MI+Chapter+7+Block+2

Kyle Kuvaja Synthesis
Chapter seven of //Multiple Intelligences in the Classroom // discusses effective ways to both design classrooms and schools to help reflect the different intelligences. Armstrong develops a list of questions to help teachers assess their classroom in regards to the eight intelligences described throughout the book. When assessing how the kinesthetic intelligence is being integrated into the classroom, a teacher might ask themself, "are there materials in the classroom that allow students to build, be tactile, or in other ways gain hands-on experience, or does a "don't touch" ethos pervade the room?" There are many other questions that can be asked that encompass the other intelligences. Armstrong transitions from these questions to telling readers that MI activity centers can be an alternative method to addressing MI in the classroom. The [|activity centers] range from permanent open-ended to permanent topic specific to temporary topic-specific to finally temporary open-ended centers. The permanent open-ended activity centers usually last for the entire year and give students the opportunity to reflect on open-ended experiences that tap into the eight (or nine) intelligences. Many of these centers could include writing centers, math centers, or an art area. The temporary topic-specific centers change constantly throughout the year and are focused on themes, rather than big ideas. Instead of a general reading center, students would be in a reading center that would be geared towards something like reptiles. A temporary open-ended center gives students activities that are easily picked up and allow for exploration. To stick with linguistic examples, a Scrabble game could be used as a temporary open-ended center. A permanent topic-specific center uses the same materials all year round at a particular station, but the theme can change throughout the year. I believe that the most common topic among all of our blogs was the understanding that teachers need to create a comfortable and welcoming classroom experience for students. The multiple intelligence questions mean nothing if the environment is not able to allow students to be [|comfortable] with these different styles of learning. Another point brought up by many of my classmates is that we feel students need to be aware of what the intelligences are and what it means to have the existence of these multiple intelligences. The majority of the class felt that they would like to try to work on creating an environment that is accepting of all of the intelligences. This was not unanimous. Some people felt that since classrooms in the past had not accepted these methods into their curriculum then it would not be possible for future teachers to successfully use this information to accomplish anything. With the direction of future education, it seems like differentiated instruction and multiple intelligences might be here to stay. It may be a process, but many of us seem hopeful. By continuously assessing the classroom and possibly incorporating the MI activity centers, it does not seem to farfetched to create a classroom that allows a wide range of learning styles to succeed. toc

Kelsea Trefethen
Chapter 7 of MI was dedicated to describing ways to design a classroom and school environment that reflect the multiple intelligences theory. Honestly, I had not considered a lot of the ideas the book discussed. One of the considerations I had not thought about was having a schedule that supported the attention span of the students. This is something I wish my school had done. Teachers and faculty should work together to arrange student’s schedules according to their energy levels, and ability to focus. Obviously, these times will vary from student to student, but there has to be some sort of pattern. I really liked the idea of having intelligence centers throughout the school. It is important for students to have places to go to get help or get work done. When I was in school I always noticed students enjoyed working in different places like the library, the computer room, hallways, cafeteria, etc. What a great idea to have different study and work areas designated for different learning styles. I really hope whatever school I teach at has a program like this, or will be willing to implement one. On page 109 there is a section of the chapter titled, “Student Choice and Activity Centers.” The book talks about whether or not students should be allowed to decide which center they are going to. I don’t see how this should even be a question. In my opinion, students should most definitely be allowed to choose which center they want to go to. If students don’t get to decide for themselves which station to go to, it seems to me, that it defeats the purpose. I definitely disagreed with the chapter in this section.

Johnny Buys
Chapter 7: MI Theory and the Classroom Environment

Without the correct environment to encourage Multiple Intelligence Theory teachers and students undermine their chances at successfully utilizing Multiple Intelligence Theory to its most differentiated potential. Ever intelligence is applicable to creating environment. Linguistic, for example, involves exposure to written words and speech complexity, while spatial attention to furniture arrangement, illumination and color become important (100-101). Every intelligence needs to play a part in creating the environment that can foster every student’s development in their weaker intelligence and progression in their proclivities. Every teacher works to create a positive environment that encourages student involvement; however, just like many teachers avoid meeting some intelligence’s demand in lessons, the environment can easily be neglected. It is pertinent for the environment to reflect the practice of the Multiple Intelligence Theory within the classroom. Environment based on Multiple Intelligence Theory can also include activity centers (103). Four types of centers are specified based on topic and permanence within the classroom. Some areas should be topic specific centers which work off of a theme and meet the intelligence need. Open-ended areas encourage greater exploration but require the teacher to lose more control of the environment. These areas can also range from types of environments that can be permanent throughout the school year, while others are only temporary. The most important thing to remember with activity centers is not which model is the best, but that each intelligence has the opportunity to be represented. Student choice in these centers will become another chance for data for teacher attention to learning styles.

Christina L Quach
Chapter 7 of MI discusses how to incorporate all eight intelligences into the classroom or classroom environment. It discusses ways to have activities in the classroom at all times to allow all students to work at each station and sample the intelligences. The chapter also includes questions that teachers can ask about how the classroom is set up and how intelligences are included in the set up. One example from Armstrong is, “How are spoken words used in the classroom? Are the words used by the teacher too complex or too simple for the students’ level of understanding, or is there a good match (100)?” Armstrong then goes on to say that if these questions are being answered positively, “The positive factors listed above will enhance a classroom environment to the point where even students who enter the room with significant academic, emotional, or cognitive difficulties will have an opportunity to feel stimulated toward making great strides in their learning (103).” The rest of the chapter discusses different types of activity centers, some that are permanent, some that are temporary, some that are open-ended, and some that are topic-specific. I feel like younger classrooms work harder to stimulate intelligences that high school classrooms. From my own memory I remember all these intelligences represented in lower grades. Creating a welcoming classroom environment is something that I am really excited about as a future teacher. I keep what it looks like in my head, and I add to my classroom when I find new ideas. Everything that I have decided to put in my classroom is welcoming to (now I realize) many students, but not to all. After reading this chapter there is definitely a lot more I will need to add to my classroom to make in inviting to all intelligences.

Kalib Moore
I found chapter seven of //Multiple Intelligences// to be very straightforward. Armstrong discusses the classroom environment, and how to incorporate all eight intelligences into your classroom. He explains that "MI Activity Centers" are good ways to let students experience different learning styles while also changing up your teaching styles. He discusses the four quadrants of the activity center; these are "permanent open-ended, temporarily open-ended, permanent topic-specific, temporarily topic-specific." (106) The one that stuck out to me the most was the temporary open-ended activity centers, because it is a unique was to explain the multiple intelligences while playing games. Each activity gives an example of the intelligences and is an experience for each student. Giving students the choice of how they learn is something I am beginning to value more and more. I hope that I can incorporate this into my classroom because I think that it is important to make students aware of each of the intelligences, and give them a chance to experience them and decide which one(s) they are most comfortable with.

Richie Johnson
Classroom environment, or “ecology,” undoubtedly plays a major role in a students’ ability to learn. Chapter seven on Multiple Intelligences in the Classroom by Thomas Armstrong hones in on the factors of creating a multiple intelligence friendly atmosphere. He provides many examples that can be used in schools to promote beneficial learning environments for all intelligences, and I believe them to be outstanding! The notion alone of providing different study areas that are focused on different intelligences is genius, and yet so simple an easy to do. Having space is practically the only requirement for schools, and I think it would be quite easy to figure it out. Atmosphere has a very great impact on my work, and even the work I am focusing on, as is so for many people. Accordingly, it only makes sense that students could pick their own area to work in as they would like! For instance, when I am reading I require a very quiet and personal area to work in, but when I am writing I like to be influenced by social interactions and the like. I think that many schools ought to start heading in the direction that MI theory proposes; it simply makes sense. So far, I have become aware of any downsides to the theory. Also, it does not require any additional money to put into practice. It is time that all school start thinking this way!
 * //Multiple Intelligences in the Classroom//: Chapter 7**

Leanne Fasulo
The seventh chapter of //Multiple Intelligences// encompasses the MI theory and the classroom environment. The book mentions the importance of the MI activity centers. While traditional schools line up desks in neat rows with a teacher at a big desk or by the blackboard this is not the only way that a teacher can set up a classroom. In fact if a teacher utilized the classroom in only this manner than the class would be missing out on a lot of learning that could happen through the MI theory. This would especially pertain to bodily-kinesthetic learners who need to have space to move around and think. Page 104 gives a chart of activity centers. There are two blocks that provide a temporary setting that can be moved around, and also two that are permanent. The book also gave a good list of certain learning areas that would be useful for each of the intelligences. For example there could be a reading nook or writing center for linguistic, and a round table for group discussions or a social area for those who are interpersonal. The full list can be found on page 104. I really liked this list, because it gives me so many ideas of how to create a good classroom. I know that as an English teacher I am going to want to provide a few bookshelves for reading, and set up desks in a way that the class can have a group discussion. It is also important to have this list to help accommodate students whose intelligences I am not as advanced in.

Tyler Oren
Chapter seven of //Multiple Intelligences// by Thomas Armstrong is centered around unsing the multiple intelligences theory to create a classroom environment that facilitates each type of intelligence and learning style. Armstrong commits the first section of the chapter to questions a teacher can ask themselves when preparing or reevaluating a classroom environment that fosters each of the eight intelligences. For linguistic he asks teachers consider where words are in the classroom, their emphasis and how they are accessed. For the logical side Armstrong suggests examining scheduling of the classroom and how effectively it allows for high level learning and procedures. Spatial is primarily concerned with the layout of the room and present visual stimulus, while Kinesthetic deals with student’s ability to move about and manipulate the classroom. Armstrong asserts that if all these questions are answered positively it will result in a positive classroom environment that is not only conducive to learning, but also stimulates and engages students.  Armstrong also suggests that when designing the layout of a classroom teachers should consider including special “intelligences friendly” areas where students are encouraged to learn and engage the way they need to learn most effectively. Armstrong gives a few helpful suggestions about formatting the room into temporary and permanent activity areas that are either topical or open ended, and gives recommendations for each activity to fill the space in the room. While it could potential destabilize the room I really like the idea of allowing students to choose the way they learn and think about the content they are asked to process, I would like to introduce the idea on a trial basis though before I fully commit to it.

Kyle Kuvaja
Chapter seven of //Multiple Intelligences in the Classroom// introduces the possible need for a teacher to restructure their classroom environment so that it is conducive to multiple learning styles. Armstrong specifically says that teachers should try to avoid having students sit in their seats all day, taking notes (99). This classroom environment does not effectively address the many intelligences of the students. Questions can be asked to assess the current class ecology. The classroom experience for the students will be positive or negative depending on how positive or negative the answers to the questions are. One question to evaluate how the naturalist classroom environment is being enforced includes: Are students given an opportunity to do some of their learning outside of the school building in natural settings? If a teacher says no to this then the needs of students may not be met. Another way to address the classroom environment is to divide the room up into stations that incorporate the various intelligences. The manner in which activities are carried out in these stations depends on the lesson and activity. Armstrong brings up temporary and permanent centers. The temporary centers involve a topic being covered while the centers involve a common of the year. I feel that this chapter is important for my generation of future teachers. For students of my high school, a normal class day consisted of sitting in class, taking notes, and handing in homework. I am hopeful that my creative lesson plans can one day be put into action. Who wants to sit behind a desk and scowl at students? Not me. I hope to be taking nature walks while describing various chemical principles.

Cyril Lunt
Alright Cyril... you can do this... calm down from the bloodlust that was caused by UbD... Breath in... breath out... So, chapter seven of Multipl//I WANT TO DESTROY THAT BORING, HORRIBLE BOOK AND//--- ... Sorry. Chapter seven of //Multiple Intelligences in the Classroom// is about, well, the multiple intelligences in the classroom, and how to design your environment around them. Back at SMCC, I took an education class, where we learned much about how the environment of the classroom is very important. If it's just white, brick walls with no posters or anything to stimulate the mind, student's minds will wander, and they'll instantly be bored, even if what you're teaching is amazing. When I read this chapter, I was reminded of this way of thinking. Armstrong talks about the way your room looks alters how each student uses their intelligences. One can see this in real life. Walk into a math room, observe the surroundings, then go into an English room. You can literally //feel// the difference, even if the rooms are of the same shape, size, and color. However, with multiple intelligences to consider, no matter what content area you teach, you need to be able to reach every student in your class. That's why Armstrong suggests activities that revolve around certain intelligences. While slightly redundant, it does point out what one can do to foster learning of every shade of intelligence. I feel that we should focus on trying to reach every student, no matter what content area you teach. If I had a nickle every time I heard an English major say he hated math, and a math major say he hated English, I'd be a millionaire. Obviously, we need to reach every student, and I feel that Armstrong has the right idea.

Evgeni Bouzakine
In order for all your students to be successful they must have their intelligences met in the classroom. Not only do you have to have units cover the intelligences, but the classroom environment must be compliant as well. The classroom environment is just as important as the unit that covers the intelligence. After looking at the eight different intelligences, each one has a way of being incorporated into the classroom environment. A Logical person might consider how the time is managed in the classroom; a kinesthetic person might care about how the seats are arranged so they can get up and move around more easily. Another way of meeting all eight intelligences is to open up activity centers around the room. A good way for a naturalist to use their intelligence is to have a class garden or plants in an area. The interpersonal students could have an area to have group discussions. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">I think incorporating the all of the intelligences in some way into the environment to better conform to their styles. I will find it a little hard to incorporate all of them in a way that makes sense in a classroom. I cannot see it in my classroom because I have never seen it incorporated into any of my classrooms I have experienced.

Brittany Blackman
Chapter seven is explains how to incorporate the eight intelligences into the classroom environment. You need to represent each intelligence in more ways than one, meaning you have to teach targeting each intelligence, you have to allow them to create products with each intelligence, and you need to represent each intelligence in your room and structure. For example, having posters and words on the walls helps keep linguistic children focused. Consistency in rules and the time stricter will benefit mathematical students. Colors in the room, and the way the desks are arranged are the spatial aspect, and the list goes on. The book also mentioned “activity centers” where the room is divided into different areas that focus on a different intelligence. I thought this was a great idea. It’s a great way to get students to try things in different areas, while still having a “safety zone”.