Reflection on Reading
Name: Tyler Duran, Samantha Brissette, Rebecca McIntire, Ryan Michaud
Date: 09-12-2007
Book Title: Multiple Intelligences
Chapter: Two

Write a brief abstract of the chapter.
Chapter two was full of good ideas about the MI theory and personal development. It discussed the importance of recognizing your own areas of strength and weakness in the various categories of multiple intelligences, as well as your personal tendencies. Armstrong also includes an inventory so that the reader becomes more aware of this because one can only teach to and incorporate all intelligences once one understands them. Another important idea to remember was identifying moments in your life in which certain intelligence was either shut down or opened up.
He also suggests that the teachers use colleagues’ help, students’ help, and use technology to aid them. He believes that the major factors that influence whether or not people’s intelligences develop is their biological endowment, personal life histories, and their cultural backgrounds. The book used Mozart as an example; stating that even with his natural talent, had he grown up in a time when music was frowned upon he might not have become the prodigy he was.
How did you connect to the reading and briefly reflect on your thoughts?
Tyler: I thought that this chapter outlined the goals of our practicum block this semester, especially when Armstrong related MI to team teaching. The importance of identifying your own MI is a new concept that was introduced to us on the first day of class. We are also drawing on the expertise of future colleagues (Dr. Grace, etc.), learning how to build student-teacher relationships, and learning how to integrate technology into the classroom to offset our under-developed areas of intelligence from Dr. Theresa.
Samantha: This chapter continued to make me think of my family and friend’s intelligences and whether or not I could build up my "weak" areas. It was a little harder to stay focused because my obnoxious roommate kept talking to me after I already explained to her I had homework due. I ultimately decided that she had exceptionally strong linguistic intelligence, specifically in the verbal department.
Rebecca: I found it interesting to read about how parents’ ideas for their children’s futures could influence how their children’s intelligences develop. It makes sense that that would happen, but it is sad in a way. The parent could want their child to become a lawyer, while the child could have become a scientist and found the cure to cancer or AIDS. Teacher’s are also important role models and can have this effect as well. Hopefully this book will help to inform and instruct teachers to educate in a more effective and open way.
Ryan: I could really relate to the section about having your intelligence "shut down" during a paralyzing experience. I know this was the case for me and my spatial intelligence. I was treated very poorly and often discouraged by an art teacher in elementary and I haven’t liked art since. I am sure other factors were involved, but the book reminded me of this key turning point as a major possibility.