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Ethan Guthrie Herrell
Multiple Intelligences: Chapter 13

Multiple Intelligences Theory, because it is theory about the brain and human behavior, it applies to areas outside of education. In a nation full of increasing cultural, racial and diversity in the classroom, it is important to recognize the multiple intelligences as they exist in cultural practices and traditions. The common practice of memorizing whole sections of the Qur’an, or the entire Qur’an, is a tradition honored by Muslims the world over (a parallel is the memorization of prayers by Christians) that is clearly an example of the verbal-linguistic intelligence being honored by a culture. Not surprisingly, Muslims have historically given great prestige to poets as well. Use these practices to connect students to the material. That way, it won’t seem like the strange, alien ramblings of a teacher. When studying any cultural group, making sure to include a traditional practice for each intelligence or at least most of them can give students a multi-faceted view.

While it can be difficult to do in way that doesn’t track kids or narrowly prescribe to kids what they can and can’t do, using what we know about their varying abilities in the eight intelligences can help them make choices about what they would enjoy doing for the rest of their lives. toc

Alex Randall
MI Chapter 13 This chapter is focused on discussing some other applications of the Multiple Intelligence Theory. The first section, right off, mentions how the Multiple Intelligence Theory can be used in a way that focuses on Computer Technology. The opportunities for this are expanding nearly every day, so teaching according to the Multiple Intelligence Theory - or even finding a way to teach students with computer technology while keeping the Multiple Intelligence Theory in mind - is easy. Teaching culturally diverse classes with the Multiple Intelligence Theory in mind is just as crucial as teaching a class that's full of one group of people. Just because someone has a different ethnicity or language or religion certainly does not mean that they do not learn in similar ways as other people. The key is to always teach with accommodation and differentiation in mind.

Sam Leal
In chapter 13 of MI Armstrong introduces the more applications of MI theory in education: computer technology, cultural diversity, and career counseling. The first being computers which are very cool in the sense that they can apply to any of the eight multiple intelligences. Computer software has such an amazing range of capabilities. From all the software for musically inclined learners like GarageBand, to word processing software for linguistic learners, and most importantly (well everyone’s favorite) social media like Facebook for interpersonal students.

The next application of MI theory mentioned is cultural diversity. It’s important to know that when teaching to be respectful and have a very good understanding of all the different cultures within diverse classrooms. Content and teaching needs to be culturally sensitive. Also different cultures express each of the eight intelligences differently. The chapter introduces the topic, but shows that there is a lot to learn about teaching to different cultures in a classroom.

The last application mentioned is MI theory in career counseling. This is always very cool to me because it’s so true how many careers are specific to a particular intelligence. Like me I’m a logical-mathematical, and bodily kinesthetic learner so I’m not going to be interested in being a librarian. To me it’s also very cool to look at the different career paths for interpersonal people, like my dad, as a sales guy because he could talk non-stop all day long.

Emily Haskell
Chapter 13: Other Applications of MI Theory

I liked that in this chapter the author made the point of saying that computers and most technologies for that matter are intelligence-neutral devices. More often than not we do tend to think of computers as devices used mainly by those who are more logically or mathematically inclined. There are times when we, both as students and as teachers, fail to see the usefulness of technology in content areas other than math and science. Sometimes we even forget that it exists all together. I believe that as teachers it is important for us not only to remember that this technology exists, but also to explore the possibilities within our own content area.

I particularly enjoyed the section on diversity. In my hometown there is a very diverse population. We have students of just about every race, color, socioeconomic status, etc. Teachers spend their time teaching us test taking strategies and have us memorize formulas and vocabulary rather than actually teaching us the information to prepare us for the MCAS. My point is that many students do not pass the test the first time they take it. Perhaps if the teachers took time to teach to the students’ differences they would pass the test the first time around.

The final section was interesting. I find the idea of self-assessment important especially in high school. I think it is important for students to explore their options, their likes and dislikes and especially their strengths when it comes to careers. I believe the most difficult part of high school was trying to decide where to go to school just because I was unsure of what I wanted to do.

Cidney
Not only does MI theory apply to classroom use, but can be applied to other aspects of education as well. Computer use, cultural diversity, and career counseling are some of the other applications that Armstrong gives examples for. In the realm of technology, using Type II technologies in the classroom that cater to different intelligences can be hugely beneficial to student learning. Integrating technology into the classroom is very important in today’s digital world, and using students’ familiarity with technology and applying it to education can also be very beneficial. MI theory can also bring new perspective to cultural diversity and open students to learning about the cultural diversities in their classroom and the world. Armstrong stresses that “every culture has and uses all eight intelligences” (177). Exploration of this statement could lead to interesting projects, integration of multicultural units, and cultural fairs within a school or classroom. For career counseling, teachers and students can use MI theory to focus student interests and determine what careers interest them, though it is important not to match proclivities to careers too early in a child’s education.

I plan on using technology in my classroom in order to make my lessons more engaging and interactive, but now I can also consider technologies and programs that target different intelligences to connect to the students on another level. There is a wealth of Type II technology out there, and using it in my classroom would be highly beneficial to students because I can easily connect to them through it.

Colby Hill
MI Chapter 13 Computer technology allows the MI theory to flourish. It’s interesting too because I love everything about computers and I am definitely not a logical learner. Maybe it is because, as explained on page 174, multimedia can reach each intelligence with ease. The list on the different softwares on page 175 is extensive and helpful. Many of it is outdated (ex. Myspace), but there are suitable replacements and the list could be made much more extensive now easily. The example with the rose is a good one, but only for the younger grades. It’s not just the multimedia either, and as Armstrong explains, the internet has a lot to offer. Limitless, almost. It could be worth having students find websites and surf the web based on their facet and see what they can come up with.

When it comes to cultural diversity, there is no doubt in my mind that a certain culture generally has an intelligence that is more used then others. But as Armstrong says, “educators would be making a great mistake if they began to refer to specific racial, ethnic, or cultural groups only in terms of one intelligence” (177). This goes beyond intelligences too; it goes for everything. An educator must realize that everyone is different and everyone is unique, and although some generalization with happen (and sometimes must), it should never be the one and only answer. I also like the idea of self-assessing. Bring a survey with different occupations and see which student picks what. Or let a student of a certain intelligence see what types of jobs lay within it.

Elizabeth Sargent
This chapter helps to elucidate three other applications of MI Theory that include: computer technology, cultural diversity, and career counseling. This chapter also focused on how each of these other applications doesn’t just focus on one intelligence, but it incorporates all eight multiple intelligence at one point or another, just like the real world.

Because one of my current practicum classes incorporates computer technology and using it in the classroom, this section of the chapter was not new to me. But I found that there are a lot of different ways to incorporate computer technology into the classroom than I thought possible. Cultural diversity is always an issue in the classroom, and yet “every culture has and uses all eight intelligences”(177). It’s amazing that this is true, because each culture is different and very unique. While some capitalize on some intelligence more than others, each realizes and incorporates all eight intelligences whether they realize they are doing it or not. Career counseling is the last important aspect of this chapter. It talks about getting to talk to students about possible careers options often, and without bias. Children need to make their own decisions, but it is hard not to be swayed by those they look up to and love: like parents and teachers. I must remember as a teacher, that I am not there to make future astronauts and teachers, I am there to help students make the decision to become astronauts and teachers by giving them the information they need to succeed.

Karina Sprague
Chapter 13 focuses on three experiences that are not commonly linked to multiple intelligences, or that have not been talked about previously in the book. These experiences are technology, career counseling, and culture. I have always thought of computers as a common form of technology that covers all eight intelligences. The book gave some specific features on computers that cater to the different intelligences. I found this list to be very helpful because it contained a lot of suggestions that I had never heard of/thought of before.

Another thing this chapter talked about was career counseling, or career preparation. Basically, the chapter said that students should be aware of multiple intelligences early in their life. If students are aware of their intelligences, and are aware if they change, they can better choose a job that suits their intelligence. I think this is pretty common sense because almost everyone chooses a job that matches their intelligence. If they don’t, it would probably be a boring or uncomfortable job.

The third thing, and the newest idea for me, was the idea of culture and multiple intelligences. The chapter suggests that teachers tie the intelligences into diversity and culture. If you look deep enough into different cultures, there is usually a common intelligence. Although I do not think this understanding would help students succeed in school work, it would be an interesting way for students to connect to culture and multiple intelligences, and to learn more about them. It would also be a good way for students to learn about the diversity in the class by learning about their peers cultures and intelligences.

Jordan Hale
MI theory should not be something that you think of during the leasing plans and then never go back to. Multiple intelligences can be affected by everything in a classroom. Some other ideas to contribute MI towards the classroom were presented in chapter 13. Computer technology, cultural diversity and career counseling are three suggestion the book uses. Computer technology can accommodate almost all of the intelligences. Linguistic learners can listen to audio via the computer. A logical learner could use a computer to graphically organize their thoughts. MI theory is the same across the board, whether it is dealing with racial, ethnic or culturally diverse groups. "Every culture has and uses all eight intelligences"(177). Relating certain topics to a culturally diverse group will definitely help teachers reach students. Technology has become a big part of the classroom. Having said that, math is a very hands-on subject. In order to understand it, you need to actually do it. Technology will definitely aid my lessons but will not be the vocal point. Because of this, I think technology in my classroom will really help enhance their learning. Growing up, math was always taught by 'Here's a book and a calculator, test on friday.' Therefore, including technology in my classroom should help provoke students to want to learn better. I did not even think about MI theory and culture/diversity. The thought to use culturally prominent figures to help relate to certain diverse groups was a great idea that was kind of a //duh// moment. It completely makes sense, but it is one of those things that, when talking about the lesson plans and standards and all of that, it is easy to see a connection. When I was reading the career counseling section where it lists the different jobs that pertain to a certain intelligence and it was funny to see what jobs were listed, and then connect the job to someone i know. It was cool to look back and figure out what my friends are (or what i thought they are) as learners.

Spencer Hodge
Chapter 13 of Multiple Intelligences talks about different ways to use MI Theory in the classroom. Technology, something we’ve been learning a lot about in class, was discussed here and given different ways of how it can be used in coordination with each of the different intelligences. Technology is definitely a good tool and should be used in the classroom as a creative way to present information, but that’s not to say that it should be the only way to teach. The second thing that this chapter talked about was cultural diversity. It seemed pretty obvious to me when it said that each culture possesses each of the eight intelligences, almost as if we thought that other cultures weren’t as smart as the dominant culture. What was surprising to me was that each culture had its own sort of preference for which intelligences were considered to be helpful and which weren’t as needed.