MI+Chapter+1+Block+2


 * Chapter One: Synthesis and Reflection by Leanne Fasulo**

The first chapter of Multiple Intelligences, by Thomas Armstrong, is an introduction to the multiple intelligence theory. The MI theory, formed by Howard Gardner, was published decades after Alfred Binet created the first intelligence test, the IQ test, in Paris. The MI theory explains that every person possesses intelligence that can be broken down in to nine different ways. Some people are more advanced in certain intelligences than others, but everyone can develop and possess them. The nine intelligences in the theory are linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist. According to Armstrong, being intelligent is not just exceling in one of the intelligence categories. To be truly intelligent one must be advanced in many of the nine categories. To be considered an intelligence a category must first follow certain guidelines such as being able to isolate it in the brain, or the existence of prodigies (full list on page 8). In the beginning there were only eight intelligences, but Gardner eventually created the ninth one, naturalist. Armstrong not only introduces the theory, but also provides examples on how to figure out what the intelligences exactly are. A person who is considered linguistic intelligent would be good at manipulating language, while someone who was spatial intelligence would enjoy painting pictures. However, it is important to note that people can differentiate within the intelligences. For example someone who does not do well in sports could still be bodily kinesthetic intelligent as a carpet weaver or a potter. Defining intelligence with consideration to learning strategies is an innovative way to measure intelligences since every person is different.

Overall everyone found this chapter to be very helpful by defining what the multiple intelligence theory is in an easy way to understand. It was also helpful to not only have a list of the intelligences, but explanations of what each of them are. Understanding what students possess for intelligences could be extremely useful as a teacher; teachers can figure out what the best ways to challenge their students and which ways their students will learn the best. Another way this could be helpful in the classroom is by knowing what your intelligences are as the teacher. This way you will know what your strengths are in teaching, and what your weaknesses are. This way even if you are not a naturalist you could still reach out to the students who are. While no one test can be exact on what someone is a great way to start figuring out what intelligences your students have is to ask them to take a [|survey] on the first day off classes. After the test it will be important to explain to students what each of the intelligences are. A bulleted [|list] can be a quick and simple resource to figure out if someone is advanced in an intelligence category. As a teacher referring to this list will make it easier to figure out what intelligences your students have when observing them in the classroom. The MI theory paves the path to a new way of understanding your students, and helping you find the best way to help them succeed.

toc

Tyler Oren
Chapter one of Multiple Intelligences by Thomas Armstrong is committed to introducing the reader to the content and giving broad explanations covering each of the unique multiple intelligences that we possess. Armstrong continues to Harvard psychologist, Howard Gardner who developed the multiple intelligences theory and devised an assessment to measure “scores” in each field of intelligence. Gardner separated intelligences into eight separate categories, linguistic, which governs one’s ability to use words, both orally and written. Logical/Mathematical intelligence, which measures expertise with numbers and ability to reason well, spatial intelligence, which measures of one’s ability to perceive their surroundings and environment accurately. Bodily-kinesthetic reflects ability to use the body to express thoughts and feelings, in addition to ability to use one’s hands to perform complex tasks and motor skills like coordination, balance, dexterity, etc. Musical intelligence governs capacity to understand and construct music. Interpersonal intelligences concern distinction of social queues, intentions, and motivations. Intrapersonal focuses on one’s ability to know them self and adapt based on that knowledge. Finally, naturalistic intelligence the most recent addition to the intelligences governs ability to classify the natural world. Armstrong explains that in order to be considered “intelligent” it is not enough to possess a single high score, actual intelligence makes a high level usage of a multitude of different intelligences. An individual who possesses a single high level intelligence with low functioning scores in other areas is considered a savant. While savants are typically uncommon certain types of brain injuries can damage isolated areas of the brain damaging one to several intelligences while leaving others unaffected.

Leanne Fasulo
Chapter one of //Multiple Intelligence// addressed the nine different intelligences of Howard Gardner’s intelligence theory. This theory was created decades after the first intelligence test done in Paris, known as the IQ test, developed by Alfred Binet. The MI theory believes that everyone has some form of intelligence in the following categories: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory also explains that everyone has the ability to increase his or her intelligence in each category to a fairly advanced level with the right guidance. This is important to know as a teacher, because every student in the classroom will have these skills. As a teacher I should be aware of these different skills to find the best way to reach my students. Knowing which skills that are already efficient in will allow for me to know which ones to encourage them to improve upon. Gardner states that within the intelligences there are other layers. A person who is bodily kinesthetic could be deficient in sports, but advanced in carpet weaving or pottery. This is helpful to know, because if I know one of my students is highly talented musically I should not expect them to be perfect in every trait under musical intelligence. In my classroom I will try to be aware of these different kinds of intelligences and try to make coursework with these different skills in mind. Coursework should be well rounded instead of classes that are only lecture or projected based.

Brittany Blackman
The first chapter of this book explains what multiple intelligences are, and why. I learned the eight guidelines that specify whether or not something is “an intelligence”. One thing I did not understand from that section was the last guideline, having a symbol system. I understand where they are coming from for most of the intelligences, except for the logical and mathematical. They said “computer languages” for their example. Clearly mathematical skills existed, and were intelligences, before computers. I don’t understand what the symbol system has to do with being an intelligence in the first place, let alone how that is the system for mathematics. Another thing I found odd about the guidelines were how you test whether or not something holds those eight qualities. What made me think that was when they discussed the possibilities of there being more intelligences out there; for example, humor or intuition. The author writes that these have not yet been debunked or accepted as intelligences. It seems like they should be able to determine easily when there is a checklist. When the author mentioned savants, I thought about how that would impact my classroom. I might not actually have a savant in my class, but I may have students that have very high logic skills, and very low interpersonal skills. I need to know how to help and teach these students. I will need to be able to challenge them, without distancing them from the class further. I will also have to be able to help the students with very low logic and mathematic skills, without distancing them from the class.

Richie Johnson
It is so interesting to read the descriptions of the eight intelligences, and in doing so relate yourself to them. While reading this chapter I was listening to music, as I often do, and upon reading about the musical intelligence I recognized that I was tapping to the beat of the song that was playing. Through the reading I am discovering myself to be a mixture of all of the multiple intelligences, as most people likely are, but identify myself generally with the linguistic, spatial and musical categories. This will undoubtedly impact my (future) classroom naturally, but I believe to be important to be aware of the way in which it does. It seems as though it would be easy for me to teach solely in the way in which I learn, but as that would have a negative impact on the students that think differently, I must be sure to incorporate all of the learning styles. Interpersonal intelligence excites me. I have always really enjoyed observing relationships and how people express themselves, and appreciate the fact that it is possible to develop skills in interpersonal intelligence through social situations.

Kalib Moore
In chapter 1 of //Multiple Intelligences in the Classroom//, author Thomas Armstrong discusses in depth Howard Gardner's idea of multiple intelligences. He explains what the different intelligences are, describes special cases of certain individuals, and discusses the possibilities of future intelligences to be added to the list. I learned more details about what exactly the eight intelligences are, and learned about the "criteria that each intelligence had to meet to be considered a full-fledged intelligence." (Armstrong 8) Though I found some of the criteria hard to comprehend, Armstrong provides many examples to back up his arguments to make the reading comprehendible. I made the strongest connection with the first criteria to discovering if an intelligence is full-fledged or not, and that was, "Potential Isolation by Brain Damage." (Armstrong 8) Armstrong explains that brain damage due to an illness or an accident could have an effect on a single intelligence and leave the rest unharmed. He uses the example of someone with left frontal lobe damage causing damage to his linguistic intelligence which is ones ability to use words to, "speak, read, and write" (Armstrong 8) I found this example to be oddly similar to a DVD. When a DVD is damaged due to smudges or scratches, it continues to work as always (in most cases) yet one scene might not be able to be played because that scratch or smudge tore through it's part of the disc's memory. I found that making connections to each criterion made them easier to understand while at the same time retaining all of the information.

Johnny Buys
Chapter 1: The Foundations of MI Theory Thomas Armstrong in his book //Multiple Intelligences in the Classroom// explores how teachers can apply the elements of Howard Gardner’s research into Multiple Intelligences. Introducing the eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist, he establishes that they function differently from traditional “IQ” intelligence in that they serve to understand “the capacity for (1) solving problems and (2) fashioning products in a context-rich and naturalistic setting” (6). Recognizing the function of intelligence is important in designing curriculum that does not simply spoon feed facts and knowledge only to regurgitate it later and forget about it in future classrooms, but rather to develop problem solving techniques applicable to any situation thereby contextualizing it. Armstrong also identifies eight theoretical bases on which to understand the development of multiple intelligences, such as “developmental history and end state status of development” and “susceptibility to encoding in a symbol system” (8). Research into these bases is important for teacher application. As different intelligences peak and occur at different stages it is important for teachers to craft their curriculum around these peaks. Armstrong also establishes key points of Multiple Intelligence Theory, particularly the universal presence of all eight in every learner, ability to develop each to adequate competency, and the intelligences interactivity except in exceptional cases of savants (15-16). Understanding these facets in particular affects curriculum creation to diversify and work toward developing all eight intelligences of their students. It also encourages teachers to identify the myriad ways in which their activities and processes use multiple intelligences.

Kelsea Trefethen
The first chapter discussed intelligence and how Howard Gardner believed intelligence could be defined and measured. Instead of measuring how bright someone is with an IQ test, Gardner believed intelligence should be measured within different categories. Everyone learns differently, so it only makes sense to measure how smart someone is based on his or her strongest learning style. I definitely agree with the ideas presented in this chapter. I never really understood what the point of an IQ score was. Bragging rights maybe? I like the idea that someone intelligence can be measured through ways relevant to their learning style. I am going to try and use this concept in my classroom. I will attempt to assess my students in a variety of ways throughout a course. If I do this then each type of learner will have an opportunity to excel in at least one of the tests.

Evgeni Bouzakine
Chapter two dives a little deeper into multiple intelligences theory. The chapter really focuses on developing an individual’s weaker intelligences. It gives some suggestions how to teach students that do not have similar intelligences as your own. Using teachers as a resource is an advantage that all teachers should take advantage of. The book gives some good examples how to help reach out to students. Using technology like videotapes, computers, recorded sound. Playing recorded music that has to do with the subject to reach the student with high musical intelligences. This chapter also covers how these intelligences could have been developed. Someone who grows up outside and around nature all the time might be a naturalist. Environmental factors play a huge factor into which intelligences someone might perform well in. Someone who grows up around a father who is a math teacher might be more of a logical thinker. When I think about it, it makes complete sense. I have never experienced music that much as a young child. I never even experimented with musical instruments until I was in sixth grade. The chapter focuses on five factors that promote or suppress the development of intelligences. Access to resources/mentors, historical-culture factors, geographic factors, familial factors, and situational factors all have some sort of. I should improve on my own intelligences I struggle in to become the type of teacher that can meet all the need of their students. The higher proficiency I have in those weaker areas the better understand I will have of all of my students. = =

= =

Christina L Quach
This chapter discussed Multiple Intelligence theory and some of its history. The focus was mostly on Howard Gardner’s perspective of eight intelligences. Gardner also mentions an important difference between humans and other species; humans can see a word and connect memories and symbols to the word. There was also a small section on the difference between intelligence and learning styles. An intelligence can apply to a larger content whereas learning styles apply to more specific approaches. What I really enjoyed reading in this chapter was the section about how people use different learning styles at different times. When taking a test to determine a dominant learning style, there is usually one outcome. The test we did in class confused me because I felt like it was not accurate, but when comparing it to the text, it was clear that at that moment the learning style that I used was naturalist which made sense. It also seems obvious that people would use different learning styles at different times, but I had to see it in writing to better understand the concept. It will be very important when I am a teacher to remember that although I might believe a student’s main learning style is logical-mathematical, the student may need to approach different assignments and projects with a different learning style. As a teacher I will need to help students when they need help, and if I do not keep in mind that they may use a different learning style for that particular assignment, I may not be effective in assisting them.

Kyle Kuvaja
Harvard psychologist Howard Gardner believed that the definition of intelligence was constricted and that human intelligence was represented by not one, but many distinguishable intelligences. The eight intelligences that Gardner defined are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Armstrong makes an interesting point regarding the critics of Gardner’s work. Many people might say that musical or spatial are talents and not intelligences. He used the word intelligence specifically to be “provocative” and developed a test to show that all eight of his proposed intelligences passed. He uses the existence of prodigies, different areas of the brain, experimental psychology, history, and encoding in a symbol as just some of the ways to prove the multiple intelligences existence. Although Gardner describes the existence of eight different intelligences, which does not mean humans only have one of those eight. In fact, everyone possesses all eight at various levels of functionality. These intelligences are not static, but ever changing. We have the potential to develop all intelligences. Gardner leaves open the possibility for the existence of more intelligences. The theory of multiple intelligences tries to describe how people use their various intelligences in real life situations. Gardner’s theory is not the only intelligence theory that exists, but is different when compared to them. Gardner’s theory of multiple intelligence, as described in chapter one, seems to be important to understand when developing UbD and DI. Having the ability to understand how certain learners solve problems is important when developing a curriculum that meets the needs of the majority of students in a class. I believe that it is not only important to look at my students’ intelligences, but also my own. I should realize as the teacher what intelligences I utilize in real world applications, so that I can effectively build upon my other intelligences.

**Cyril Lunt **
Chapter One of Multiple Intelligences in the Classroom, by Thomas Armstrong, is a brief overview as to what Multiple Intelligence theory is, and why it’s important to modern education. The author first goes into detail about the history of the concept of intelligence, and how we’ve basically been only focusing on one aspect of it (the logical-mathematical part). He tells us the story about how Gardener, the theorist behind Multiple Intelligences, came up with eight intelligences, each with a different skill set and learning style. The author also talks about how everyone has all eight of these intelligences (unless they have sustained any brain damage/was born with a mental disability), but we tend to use one or two over the rest.

I’ve done many projects that revolve around Multiple Intelligences. From being tested by my French teacher on which intelligence her class had the most of, to doing a whole project about it in my Intro to American Education class at Southern Maine Community College, I have known about Multiple Intelligences, Gardener, and the like. And to be frank, I didn’t really learn all that much new about Multiple Intelligences from this first chapter. Now, on the other side of the coin, it is only the first chapter, and they’re just laying down the pathway for the upcoming chapters. Over all, it’s just more of the same that I’ve been seeing for the past couple of years.