MI Chapter 7

Abstract
This chapter talks about the involvement of Multiple Intelligences in a classroom. The idea of MI suggests that classroom ecology or environment needs to be fundamentally restructured to accommodate the needs of different types of learners. The chapter then details the eight multiple intelligences and raises questions on each intelligence about challenges that might arise due to lack of differentiated.. For example, for bodily kinesthetic learners, one of the questions that needed to be addresses was whether there are some sort of building material that allows students to “build, be tactile, or in other ways gain hands on experience”(Armstrong, 68) or is there an emphasis on not touching things in the classroom. For mathematic and logical learners, there was the issue of how time is structured. For linguistic learners how are words spoken and written around the room. Is there individual work for intrapersonal and group work for the interpersonal learners. The main way that the chapter offered to deal with these different learning styles were with Activity Centers(need to find something on secondary education centers). These centers can be permanent or temporary, and will help address one or more of the multiple intellegences. With kinesthetic learners for example, we can incorporate open areas for movement throughout the lessons. For the natural learners pets, open windows, or going outdoors can all help with a centers approach. These activity centers can help appeal to a students multiple intellegences. Some other options mentioned were the decorations, writing, and colors in a room. Also mentioned was the importance of a classroom set up of desks. The emphasis was avoiding the typical straight rows of desk facing the teacher in the front.
Reflection

This chapter has a lot of interesting ideas on how to approach teaching to multiple intelligences and focuses on learning centers as a way of addressing these styles. The information on the types of questions being addressed was helpful because it raised some questions that many of us might not have thought of myself, or would not know how to address in our own classrooms. For instance the whole section on auditory learners was interesting because there seemed to be an interesting balance between having noise that is helpful versus distracting. Also it seemed to matter what sounds were being played. I think that music is one of the hard issues to address. Music might help some learn but might distract others. What is appropriate to play? Classical music or some other? Keith and I liked the Beatles the other day but what if other did not? In terms of the learning centers, there is a lot that is valid in what they are talking about. Many of us liked the idea of the learning centers. Keith thought that centers were appealing to integrate “MI theory in the classroom.” Lydia thought that using centers might “bring the subject to life in many different ways.” Though the idea was good, most of the class had some sort of questions or reservations raised. Doyle was concerned that the idea of centers was not the most effect way to organize his class. Maria, Brandi and Joel raised concerns of not having enough space. Maria’s suggestion was to use space outside the class, while Joel suggested using 3-4 centers instead of all eight.

There were four of us in the class that raised serious concerns. Brandi, Nick, Emily and I all talked about how we felt the ideas of centers was geared towards a much younger audience. Brandi thought the idea reminder her of “primary school and kindergarten classrooms.” Emily thought that high schoolers want to be treated like adults and that if her high school had centers she would not have responded well. Nick expressed that he was still unsure about how to incorporate the centers into his classroom. One of the ideas that Maria, Brandi and I all disagreed with the book on was the idea of having an animal in the classroom. Maria said it would be nice but would provide more work as a teacher, to keep a pet alive, not even thinking about allergy issues and whatnot.

While the ideas of centers is something very intriguing, the problem is that the chapter was not very specific on what can be done with it in a secondary education classroom. The chapter is very helpful for a younger class but would not be practical for all environments.