MI+Chapter+5+Block+2

Reflection and Synthesis by Leanne Fasulo
“MI Theory and Curriculum Development” is the fifth chapter of //Multiple Intelligences// by the author Thomas Armstrong. Armstrong goes over the eight intelligences again spatial, linguistic, logical, naturalist, interpersonal, intrapersonal, musical and bodily kinesthetic. In this chapter he incorporates ideas on how to fit them into the curriculum. The traditional teacher usually lectures at the board and expects students to take down notes and listen. This is not a bad way too teach, but it can be if it is the only way the teacher presents the information. The students who benefit from this way of teaching are the linguistic students leaving the other seven intelligences to be forgotten. This chapter introduces a new kind of teacher, called the MI Teacher. This teacher is “adaptable” one minute she will do something that helps musical intelligent students and the next she is helping out the spatial students. This teacher does everything she can to help meet his or her students’ learning needs. The best part about this chapter is that it does not leave the reader hanging on how to incorporate the MI theory into the classroom. It gives step-by-step instructions, a total of seven, on how to do it. The chapter also gives a few charts for the spatial learning teachers. On page 57 the reader will find a list of ideas that teachers can use to help these students if they are having trouble coming up with some. This list would be extremely helpful for anyone planning to use the MI theory in his or her curriculum.

The class found that the seven-step instruction was the most helpful part in this chapter. They really wanted to know how they could use all eight intelligences in their lessons. The class felt that they would need more information on how to incorporate the intelligences that they are weaker in to help the students who would thrive on them. A good idea is to have a [|list] of activities that would reach out each of the intelligences that a teacher could work into their curriculum. Another good idea would be using or making your own [|template] for lesson plans. That way a teacher can know for sure that they are trying to incorporate all of the intelligences. Using all of the intelligences is important to learning in the classroom. Students will have the chance to gain confidence and excel in their strengths, and also have a chance to work on their weaker intelligences. A student could become highly advanced in an intelligence because they have the opportunity to use it during in a differentiated classroom.

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Kelsea Trefethen
Chapter 5 of //Multiple Intelligences in the Classroom// was devoted to describing was to create a curriculum influenced by the eight multiple intelligences. The chapter offered some history on similar philosophies to the MI theory, which showed how this idea has been around for quite some time. When I read that it made my think, ‘If this philosophy has been around for so long why don’t more educators teach that way?’ The book gave a good compare and contrast between traditional teachers and teachers using the MI theory. It was really insightful to actually compare the two and see what really is different. I noticed that the MI theory involved a lot more involvement. In my opinion it must be more enjoyable for the teacher as well as the student. Not only does the MI theory help teachers broaden their techniques it helps them reflect how they have taught in the past and whether or not it was effective for all students. The chapter gave a step-by-step guide to creating a lesson plan that incorporated all eight multiple intelligences. This guide will be extremely helpful when it comes time for me to start creating my lessons. The chapter went on to say how with the MI theory there is standard way to use it. I liked this because it lives room for lots of creativity. When a teacher can be creative with there lessons they get excited about them, and when the teacher is excited so are the students. One quote I really liked from the end of the chapter was, “You should be guided by your deepest and sincerest attempts to reach beyond the intelligences you may currently teaching to, so that every child has the opportunity to succeed in school.” I felt this quote really captures the essences of the MI theory and bettering yourself as an educator.

Johnny Buys
Chapter 5: MI Theory and Curriculum Development Armstrong argues that the effective MI classroom will find that “while keeping her educational objective firmly in mind, the teacher continually shifts her method presentation from linguistic to spatial to musical and so on often combining intelligences in creative ways” (56). This attention to multiple intelligences also becomes evident in the environment a teacher creates. Armstrong creates an extensive list of a variety of techniques for every type of intelligence. These techniques are all viable options. Using them in a varied manner can then provide the differentiation and excitement needed to generate personal interest and engaged learning. Armstrong argues that that best way to approach curriculum development with Multiple Intelligences Theory is “by thinking about how one can translate the material to be taught from one intelligence to another” (64). He then sets up a step formula for creating lesson plans based on Multiple Intelligence Theory. First, focus on a specific objective or topic (an essential question per se). Secondly, ask questions related to MI. Next, from the questions the teacher needs to consider possible strategies and mechanisms that could be incorporated in the lessons. After the possibilities are developed brainstorming multiple ideas for all the multiple intelligences creates the most efficient list. From the generated brainstorming list the teacher must select appropriate activities. With the activities in mind the teacher then creates a sequential plan which can then be implemented in the classroom. For teachers who want to incorporate Multiple Intelligence Theory into their classroom, this plan effectively meets the challenges of differentiation coverage efficiently.

Christina L Quach
Chapter 5 of MI discusses forming curriculums based around MI theory. Remembering MI theory while forming a curriculum ensures that all eight intelligences are incorporated throughout lesson plans. The chapter also lists many different projects and assignments that can be used by each of the eight intelligences. For example some things that Armstrong listed under spatial are computer graphics software, photography, visual pattern thinking, optical illusions, and painting (63). Armstrong also discusses ways that you can create lesson plans using MI theory. In this chapter there is a seven step procedure that can help create lesson plans and curriculum while incorporating the eight intelligences. Following these steps, the curriculum and lesson plans unfold and take the shape similar to a web outline. The examples show this to be effective in including the eight intelligences. I have had a few teachers that made it a point to teach to different intelligences, but none that mapped it out for us and showed us which lesson appealed to what type of learner. I think that these ideas and lessons are important to share with students so that they can see how they are going to be learning and have the opportunity to work with a teacher if they are not going to be able to learn according the to plans. Of course it is very important to incorporate different intelligences throughout lessons to appeal to all learners as often as possible. I really like the seven step process to creating curriculum and lesson plans. It is very simple and organized, and from following the suggested steps, all questions are answered and at some point all intelligences are included in instruction.

Leanne Fasulo
The fifth chapter of //Multiple Intelligences// by Thomas Armstrong is about connecting the curriculum with the MI theory. Schools are traditionally set up for logical and linguistic learners where students sit in desks and listen to a teacher lecture. The MI teacher, however, is completely different. The MI teacher still has objectives and standards, but they differentiate the classroom. The teacher could one day have students create a song, or the next paint a picture that shows their learning. The book explains that lectures are not evil or wrong, but that this way of teaching has been overdone. There are students who do not learn well from only this way of instruction, and it is the teacher’s job to reach that student in different ways. A few other ways the book mentions that students could learn by are through puzzles, cooking, reading books, and having a private spot to study. As a teacher I find this list very useful. I know that I have my own strengths and weaknesses in the intelligences and having this list could help me reach other students. I also found it useful that when planning lessons I can note which lesson would reach an intelligence that way I would not miss any of the intelligences in my lesson plans. An intelligence that I feel that I would not be able to teach through very well would be naturalist in an English class. From the list I came up with an idea to let students read outside. That way they can be outside from a stuffy classroom, and still be able to do the work that they are expected to do.

Kalib Moore
Chapter 5 of //Multiple Intelligences// by Thomas Armstrong starts off explaining what the MI Teacher is, which was already defined in a previous chapter. The beginning of this chapter also explains the eight different learning styles once more, and a graph is provided on page 58 and 59 that explains different teaching methods and assignments that would fit well with that students' learning style. Next in the chapter, similarly to UbD/DI, Armstrong explains how to create lessons in a way that conforms to different students learning styles. He explains, "The best way to approach curriculum development using the theory of multiple intelligences is by thinking about how once can //translate// the material to be taught from one intelligence to another." (64) Armstrong gives a sample "MI Planning Sheet" in which teachers take an object and create a web around the objective of different lesson plan ideas in different learning styles. Though it seems complicated, it is a good area to just put all of your ideas on paper so you can look at your different options. I feel that MI lessons are going to be something I will incorporate into my future classroom. By using a planning sheet, I will be able to figure out good lessons to incorporate all of my students' different learning styles in a fair manner. Armstrong also explains that Multiple Intelligence checklists are a good way to make sure that you are hitting each learning style in every way possible, and I hope to follow that same pattern in my own classroom.

Brittany Blackman
Chapter 5 is based on the MI theory and incorporating it into lesson plans. The chapter highlights how important it is to brainstorm. It is important to let the students brainstorm with the teacher. It is also important to brainstorm while making their lesson plans. It also talks about how talking at the board is one important way of teaching, and we should loose that, we should just do less of it. You should incorporate music, video, and drawings into your lesson. This is especially important in a mathematics classroom. It is important to draw a lot of graphs and visuals along with showing the manipulation of the numbers. This will be hard for me, because the picture aspect goes over my head. I need to see the number manipulation.

I liked the idea of having an eight day lesson plan, but I thought it was a little over the top. I think it is important to cover all of the intelligences, but do they really each need their own day? I think some of them can be combined into one. They talk about how little time you have to cover all of the topics you ought to, is having an eight day lesson plan going to help that?

Cyril Lunt
Chapter five is mostly about how to apply the multiple intelligences into one's own curriculum. Armstrong points out sever ways you could do this, from brainstorming for the linguistic student, to gardening for the naturalist. Armstrong states, roughly, that a multiple intelligence teacher must use all eight of the intelligences in order to get the attentions of all of the students. While this seems like a no-brainer at first, you have to understand that multiple intelligence theory is pretty new, which also points out the fact that apparently, most teachers don't do that. Which, sadly is true.

Now, just because multiple intelligence theory is new, doesn't mean that the idea is necessarily a new one. Others have proposed ideas such as everyone having certain gifts or merits, people being divided into three categories (physical, mental, and social), and so on. These sort of fell by the wayside after IQ was popularized, which, in turn, is being supplanted by MI.

I agree with Armstrong here. I actually don't feel that I've ever really disagreed with Armstrong (though I feel like I have at some point. Oh well). Teachers need to teacher to student's strengths to keep them interested in what they're learning. They also need to be challenged, so that they can grow their other intelligences, which Armstrong also briefly mentions. On the whole, this chapter was very informative, and I look forward to the next.

Richie Johnson
Generally, chapter five of //Multiple Intelligences in the Classroom// acts as way of providing further insight on MI Theory. In this chapter, Armstrong takes time to note how MI Theory is not the first theory of its kind, and that similar theories have been around for ages. The problem is that many schools and teachers have not adopted any of the ideas. Somewhere within the chapter, Armstrong mentioned Montessori schools, which is nutty because I went to one as a kid. Before now I wasn’t really aware of the MI concept, but now I am able to see in hindsight how Montessori school incorporated that sort of philosophy and I think that is pretty neat. We would do a lot of things involved with nature (like hikes and gardening), and a lot of crafts. Armstrong talks about the notion of having Elementary schools incorporate more extracurricular activities alongside the basic subjects, and I think this is an excellent idea. Giving students the opportunity to explore different, useful and interesting things early on can only be helpful, as I see it. I like the idea of integrating social events and community service as an in-school activity a lot, and don’t really understand why it’s not already more widespread.
 * //Multiple Intelligences in the Classroom//: Chapter 5**

Tyler Oren
In the fifth chapter of //Multiple Intelligences// author Thomas Armstrong discusses theories of multiple intelligences and methods to introduce instruction that targets every intelligence a potential learner could need to have a fulfilled and engaged class experience. Armstrong jumps into the chapter by comparing, side by side an MI teacher verses a traditional logical and linguistic teacher. A traditional teacher will likely stand in front of a blackboard and lecture the class while they take notes or complete written assignments which caters only to the linguistically minded students, leaving out a great deal of students and putting a great deal of time to waste. An MI teacher may also lecture in front of the class while they take notes, an MI teacher however will move about the room and alter instruction styles to fit each intelligence. In a single word an MI teacher is adaptable. Thomas Armstrong wraps up the chapter with creating lesson plans that use multiple intelligences effectively. When designing a lesson plan Armstrong asks that teachers focus on the specific objective or goal they want the lesson to cover, teachers will need to design a years’ worth of material, but doing so at once distracts from the core objectives. In the next facet to designing lessons Armstrong recommends that teachers consistently ask themselves how they can incorporate each intelligence into their lesson plans as they create them. When I hopefully enter the field and get my own classroom I hope I will have learned how to engage every type of learner and intelligence in my classroom, for now I will need to practice creating my own lesson plan until I feel confident creating plans.

Kyle Kuvaja
In chapter five of Multiple Intelligences in the Classroom, Thomas Armstrong discusses how MI theory can be used to develop effective curriculums that meet the needs of most/all of the students. Currently, education is centered on teaching for standardized tests, using what I feel to be conventional teaching methods. The idea of multiple intelligences having an effect on instruction has been seen since Plato. MI theory helps teachers create a curriculum that involves a diverse range of methods to meet all learners. Armstrong’s example of the MI teacher includes changing up the presentation style while in class. Most traditional teachers lecture and have students participate in activities, while the MI teacher would avoid sticking with just lecturing. These teachers try to incorporate special, musical, and other learning styles into their classes. The best way to integrate MI into a curriculum is to think about how one piece of material can be taught to meet the needs of the different intelligences. Once the adaptations are used then there should be constant modifying to increase its effectiveness. While reading the previous chapters in MI, I was waiting to read a chapter that involved integrating the multiple intelligences into a curriculum. I have now begun thinking about how some of the lessons I have brainstormed and how I might adapt those lessons to meet the needs of another intelligence. I also believe it is important to understand that the presentation style should be changed from the typical “lecture” to an interactive lesson that involves movement, creativity, listening, among other styles of learning based on the intelligences.

Evgeni Bouzakine
Chapter five talked inserting the MI theory into a teacher’s development process of their curriculum. It is good to incorporate all types of intelligences into your lessons. The chapter gives lists and charts of many different ways where teachers can incorporate all eight of the intelligences. Some examples were given with different content areas; it also gave us ideas how to tailor to each of the intelligences. The idea given in the chapter does not seem to be too difficult to incorporate into our classrooms. I could have a hard time incorporating a logical thinker’s point of view in a history class. I think my best place to use them is in one of the World Wars, where they battles can be the focus. The wars involved a lot of strategy and logical moves. I think incorporating the intelligences will not be that hard, but in some cases they could be difficult. It could be difficult to get off the board with my history concentration. I know I could include different way of presenting content on the board. I am glad I can use some of the intelligences on the board and not just through other activities.