MI+Chapter+3+Block+2

===Chapter 3 //Multiple Intelligences //Abstract and Synthesis Reflection=== by Christina L Quach  Chapter 3 of Multiple Intelligences discussed the importance of understanding and classifying students’ intelligences. This chapter, like the last, spoke again about remembering that students have multiple intelligences, but most students only focus on using one, two, or three of the intelligences on a regular basis. Along these lines, the chapter discusses that students learn best when exercises and activities are shaped around their intelligences. It is mentioned that one of the best sources for a teacher when determining intelligences of students, is to ask them. The students are most aware of what projects they enjoy doing and do not enjoy doing. Teachers can use this information, along with teaching them about different intelligences, to test different intelligences on them and discover what helps them learn best. The students cannot learn in an environment that they do not feel comfortable in, and this will happen if teachers do not adapt to students’ different intelligences. The chapter also discusses the sad truth that teachers cannot at all times be in a mode where they are stimulating all intelligences. What is important at this point is to continue to change things up so as often as possible, students are experiencing learning in a way that they can relate to and enjoy. The chapter also mentions that this is the best way for students to learn. When they are interested, excited, and interactive with the lessons, they are learning in a way that they will be able to relate to personal experiences. The importance of this chapter is that while teaching constantly be observing your students and getting used to teaching in an inviting way that helps them to enjoy their educations.  Although there were a number of things that many of my classmates wrote about in their blogs, there were not two but three points that really stuck out. The first was keeping an organized portfolio. My classmates seemed eager to use [|journals], portfolios, [|sticky notes], and records to better understand their students’ intelligences. Some classmates said that they had already thought of using something similar to this in their classroom and that it was nice to see it written in the chapter, and others said that this was a great idea and that they would make sure to include it in their classes. The great thing about sticky notes is that teachers can quickly jot down things that they are noticing about students and can put them in their files. The other good thing mentioned was that the teacher could determine what could wait a little while and what would need to be addressed in the next class. Second, many classmates mentioned the importance of including teachers. The reasons for this varied from having the opportunity to speak to someone who was more familiar with the student’s intelligences, a basic but strong resource that is available, and generally keeping parents involved for the good of the student. Third, a popular topic was using a student’s misbehaviors to look at from the perspective that perhaps the student is acting out because their intelligences are not being stimulated. The student is saying that they need to be taught a different way. They are not trying to be defiant but instead are using misbehaviors to try to reach out to the teacher. When these situations occur it is important to decipher the problem and find ways to [|incorporate]different intelligences into the coursework to keep the students occupied and interested. toc

Tyler Oren
Chapter 3 of //Multiple Intelligences// is concerned primarily with classifying each of the intelligences within students. While every person possesses at least some functionality with each of the intelligences certain ones begin to manifest at a young age and the more developed intelligences become apparent. Thomas Armstrong reminds us that there is no miracle test to identifying learning styles they do provide helpful insights and clues into their preferred style. While an intimidating learning style test may appear to have all the answers Armstrong asserts that a teacher’s most effective tool in identifying the individual’s learning style and most functional intelligences. In addition to simple observation teachers should try to keep an up to date notebook to catalog their thoughts and observation, as well and examine school records. Old report cards can provide a detailed insight into the specific learning style and intelligences of a student, high grades in language arts or English could represent a person with a greater verbal and linguistic intelligence, while higher grades in math suggests an individual with a high logical intelligence. Talking with other teachers can offer their own thoughts, insights, and observations to help provide a more detailed and accurate intelligence report, above all else a dialog with the student’s parents could easily be the greatest resource at a teacher’s disposal, after all they have seen the student grow and develop and most likely be the most frequent observer. As a teacher I plan to take a great deal of time preparing for parent- teacher conferences, which I will try to schedule as early as possible so I can reach an much earlier and more detailed understanding of each of my students’ learning style and history.

Leanne Fasulo
The third chapter of //Multiple Intelligences// comments on ways to assess what kinds of intelligences your students have. A good way to find these things out is to do some research. Tests, and surveys may help, but it is important to know that students can excel in many of the nine categories. Even though they usually develop the ones they will be proficient in early on it is important not to pinpoint them into one intelligence. Other ways that can be useful is looking back at records (with permission), speaking to other teachers who have the same student in question, and writing down observations in a notebook. It is difficult to know the intelligences of all the students especially if you are teaching a large number of students. However, a teacher should focus on students who are having trouble and should assess if they are meeting the students’ learning needs. A teacher should also spend time talking to their students, because it is the student who will know the way that he or she learns better then anyone else. Knowing what the learning styles are of your students can be one of the most important things to consider. It is a teacher’s job to help students learn, which can be almost impossible if you do not know how they learn. In my classroom I plan to start figuring out what their intelligences are on the first day of class. That way when I start my lessons I will have some idea which students will need more help, or if I should change my assignments to reflect a different way of learning.

Johnny Buys
Chapter 3: Describing Intelligences in Students Thomas Armstrong advocates for teachers to make observations and inventory of students’ intelligences. According to Howard Gardner, students’ intelligence preferences (or “proclivities”) begin from and earlier enough age that by the time children begin attending school, their proclivities are established (32). Armstrong reminds teachers not to peg students by one intelligence, however, as most people have two or more characteristic of them. This is important for teachers to understand, as a misinterpretation of intelligence can cost students the chance to have lessons geared toward their “strength.” Armstrong suggests the best method for teachers to gauge student intelligences is “simple observation” (34). Observations through students’ misbehavior and activity during free time reveal “metaphorically” revealing their desired learning strategies (34). This is important to remember particularly for classroom management as well. Students’ motivations for misbehaving are not always direct affronts against authority, but rather students reaching out for attention or expressing their current dissatisfaction. While it is not necessarily the teacher’s first prerogative to keep every student happy the whole time, it is important for productive learning for every student to feel comfortable, appreciated, and recognized in their environment. Armstrong suggests a number of ways teachers can create databases for referencing students’ multiple intelligences. Journals, intelligence portfolios, school records, intelligence awareness activities, other teacher observations, parents, and students all have a plethora of information that can be helpful for a teaching to incorporate differentiated instruction with multiple intelligences within the classroom. While each of these can prove substantial in providing information on their own, teachers need to recognize the strength all of this attention to students’ intelligences will reveals what is needed to be successful teachers for all students.

Brittany Blackman
The third chapter is about how to find your students’ intelligences. I liked when the author wrote about seeing their intelligence through their misbehaviors. I found that comical, and true. It is way too often that teachers simply scold children for what they’re doing, but do not make note of it. They should say something like, “I know you learn best when you are moving, but can you try to move in a more quiet way. Maybe walk around the back of the room instead of clicking your pen” or “I know you are very interpersonal, but please stop talking while I am talking. I will allow you to do group work in a little bit, you can talk then”. That way the student would see that you understand their “cry for help” so to speak, and will probably be less apt to “misbehave”.

I found it comical that this book mentioned keeping a journal for observations, because I mentioned in my summary for UbD that I wanted to do that. This book did make it sound more difficult though. I wouldn’t be able to do something like this as effectively as I would like in a big school.

I agree with the author when he says that you should talk to the students and the parents when trying to find their strong intelligences. It seems so obvious, yet so little teachers do it. Again, it would be more challenging in a big school setting, though not impossible. You would simply have to keep your after work schedule open for a week or two.

Evgeni Bouzakine
In chapter three, Armstrong stresses the importance of figuring out the multiple intelligences of your students. Along with identifying students intelligences it is important to evaluate as well. Most students have several areas where they have a strong intelligence. The chapter also has a chart that goes over what kind of characteristics each intelligence would have. Someone who is a logical-mathematical learner loves to experiment, question, figuring, and doing logical puzzles. Teachers have to learn to observe their students. One of the ways to identify there intelligences are from personal experience with the students. Another way to identify would be through their school work and figuring out the areas they excel the most in. It is also possible to look through school records and find out where they excelled in prior years. But I personally think the best way about doing it is to observe the student during class. I know not every teacher actually sits there and tries to figure out each students intelligence, but they must have a rough idea. As a teacher it is important to think of the parents as a source for information to.

My goal as a teacher would be to know all of my student intelligences. Some student could have multiple intelligences. Taking interest in your students will help make teaching better for the teacher and student. I want to focus more attention on each student individually.

Richie Johnson
Although chapter three of is still largely focused on the basics of the Multiple Intelligence theory, it introduces some really neat ideas as to how to help recognize individual student’s special abilities. For instance, keeping a journal and recording in it regularly about specific behaviors of students. This, to me, seems as though it is an excellent idea as a journal is something that is easily accessible and can be shared with other teachers. Comparing notes and discussing a student’s learning abilities and strong areas is completely necessary in order to provide for a great education and putting in the effort of being aware of multiple intelligences and identifying student’s abilities is one of the biggest factors that separate the teachers who care and the ones that don’t. Teachers who care will undoubtedly make a positive impact on the student’s they teach, no matter what the subject matter is. It is truly amazing that children will already be giving hints as to what their interests are and what intelligences they are further developed in while in kindergarten, no matter how subtle they may be. Being aware of the importance of recognizing a student’s multiple intelligences that early on will provide for wonderful information that can be used later as the student develops. The examples that Armstrong gives of such are great and really make me aware of how many different scenarios this sort of information can be collected from. I really like the idea he described that involves highlighting all of the students positive information on their record for a number of reasons. As Armstrong explained, doing so will not only help with parent-teacher conferences, but also with the seemingly never-ending quest to understand each student’s strong suits and strengthened intelligences.

Kelsea Trefethen
Chapter 3 of MI was all about discovering and understanding students’ multiple intelligences. This chapter stated that there is no ultimate test students can take to discover their learning style. The best way to find students multiple intelligences is by simply observing them in the classroom. The book stated that watching how students misbehave is a good indication of a student’s most developed intelligence as well as how they spend their free time. One idea the book gave that I really liked was to record observations in a notebook. The notebook could include things the student says or does in writing, pictures, and even video. Not only would this notebook idea be valuable information it would be a good keepsake of memories and growth. The book suggested looking at a student’s school records to gain insight about their multiple intelligences. Personally, I do not think this is the best idea. While I understand how a student’s history can say a lot, students change all the time especially during adolescence. What a student’s school record shows could having very little to do with who they are today. However, the book mentioned using the personal file to make a document that highlights all of the student’s strengths. This document could be used to understand where that student excels. After reading this chapter I have a better understanding of how I can get to know my students and their learning styles. It is crucial for me to know each of my students multiple intelligences if possible. If I know how my students learn best I can plan lessons accordingly to ensure they are getting the most out of the material.

Kalib Moore
If I could describe this chapter in two words, I would choose "observational assessment" Armstrong enforces that "The single best tool for assessing students' multiple intelligences, however, is probably one readily available to all of us: simple observation." (Armstrong 34) He goes onto explain that sometimes the best way to find out what students' strongest intelligences are, they simply have to observe them when they are misbehaving or by what they do on their free time in school. When you take away the element of school and learning, a student is more likely to open up and act in a way that is parallel to the more dominant intelligence. As a future teacher I hope to make the time to observe my students and find out what learning styles they fall under so I can incorporate that style into my lessons. By giving students the opportunity to try different learning styles, they will be more likely to strengthen different intelligences. I found the "Multiple Intelligences Checklist for Students" on pages 35-38 to be very in depth and interesting. I believe that that is a good tool to use for assessing a student in finding out what their learning style is. Being aware of multiple intelligences is key to becoming a better teacher. Without knowing what students preferred learning style is, you jeopardize their chances of challenging them to learn more than what you teach them. I plan on taking the time to observe all of the different factors pointed out in chapter 3.

Kyle Kuvaja
While children have the ability to access and develop all eight intelligences, Howard Gardner says that children at an early age tend to use some of their intelligences more than others (he called these “proclivities” or inclinations) (32). Armstrong states early on in chapter three that while standardized tests can give some insight into the intelligences used by students, the most effective test is “simple observation” (34). When observing students, as teachers, we should keep a journal and focus on a student’s misbehaviors and the way they spend their free time. These two actions provide data that can be used to determine a student’s intelligences. Collecting documentation is another way to discover what intelligences might be stronger in a student. One can do this by using a video or still camera to capture students’ actions. School records can also aid in determining what intelligences are being relied on. The intelligences have links to acceleration in subject areas and a teacher’s student behavior reports. Talking with parents, other teachers, and students allow for a broad range of insight. Observing how students react during special activities involving the eight intelligences can give clues into which intelligence they rely on. Before reading this chapter I would not have known how to go about determining which intelligences students were utilizing the most. Armstrong’s point that observing and creating a collection of data makes perfect sense. Being a logical-mathematical learner, I am comfortable with collecting and interpreting sets of data. I can say with confidence that I will employ many of the methods that were mentioned in the chapter. I found the use of a kindergarten teacher’s notes on a student to be an interesting tool. Chapter three will be utilized my first day as a teacher.

Christina L Quach
 Chapter 3 discusses how to assess the intelligences of students in a classroom. At the beginning it also brings up from the last chapter that students may learn from all intelligences, but most students highly utilize only a few of all eight intelligences. It provides information such as taking tests, looking at old documents, recording personal documents, talking to parents, and asking the student. It discusses the importance of knowing students’ intelligences. The best way for students to learn is through exercises and activities shaped around their intelligences.  I have noticed more in college classes than high school classes, teachers working to teach through different intelligence styles. Though in high school I did have one English teacher who was seemed to incorporate a little of everything. There would be an even balance of reading and writing. Then he also showed us music videos relating to content, and also shared movies and documentaries. He also had us up and moving in class sometimes and even outside. This was always one of my favorite classes, and as someone who likes to learn in many different ways, this kept the class exciting and interesting.  Like the book mentioned, one way to observe students intelligences is to see where it is that they become bored or tired. If a student cannot pay attention, they cannot learn. It is important as a teacher to spark interests in all students as often as possible. Catering to all intelligences at all moments of instruction is impossible, but with a better understanding of how they like to learn, it is more likely that the students will be interested and excited.

**Cyril Lunt**
Chapter three was about how a teacher could go about seeing where his students would fall within the multiple intelligences spectrum. While Mr. Armstrong points out that the most common way is to test the students using a survey, he says that this isn't the best way one could do it. "The single best tool for assessing students' multiple intelligence," Mr. Armstrong says (pg. 34), "is probably readily available to all of us: simple observation." Mr. Armstrong also suggests looking at other factors, such as how a student misbehaves during class, observations from other teachers and parents, and simply finding out what the student's hobbies or talents are.

Mr. Armstrong isn't exactly the most revolutionary person when he suggests any of these. But, the fact that he needs to mention it is very telling about current U.S. education practices. During these two past administrations, U.S. education policy focuses very much on tests and test taking. While these do how much a student can regurgitate on the spot, they don't exactly show how the student acts, likes, or is really good at. We all need to take a page out of Mr. Armstrong's book (figuratively, of course. I paid good money for it) and simply find out about our students through basic observation.