This chapter discussed Howard Gardner's "ninth intelligence", the existential intelligence. This intelligence is defined as someone who has "a concern with ultimate life issues". Gardner makes clear, however, that he is not propsosing an intelligence that's about spiritual, religious, or moral intelligences. One concern of this intelligence is how it would be assessed because it covers such broad concerns. The chapter also how this intelligence can be integrated into the different subjects, but that it might be more difficult to say in math than in social studies.
We thought this chapter was very interesting. A couple of us feel like we probably belong in the existential intelligence category, if it were a full one yet. This intelligence seemed like an important one to cover, perhaps some of those daydreamer students are off in their own world contemplating one of those life questions. It was interesting to see some of the ideas as to how to integrate this intelligence into different subjects.
Tuesday, October 30, 2007
Multiple Intelligences: Chapter 11
This chapter focused on the use of Multiple Intelligences in special education. It discussed how learning "disabilities" can occur within any of the eight intelligences and also that just because a student is in a special education program does not mean the eight intelligences do not apply. Another topic covered in the chapter is use of MI theory in the development of IEPs (individualized educational programs). Also mentioned was the fact that applying MI to special education places a greater emphasis on the students' strengths instead of their "weaknesses".
We thought this chapter was a fairly important and interesting one. We all agreed that focusing on their strenghts and MIs is a great thing. Not only does it allow the teacher to see what they can use to help the student learn, but it is also a self-esteem booster for the student if their strengths are discussed instead of their "weaknesses", or areas of learning that are less developed. We also thought that the charts they gave of famous people who had learning disabilities were, how they're not that uncommon, and how you can work with them and still achieve great things.
We thought this chapter was a fairly important and interesting one. We all agreed that focusing on their strenghts and MIs is a great thing. Not only does it allow the teacher to see what they can use to help the student learn, but it is also a self-esteem booster for the student if their strengths are discussed instead of their "weaknesses", or areas of learning that are less developed. We also thought that the charts they gave of famous people who had learning disabilities were, how they're not that uncommon, and how you can work with them and still achieve great things.
Sunday, October 28, 2007
Fires in the Bathroom: Chapter 10
A part that stuck out to me in this chapter was the part about doing regular class work outside of the school (such as taking your science class out every now and then to do a lab outdoors).
This part stuck out to me because when I was in high school and we got to outside for a class it was a HUGE deal, we all got pretty excited about, just being able to get out of the stuffy classrooms. Not to mention those naturalistic learners! Also it helps them get a hands-on experience, which enables a lot of students to better remember the material.
This part stuck out to me because when I was in high school and we got to outside for a class it was a HUGE deal, we all got pretty excited about, just being able to get out of the stuffy classrooms. Not to mention those naturalistic learners! Also it helps them get a hands-on experience, which enables a lot of students to better remember the material.
Fires in the Bathroom: Chapter 9
One part of this chapter that stuck out to me was the post-report card "questionnaire" if you will (asking questions about how they think the report card went, do they think they deserved the grade they cat, what can they do to improve, what can you do to help them, etc.).
This part stuck out to me because I have never seen or even heard of this idea. I think it's a really good one because it gives the students a chance to sit back and reflect on how they've done and/or how they want to do. It also seems like a good way for the teacher to get feedback about how they can be helping the students succeed in class.
This part stuck out to me because I have never seen or even heard of this idea. I think it's a really good one because it gives the students a chance to sit back and reflect on how they've done and/or how they want to do. It also seems like a good way for the teacher to get feedback about how they can be helping the students succeed in class.
Fires in the Bathroom: Chapter 8
A part that stuck out to me in this chapter was about how students who speak English as a second language don't just want to "comprehend what a teacher says" and that's the whole class, they want to learn, in more depth, about the class topics.
I thought the whole chapter was pretty interesting because at my high school we had ESL students through foreign exchange but all of their English seemed really good, so it was interesting to read about what it's like for some of them. This particular part, however, because it does seem like teachers forget sometimes that they're not just there to try and scrape through a course, they're there to learn as well, so basically doing their test for them isn't helping.
I thought the whole chapter was pretty interesting because at my high school we had ESL students through foreign exchange but all of their English seemed really good, so it was interesting to read about what it's like for some of them. This particular part, however, because it does seem like teachers forget sometimes that they're not just there to try and scrape through a course, they're there to learn as well, so basically doing their test for them isn't helping.
Fires in the Bathroom: Chapter 7
One part of this chapter that jumped out to me was the part about helping students "visualize history", such as brining in a person to talk about their experiences or having them assume the roles of important people from history.
This stuck out to me because I think it's a great way to help teach history. For a lot of people history is "the most boring subject ever" (my brother) because sometimes they're just being told to memorize names, dates, and events. IF, however, you make it interactive and interesting, there's a good chance they'll not only be more fascinated but also be able to gain a better understanding of the importance of these names, dates, and events.
This stuck out to me because I think it's a great way to help teach history. For a lot of people history is "the most boring subject ever" (my brother) because sometimes they're just being told to memorize names, dates, and events. IF, however, you make it interactive and interesting, there's a good chance they'll not only be more fascinated but also be able to gain a better understanding of the importance of these names, dates, and events.
Fires in the Bathroom: Chapter 6
One part of this chapter that jumped out to me was one of the quotes from Montoya, "Once in a while students want to laugh and have fun" (pg. 104).
This part stuck out to me because I love to laugh and have fun and I'm pretty sure most everyone else does as well, and I know that incorporating into the classroom isn't necessarily a bad thing. A lot of times this can be used to help keep the students attention; if the class is entertaining and educational then you've got a good thing.
This part stuck out to me because I love to laugh and have fun and I'm pretty sure most everyone else does as well, and I know that incorporating into the classroom isn't necessarily a bad thing. A lot of times this can be used to help keep the students attention; if the class is entertaining and educational then you've got a good thing.
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