Chapter seven of MI discussed MI Theory and its role in the classroom environment. In this chapter I learned that MI doesn’t just play a role in how you teach your students, but that it also plays a role in your classroom environment. As a teacher it matters how you speak to your students in the classroom (linguistic), how you structure your time (logical), how you arrange your furniture (spatial), the activities and materials you have in the classroom (kinesthetic), how you use noise or music in the classroom (musical), how you allow your students to interact (interpersonal), how you allow your students to reflect (intrapersonal), and how you allow students to enjoy nature (naturalist). All of these factors are important because they can change your classroom atmosphere from a comfortable and engaging one, to a uncomfortable, unaccepting, and unengaging one.
Chapter nine of MI discussed the creation of MI schools. I think it was awesome that they had a actual real world example of one of these schools. I think it’s a great idea, I like that students would have more choice in their school, which I feel will already make school more engaging for most students. One idea that both liked and saw a flaw in was the idea of having the students pick their own “pods”. I think that it is a great idea to give students that choice, however I feel that student would pick their “pods” based on where all their friends were going to be, and not based on their intelligence. Although this type of school is only present in one school in one state at the moment, I think it will probably something that I have to look out for. Maybe at some point in my teaching career I will get a chance to work in one of these schools, or even get to help create one.
Chapter 13 discussed other applications of MI Theory that haven’t already been discussed. This chapter covered computer technology, cultural diversity, and career counseling applications. It is important to use a variety of computer programs that are effective to each intelligence. It is also important to be aware of intelligences that are important to some students’ culture, be able to help them strengthen them, and then show them how their intelligences could then translate to a career.
Chapter 14 discussed Garner’s possible ninth intelligence, the existential intelligence. I can honestly say I’m not sure that I understand how this could be an intelligence. I feel that the others can be applied so easily to the everyday classroom, and it doesn’t feel that way with existential intelligence. However, I do agree what they said about this intelligence in the context of history. There are some subject in history where you just can’t get away with not getting to students to think about human existence. I think that this will get brought up in my classroom, but I don’t see it playing a huge role.
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