MI+Chapter+1+Block+1

Abstract:
Chapter one, The Foundations of MI Theory, of Thomas Armstrong’s book //Multiple Intelligences in the Classroom// introduces Howard Gardner’s [|Multiple Intelligence Theory]. This theory argues that 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 capability to develop all of the 8 intelligences to an extent, however, some will be more prominent then others. No intelligence exists by itself, there is always overlapping of intelligences; they work together in complex ways. Later in the chapter Armstrong points out the existence of other intelligence theories and how they correspond with Gardner’s MI Theory.

Synthesis:
As a class, almost everyone acknowledged that the MI Theory states that everyone has eight intelligences; linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The most common response from this chapter was that it is extremely important that as teachers we work toward identifying which intelligences stand out in certain students. It is beneficial for the students and teachers if the teachers recognize these intelligences and [|plan lessons accordingly]. It was also mentioned that it is important for teachers to do what they can to help students further develop their intelligences that they may not be as comfortable with. If we label students as one intelligence and present them with information in only one manner it will be impossible for their other intelligences to develop.


 * Information synthesized by Spencer Hodge

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Emily Haskell
MI Chapter 1 This chapter raises many great points. I find it interesting that before Gardner no one had suggested the idea of multiple intelligences. It was also extremely interesting that Gardner chose to call them intelligences rather than aptitudes or competencies. Though many of us may not realize it without prompt, there is truth in Gardner’s statement that “’we’ve tended to put on a pedestal one variety called intelligence, and there’s actually a plurality of them, and some are things we’ve never though about as being ‘intelligences’ at all’ (Weinreich-Haste, 1985, p. 48)” (8). Finally I find it very strange that many people don’t think of us as using our multiple intelligences at the same time.

I believe this will be very useful in a future classroom because it is very true that we are all different. Knowing how we are different and how we learn best helps the teacher to target certain types of learners in order to ensure that the material is presented in the proper manner. I have had teachers in the past who have taken the time to learn how we learn and it has made all the difference in the world. Not only was she able to provide us with alternative assignments, but also we were able to learn a great deal about ourselves. This information has helped me to this very day.

Karina Sprague
Chapter one was mostly an overview of Gardner’s eight intelligences. However, there was a lot of new information in this chapter. One thing that stood out to be was the list that Gardner made to differentiate intelligences from talents. They all seemed to make sense to me, except for the second requirement. The second requirement said that it was considered an intelligence if there were prodigies or savants in the specific learning style. This requirement seems like it could be a qualification for a talent, as well. There are piano prodigies and science prodigies. This qualification does not show a clear difference between intelligence and talent, which is why it was confusing to me.  Another thing that is interesting to me about learning styles is that people tend to label someone with one learning style. Likewise, many people think that someone can only have one learning style. Although I understand that everyone has one style that is more prominent than the other, I think teachers should know all of the styles that their students think that they learn with. For example, I know that I learn by being kinesthetic, linguistic, logical, and a naturalist. My learning style changes based on the context of the course, and I do not think that teachers and professionals address this enough. I hope that since I use multiple styles to learn, I will be more understanding of my students multiple and changing learning styles.

Sam Leal
MI Chapter 1 The Foundations of MI Theory

Through reading the first chapter in the book __Multiple Intelligences in the Classroom__, by //Thomas Armstrong// I learned a lot about each of the eight-labeled intelligences, why they’re intelligences, and what’s so important about them in the classroom. The eight intelligences given by a Harvard Psychologist, Howard Gardner are: Linguistic, Logical-mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. These are all terms I’ve heard before and have an understanding of what each means. I also have a sense of an example of each. One thing that stood out to me in the chapter was about why musical, spatial, and bodily-kinesthetic are categories of intelligences and not talents. He describes and it makes perfect sense that people will think to recognize them more in the classroom and in society if they are called intelligences. In my classroom I know it will be important to understand the many different type of students in the classroom and the types of intelligences that are their strengths and weaknesses. Being able to teach towards their intelligences will help their learning so much. Surveys are easy ways to get to know your students, but it more importantly will take experience, time in the classroom, and observing classroom tendencies to find the ways in which they learn best.

Colby Hill
MI Chapter 1

The in-depth description of the MI theory answers many questions for me. I also agree with the idea that the IQ test really only targets one learning group, and in reality, there are many. The various points that Armstrong points out prove this to me, for example the savant or brain damage isolation points. If one area of the brain can be damaged, yet you can still compose superb music, I don’t see why it makes you “dumb” if you cannot appropriately problem solve anymore. Also, thinking optimistically as I do, it allows everyone to have strength. You are not stupid because you have issues with test taking; you are just a natural gardener. It’s also interesting to think about how our society perceives intelligences. As the book has stated, the different intelligences have been more important in different time periods. The intelligences shouldn’t even be thought of as important for different time periods: different areas today even. A naturalist is needed heavily in a society, and when it comes to shows like //Survivor,// a hunter is needed. It just shows the variation with people and their intelligences, and they are all needed. Further on this idea is how “there are many ways to be intelligent within each category” (16). Again this I agree with because it allows even more room for someone to be intelligent. I refuse to believe someone is not intelligent when there are so many ways for someone to be intelligent.

Ethan Guthrie Herrell
Multiple Intelligences: Chapter 1

I have read on Gardner’s theory before. Still, I read something different in this. One was that Gardner’s theory takes “intelligence” off this pedestal of being some narrow, near magical trait present in only a few individuals. Gardner makes intelligence an //action//, not a abstract quality. Because of this, it calls into question the idea of “intelligence” being a viable, independent concept. I can be one or the other, but not both. And I think this is for the best. After all, we can give a word any meaning we want, and we have to accept that the meanings of words are sometimes arbitrary, so if intelligence is to be anything more than just a code word for what **I** think students should know, it has to be something I can observe in a person, either with cognitive or behavioral science. What my students can do should not be confused with what I expect of them.

Still, I am wondering how to use the intelligences in my classroom, outside of the fact that I already plan to use as many different mediums as possible. For example, I do not want my students to miss out on some great journal entries written by soldiers in World War or stunning pictures of the victims of the Hiroshima bombings just because most of the class have not shown to be very visual or verbal. After all, we are supposed to get rid narrowness, not facilitate. Further, while I will always be mindful of what works, I do not want to label kids, and say “oh she’s visual ALL THE TIME.” That takes the theory away from its cognitive and behavioral. Rather, “She seems to understand a concept when it is presented in this manner.”

Cidney's
Response

Chapter One of Multiple Intelligences in the Classroom introduces Howard Gardner’s Multiple Intelligence (MI) Theory, as an alternative to the concept of IQ measuring one’s intelligence. Gardner believes that intelligence is about one’s ability to “(1) solve problems and (2) fashion products in a context-rich and naturalistic setting” (Armstrong, 6). Currently, there are eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Each of these categories was defined as an intelligence through several criteria; including potential isolation by brain damage, support from psychometric findings, and support from experimental psychology tasks, to name a few. There are eight criteria in total. There are several key factors to MI theory: individuals possess all eight intelligences, and those intelligences can be developed to a level of competency. Also, intelligences work together and an individual can be intelligent within each category in many different ways. MI theory is not a learning-style theory, because it focuses on capacity rather than approach. In the classroom it is important to realize that students may have developed intelligences that are different from your personal intelligences. Finding ways to incorporate material for all intelligences will serve two purposes. It will target students who may be proficient or highly developed in that specific intelligence, and therefore make the content more accessible to them, and it will also give students the ability to grow and develop an intelligence that may be lacking. For me, I will have to be conscious of addressing intelligences that I have not developed fully, like logical and intrapersonal, though I should have no problem with addressing visual/spatial and musical/rhythmic intelligences.

Spencer Hodge
In chapter one of Multiple Intelligences in the Classroom by Thomas Armstrong, the concept of multiple intelligences is introduced via psychologist Howard Gardner’s theory of multiple intelligences. In his theory, Gardner proposes the idea of eight (possibly nine) different areas of intelligences. The first area is linguistics, which is the ability to use words effectively in different ways. The second area is logic-mathematical, which is the ability to use numbers effectively, whether in math, science or computer programming. It also deals with being efficient in logical sequences. The third is spatial, which is the ability to visualize the world in an accurate way. The fourth area is bodily-kinesthetic which one uses their body to show emotions or display thoughts. Mostly these types of people have good physical skills and are involved in sports. Musical is the fifth area; someone with good musical intelligence can create, recognize, and critique music as if they were an expert. Someone with interpersonal intelligence has the ability to read what other people are thinking with relative ease. Intrapersonal intelligence people are very self-knowledgeable and know every one of their own strengths and weaknesses. The last area of intelligence is naturalist intelligence. People with high naturalist intelligence have a profound knowledge of different environments and enjoy the outdoors. Everyone has each of these eight intelligences, but some areas stronger than others. Because I’m going to be a teacher, I will have to identify what types of intelligences my students are high in and help them develop their weaker intelligences further.

Elizabeth Sargent
MI Chapter 1 After reading the first chapter from the book //Multiple Intelligences in the Classroom//, by Thomas Armstrong, I learned many new things about the theory of MI. Multiple Intelligence theory is currently made up of 8 different intelligences. These intelligences are found in everyone just in different individualized capacities. Some people have high levels of functioning in all or most intelligences, while others lack all but one or two. Most people are somewhere in the middle and have some highly developed intelligences, some mediocre, and some that are underdeveloped. I find that the Multiple Intelligence theory seems it was already a part of my knowledge base. Before learning what MI was I recognized that there were specific people in school that were highly developed in certain subjects, like math. Giving this knowledge a name helps symbolize and give understanding to why certain intelligence areas have always been out of reach for me. As a teacher, it is my job to notice which intelligences my students have and encourage them within those specific intelligences. It is also my job to find ways to improve my students’ capacities in the areas where they are underdeveloped. Therefore, in the classroom, knowing which intelligences are present at what levels can help me create better lessons according to their learning styles.

Jordan Hale
Chapter two helped clarify what obstructions could be between your students and their connection to your curriculum. Things like a personal barrier, identity, a learning problem and an idiosyncratic learning need all could be infringing upon the students learning. One story that stuck out was the story of an idiosyncratic learning need by a student named Noah. In his early life, he was deemed “bad” as a student because he couldn’t sit still. One day he realized that when he gets up and moves around, paces almost, is when he is thinking the best. Now that he knows that, teachers have embraced it and allow him to get up and move around. This story was a perfect example of how your curriculum could be fantastic, but if the student who learns and thinks best by pacing cant pace then you are wasting your time.

Later on in the chapter the authors discuss basic approaches to responsive teaching. One approach that caught my eye was to incorporate small-group teaching into daily or weekly teaching routines. The fact that you could have three small student-lead small groups so you could give some struggling students some one on one time makes so much sense. It was one of those times I like to call a ‘Duh Moment’. A ‘Duh Moment’ is a moment when after you do or read something, you say to yourself //duh.// This student-lead group teaching idea was so simple yet, if used correctly, sounds like it could be really beneficial to both the student and the teacher.

Alex Randall
MI Chapter 1 Chapter one consisted mostly of a basic overview of Howard Gardner’s theory on the multiple intelligences of humans; Linguistic, Logical-mathematical, Spatial. Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalistic. The chapter begins with introducing Gardner’s theory and speculations on a possible ninth intelligence (late revealed to be existential intelligence) and summarizes the eight confirmed intelligences. Thomas Armstrong’s writing is terribly dull, but what he’s talking about is pretty interesting stuff. The idea that these learning styles are actually intelligences is kind of interesting but, as it apparently turns out, different areas of the brain do show more activity when learning in different ways for different people. Kind of cool stuff. Armstrong also brings up the differences between people with a few learning style concentrations and some knowledge in the others versus a person who has a very high concentration in one style and virtually none in the others – the idea of “exceptional” individuals. After some more dull interpretations of MI Theory, Armstrong lists the key points of the MI Theory (starting on page 15): “Each person possesses all eight intelligences… Most people can develop each intelligence to an adequate level of competency… Intelligences usually work together in complex ways… There are many ways to be intelligent within each category.” He continues to discuss some other common theories and the prospect of many different kinds of intelligences presented by other theories. I guess I’m summarizing because I didn’t really get much out of this chapter because I feel like I already knew all of this material.