Abstract:
This chapter looks at the MI theory within the context of special education. It argues that we should change our way of looking at these students to considering their strengths rather than their weaknesses, their abilities rather than their disabilities. This positive outlook can lead to a much higher success rate with students with special needs, which can in turn lead to fewer special education referrals. This chapter really stresses the importance of this idea, as our current outlook on special needs can frequently cause teachers to give up on difficult students.
Reflection:
As a group, we found the paradigm shift really powerful, and the charts on tools for empowering students really helpful. We seemed to really appreciate the idea of emphasizing all of our students' strengths rather than dwelling on their weaknesses.
Wednesday, October 10, 2007
Multiple Intelligences Chapter 12
Abstract:
Chapter 12 discusses tools for teachers to use the MI theory to deal with issues of memory. The chapter gives strategies for teachers to use the MI theory to help students retain material past the days lesson. Gardner's "Christopherian encounters" come into play in the chapter, providing a way for students to expand their minds and their thinking.
Reflection:
This chapter's idea for helping students retain material made sense to the team. Using a variety of MI's, every student should be able to remember a lesson days, weeks or months later.
Chapter 12 discusses tools for teachers to use the MI theory to deal with issues of memory. The chapter gives strategies for teachers to use the MI theory to help students retain material past the days lesson. Gardner's "Christopherian encounters" come into play in the chapter, providing a way for students to expand their minds and their thinking.
Reflection:
This chapter's idea for helping students retain material made sense to the team. Using a variety of MI's, every student should be able to remember a lesson days, weeks or months later.
Multiple Intelligences -chapter 13
Multiple Intelligences
Chapter 13
Abstract:
Chapter 13 introduced three new ways to integrate the multiple intelligences into the classroom. The author mentioned computers as a way to integrate the MI theory; he notes, however, that despite common misconceptions, computers themselves are actually intelligence-neutral -it's the chosen programs/software that determines the intelligence: word games, Excel, GarageBand, virtual reality games.
Cultural diversity must be taken into account when implementing the MI theory; the author cautions teachers to be aware that cultures must respect/value any specific intelligence in order for it to be considered an "intelligence." These intelligences exist within any given culture -they are are not racial, ethnic or culture specific- but how they are valued and manifested varies a great deal across cultures.
The author goes on to discuss the need for students to be exposed to all eight intelligences at a young age to give them a solid base, with their future careers in mind; he suggests having several career days as way to get them familiar with professional options that await them so they can play to their strengths.
Reflection:
We all liked that the author focused on computers as a way to teach all intelligences, not just mathematical/logical, as is usually the thought educators have. It's important to see things with a broader view. We also thought that bringing in various professionals to get kids of different high-level intelligences thinking about careers; as Carrie put it, "what we succeed most in throughout school can most often lead to what we want to succeed in for the rest of our lives." She says it's a "natural connection," one that should be taken care of and addressed.
Chapter 13
Abstract:
Chapter 13 introduced three new ways to integrate the multiple intelligences into the classroom. The author mentioned computers as a way to integrate the MI theory; he notes, however, that despite common misconceptions, computers themselves are actually intelligence-neutral -it's the chosen programs/software that determines the intelligence: word games, Excel, GarageBand, virtual reality games.
Cultural diversity must be taken into account when implementing the MI theory; the author cautions teachers to be aware that cultures must respect/value any specific intelligence in order for it to be considered an "intelligence." These intelligences exist within any given culture -they are are not racial, ethnic or culture specific- but how they are valued and manifested varies a great deal across cultures.
The author goes on to discuss the need for students to be exposed to all eight intelligences at a young age to give them a solid base, with their future careers in mind; he suggests having several career days as way to get them familiar with professional options that await them so they can play to their strengths.
Reflection:
We all liked that the author focused on computers as a way to teach all intelligences, not just mathematical/logical, as is usually the thought educators have. It's important to see things with a broader view. We also thought that bringing in various professionals to get kids of different high-level intelligences thinking about careers; as Carrie put it, "what we succeed most in throughout school can most often lead to what we want to succeed in for the rest of our lives." She says it's a "natural connection," one that should be taken care of and addressed.
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