Chapter 4: Teaching Students about MI Theory

The fourth chapter in this book deals with ways to introduce the Multiple Intelligence theory to students. I learned a valuable trick when asking the class questions about what types of intelligences they have. It was suggested to ask questions that are designed to include people. Questions that are only answered by a few students, while the child may have a higher intelligence in that area, can give the other students a built in excuse for not doing work. There were some example activities to introduce the multiple intelligences to the students that would work nicely such as the intelligence treasure hunt.

Chapter 3: Describing Intelligences in Students

The fourth chapter in Armstrong’s Multiple Intelligences in the Classroom described possible ways to determine what kind of intelligences students might have. The area that will stick with me is the idea the other uses almost out of jest. Observing the students when they are misbehaving in class to see what they are doing will give the best assessment of what kind of intelligence they are. There will be students in my class that will be doodling or fidgeting and it is nice to see how I can use this to learn about the student, and revamp my approach to keep them interested. There were a lot of other ideas such as, asking another teacher about the student, asking their parents, and asking the student. The best assessment will be observing the student when they are not aware they are being assessed to see what their natural tendencies are.

Chapter 4: What Really Matters in Planning for Student Success

The focus of this chapter was the skills needed by a teacher in order to maximize the student’s success as a learner. There were two lines that rang true to my heart when it comes to thoughts about school and learning. The first is, “We are also teachers of human beings” (pg 39). The other is, “There is a kindergarten version and a PhD version of the big ideas of a discipline” (pg 42). The rest of the chapter was spent explaining the nine abilities a teacher should have to create a classroom that successfully differentiates instruction. But those two ideas are by far the most important to me, the students in a class are learning the beginning parts of their persona, who they will become is starting to form in our lessons. It does not matter what skill level the students are at with the content, it is up to the teacher to make sure the students are forced to think and become better learners.

Chapter 3: What Really Matters in Learning (Content)

Chapter three of Tomlinson and McTighe’s Understanding by Design discussed the struggle of teachers to know what content to cover when they are flooded with expectations. The major part that shocked me was the study done showing students would need nine more years of school to cover all the standards of an average state curriculum. It seems that administrators and politicians do not understand that they need to remove some requirements if they are going to add more. Another major part of this chapter that will be helpful was the discussion of planning for assessment. This will be important for me and my students so we are not stuck covering the same materials if the class already understands the material. Assessment is one of my major concerns; in math it is important to make sure you are in tune with the progress and speed of the class.

Chapter 2: MI Theory and Personal Development

The main point I am taking away from chapter 2 is that I need to assess my intelligences and know where I am strong or lacking. In areas that I might not be strong in I should ask other teachers or even the students for ideas on ways to appeal to the students that are strong in that intelligence area. I tried to come up with a turning point of why I am a physical intelligence but I think if they exist they are not always something you would remember. As a teacher I think the important part to remember from this chapter is that I could be a student’s paralyzing factor. It is my goal to never to anything bad to a kid that would make them forever scared of math, and maybe if I am engaging enough I can be a positive turning point for some students.

Chapter 1: The Foundations of MI Theory

This chapter was good to read because it provided me with the background of the Multiple Intelligences according to Gardner. One of the main points I will take to the class from this chapter is that all intelligences are in everybody. Also the fact that doing a task that is specific for one type of intelligence will most often use other intelligences as well is good to remember. Those ideas mean that lessons can be designed with many types of options that will allow all individuals a way to relate to the information and help them understand. I found it interesting that Gardner did not want the intelligences to be confused as learning styles. It is a very easy assumption to make that they will go hand in hand but maybe there are times when the two parts of a person will not work together.

Chapter 2: What Really Matters In Teaching (The Students)

This chapter addresses the idea that while it is easy to teach by idea, when you actually have students involved it becomes more difficult. The example of the students with internal struggles going on in their lives is important for me to remember as I teach in Maine. There is a very high rural poverty population in our area and with that comes students that have big internal battles. I would like to think I could create a learning environment that allows students to feel safe and work without worry, but just like the girl who was sabotaging her grades so her parents would get back together, some students will have other ideas in mind. This chapter was good to read because it is the first time that I have read what I assumed but was unclear of. As a teacher you do not need to have differentiated instruction for all students all the time, but rather need to use methods that will cross many different types of learners to get your curriculum covered.

Chapter 1: An Essential Partnership

The first chapter talks about the relationship between differentiated instruction and understanding by design being a partnership. It explains that only performing one of these techniques is not enough to make you an effective teacher. You need to be able to accurately assess who is in your class and how they learn and then continue to monitor them to make sure your lessons are staying relevant to their skills. I completely agree with the idea presented in the chapter that students do not need to be a master of the basics to be able to think. That is an important part for me to remember as I become a teacher. Getting a student to think is a major part to getting them to learn.