MI Chapter 12: MI and Cognitive Skills

This chapter was about MI and cognitive skills. Cognitive skills include memory and problem solving. Many students tend to cram for exams and quizzes and they do not take the time to really learn and absorb the information. Gardner believes that there is no such thing as good or bad memory. Memory is intelligence specific. This chapter gives many different examples of how teachers can help students with different intelligences to solve problems and learn. Examples include thinking aloud (linguistic), logical heuristics (mathematical), visualization/ idea-sketching (Spatial), using hands and fingers to solve problems (bodily-kinesthetic), using music to unlock problem solving (musical), bouncing ideas off other people (interpersonal), analyzing personal feelings (intrapersonal) and using analogies from nature (naturalistic). After students have been taught different memory strategies from all eight intelligences they will be able to see the different strategies that work best for them and apply them to their own studies.
The next thing this chapter talked about was the Christopherian encounters. Gardner suggests that Christopherian encounters are when educators challenge their students by taking them over the edge into areas where they have to confront contradictions in their own thinking. Students will be acquiring knowledge in each lesson, comprehending it, applying it to real life, analyzing that information, synthesizing it and finally evaluating it. This chapter also talked about Blooms Taxonomy, which can help teachers teach for higher thinking and can also be used to evaluate if the students have achieved that goal of higher thinking.
This chapter did a good job at summarizing how to integrate MI into the classroom. Without the ability to remember information and gain problem solving skills students would not be able to learn. Many of the examples that this chapter gave will be helpful tips for use to use in out own classrooms someday. Lots of the students in this class have been forced to memorize states, capitals, presidents; times tables etc. and the strategies given in this chapter will help make learning this information much more interesting.

Multiple Intelligences in the Classroom- Chapter 8: MI and Classroom Management

Chapter eight of Multiple Intelligences in the Classroom discusses MI theory and how it is related to classroom management. MI theory can be applied to classroom management in many ways. Currently most teachers rely only on the linguistic intelligence in classroom management. The chapter described several ways that teachers can use other intelligences to do things related to classroom management like getting students to stop talking. An example of this could be if a teacher resorted to silence to get students to stop talking which uses the intrapersonal intelligence. Other methods for silencing a class that use different multiple intelligences include: writing on the blackboard, clapping, putting a finder to the lips, pointing to a picture, keeping track of wasted time, using the “pass it on” method, simply starting the lesson or playing music. MI theory can be used for moving students to another area of the school, like a way a teacher could send students to lunch is by playing music when it was time for lunch. This gets their attention using their musical intelligence and the teacher does not have to yell to get over the students talking. Other methods to transition students that use different multiple intelligences include: drawing a picture of where the students should be going or using body signals. MI theory can be used for the formation of groups for group work. An example of this is if a teacher asks students to form into groups based off what students are wearing. This uses students spatial intelligence and lets them form into groups in a creative way. Other methods to group students that use different multiple intelligences include: grouping based on who is right and left handed or grouping students by birthdays. MI theory can be used for disciplinary purposes too. An example of this is if a student is breaking the rules a teacher can say a number of the rule they are breaking. This number system correlates with their logical intelligence and works better then describing to the student what rule they are breaking. Other methods to discipline students that use different multiple intelligences include: peer group counseling, development of a behavioral contract, using animal metaphors or talking with the students.
Over all the class like this chapter because of its many helpful suggestions in managing a class using MI theory. Most people agreed that the suggestions for grouping students were very useful because not only did they use multiple intelligences but they randomly grouped students. Many people in the class mentioned how they had difficulties with classroom management within their placement and how they intend to use suggestions from this chapter to help with that. There were some people who thought that some of the suggestions for classroom management were not age appropriate for secondary education students. Many felt that in middle/high school class transitions are handled just fine by the bell.

Chapter 11

Using Multiple Intelligences in special education is something we have not yet read about. Instead of seeing students as lacking the ability to do something, MI says that these students just have different strengths. For each of the eight intelligences there is a disability that relates to it, such as dyslexia or a personality disorder. Instead on taking students out of class to work on the intelligence they are lacking, MI suggests using a different intelligence to teach the topic. Students will be able to stay in class and work along with the other students. Instead of seeing students what they can’t do teachers can focus on what they can and how to most help them succeed.

Many of us saw this chapter as our first exposure to special education in this class. This chapter gave us many ideas on how to teach students with extra learning needs without sending them out of the classroom. The ideas presented can be used with all students not just those with disabilities. In a perfect world everyone would have strength in all eight of the intelligences, but usually people have one that they are strongest in. Teachers should allow students to use the intelligence they are stronger in instead of trying to force them into using one that is not as developed students. If this happens teachers can focus on what students need to learn instead of where to send them when they can’t.