This chapter went into greater detail of some of the things a teacher could do to use the MI theory in the classroom listed in the previous chapter. It listed all of the intelligences and then explained some of the best ways to reach the diverse students in the classroom. For linguistic two of the better ideas were storytelling, and journal writing. Storytelling is a great way to bring the characters in a play, poem, novel etc. to life. This is something I know I will do in my English class. I plan on reading the beginning of most of the books in my classes that way students will be able to picture what is being read to them. They can also just enjoy the story for a little bit and not have to jump right into the book on their own. I will also encourage them to listen to the book if they have trouble with their linguistic skills. The other idea that was suggested in this chapter was journal writing. To me this is one of my best ways of thinking. Writing something out on paper allows me to organize my thoughts and let them stay on the paper instead of being in my head. Using journals in the classroom could show students a different way to express themselves in a creative and safe way.

Kalib Moore
Chapter 6 of //Multiple Intelligences// by Thomas Armstrong explains different teaching strategies for MI teachers. That was it, just teaching strategies. Armstrong goes in depth with each of the eight different intelligences, explaining three or four different teaching styles one could use in the classroom. I immediately turned to "Teaching Strategies for Interpersonal Intelligence" on page 87, because that is the intelligence that I seemed to test the strongest in. His teaching strategies included: Peer sharing, people sculptures, cooperative groups, board games, and simulations. Reading deeply into the teaching strategy titled "simulations", I learned that this is a game in which students create a pretend simulation of something that they are learning in class. The example Armstrong uses is a class that is studying a historical era might come to class dressed in costume that the people in that time period would be wearing. It seems like a fun, engaging game for students to become involved working together and understanding the content. As a future teacher, I plan on looking into different strategies that would make my students learning much more engaging. I want to be able to have a fun and relaxed class in which we move away from the standard take notes and listen to a lecture kind of class to a more exciting engaging class in which student want to learn the material. I found this chapter of //Multiple Intelligences// to be very straightforward, but very full of useful information that I was certainly glad to note.

Cyril Lunt
In chapter six of Multiple Intelligences, Armstrong talks about how to use the eight rings of pow--- I mean, intelligences, yeah, that's what I meant. //Intelligences//. The //eight// intelligences. Where was I? Right, using the eight intelligences to formulate teaching strategies. Armstrong goes into great detail about the multiple ways (no pun intended) a teacher could use the multiple intelligences to teach a subject. He dedicates entire paragraphs to these ideas, which seemed to jump right off the page. These included, but are far form limited to: peer sharing, choice time, nature walks, brainstorming, journal writing, heuristics, and much more. Not to sound like a broken record, but I really do agree with Armstrong with his assessments. All of them seemed like logical, well thought out lesson ideas, some with historical back up, others with common sense. None of them seemed out of place to me, and quite a few actually seemed... //fun.// I'm a strong proponent for using fun lesson plans. If the students hate what they're doing, they're not going to do a great job on it. However, if they're having fun, they'll go all out on it. Take when I was in High School. We could have studied the 20s from the text book, but they made us read and watch the Great Gatsby, do skits, and even have a huge, school wide "Gatsby Party", where you dressed as a person from the 20s and had an awesome time listening to vintage music, dancing, and just having a great afternoon.

Tyler Oren
The sixth chapter of Multiple Intelligences is concerned with teaching strategies with the multiple intelligences theory, and also goes further into depth with the theory. The entire chapter is centered on teaching strategies for each of the eight intelligences and gives eight suggestions to each one of the intelligences. Thomas Armstrong begins getting into the heart of the chapter by discussing teaching strategies for linguistic learners, Armstrong considers linguistic one of the easier intelligences to teach to, but makes a point in the chapter to give suggestions that do not follow traditional linguistic methods. For linguistic lessons Armstrong suggests story times, brainstorming, tape recording, journals, and publishing to his non-traditional list for linguistic lessons. When focusing on lesson plans that are tailored to logical learners Armstrong discusses the tendency to associate the intelligence with math and the sciences, he makes a point to include Socratic thinking to the list of styles, which he suggests to use in literature and history classes by allowing students to defend their points and think deeply, developing their understanding. While Armstrong puts equal emphasis on each of the intelligences throughout the chapter I read most closely the section on bodily kinesthetic learners as I thought it was the most difficult intelligence to integrate into the classroom. The body answers section, which asks that students use their bodies in different ways to answer questions in equally different ways was very insightful as it seemed the most practical and easiest to integrate into the classroom, and a fantastic way to keep kinesthetic learners engaged.

Kyle Kuvaja
In chapter six of Multiple Intelligences in the Classroom introduces teaching strategies that can be utilized by an educator to meet the needs of all of the intelligences in a classroom. Having an arsenal of teaching strategies is important before entering the classroom. Students should not feel like material is being forced on them in an unconventional manner. The chapter continues by describing five different activities that help fulfill each of the eight intelligences. Some of the activities include: journal writing, calculations, picture metaphors, classroom theater, songs and raps, people sculptures, goal-setting sessions, nature walks, and many other activities. The previous list included one activity from each of the intelligences. In looking at the logical-mathematical intelligence activities, I feel that Armstrong made many important points. Typically people associate the logical-mathematical intelligence with science and mathematics classes only. Educators should try to incorporate science classes into their social studies and English classes too. Science is an important area of study and becomes overlooked by students who do not understand its importance. Armstrong helped me understand that educators need to strip the labels associated with content areas and various intelligences. As a future science teacher, I realize that it is possible to seamlessly include all eight intelligences into my teaching. Science classes are assumed to be organized in such a way that a teacher or professor lectures and the students listen. I could easily use a special intelligence activity to teach about bonding in a chemistry class or have students create a rap to help them learn the elements on the periodic table. Just because something is unconventional, does not mean that it will be ineffective.

Evgeni Bouzakine
The chapter felt like it belonged with chapter five. It was basically an extension to the previous chapter. This chapter gave multiple teaching strategies for the different types of multiple intelligences. It showed how to cater to certain individuals. When considering lesson plans it is important to engage all students. Designing a proper lesson that caters to all students is extremely important. This chapter goes into good example I can use for my lessons. Storytelling as an instruction strategy was a compelling idea I would want to use in my classroom. I think in order to reach all the musical students, I could use songs used during an era. Songs are a good indicator of the people’s feelings during a time in history. The Depression Era came off as a bit depressing. Showing a song that depicted the how depressed people felt would make a student understand the hard times suffered by the people of the United States during the 1930’s. I am not a creative person, but as soon as I see a good idea I jump on it. I think I will execute them better and as a result I will be able to reach all the multiple intelligences in my classroom.

Richie Johnson
In chapter six of //Multiple Intelligences in the Classroom//, Armstrong lists five different teaching strategies for all eight intelligences. This is undoubtedly a great resource! One of the biggest tasks as a teacher is to create meaningful and engaging units. When assignments do not hit upon every students learning style in one way or another, it can be concluded that the teacher has not effectively taught their lesson. As a result, it is vital that every teacher recognizes each intelligence, and how specific teaching strategies may be used to reach and meet them. This connects well with what Tomlinson and McTighe largely focus on in their book //Integrating Differentiated Instruction and Understanding by Design// where we learn the importance of differentiating instruction to cater for each students need.
 * //Multiple Intelligences in the Classroom//: Chapter 6**

Brittany Blackman
Chapter 6 goes more deeply into the MI theory and how to apply it to your teaching. It actually gives examples of how to incorporate each of the learning styles in various subjects. I paid the most attention to the intelligences I was already concerned about incorporating, one of these being spatial. I know that there is a lot of spatial things in math, such as graphs and shapes, but those pictures have always been hard for me to understand. I did not want them to be the //only// spatial components to my lessons. I liked the idea of using a lot of colors, and letting students use their favorite colors to deal with problems they’re having a hard time with. I also like the idea sketching suggestion. The students could sketch what they believe is going on during different mathematical procedures.

I also paid attention to the bodily kinesthetic section, because there are only so many ways you can get students to move in the classroom other than by playing games. I liked the body answers idea. Thomas Armstrong writes, “if you think this sentence has parallel construction, I want you to raise your two hands high like a referee indicating a touchdown; if you think it’s not parallel, put your hands together over you head like the peak of a house” (83). I quoted this for two reasons. One is because I like the idea. The other is because I like the way they worded this. When reading about auditory learners, it said that one thing that is important to remember was to give full details. Do not say something like “put your name here”, because it makes the listener stop listening and have to watch. This specific wording targets auditory learners, the demonstration targets the visual, and the movement itself targets the kinesthetic. It’s perfect.