MI Chapters: 7, 9, 13, & 14

In chapter 13 of Multiple Intelligences, authorThomas Armstrong introduces other applications of MI theory in the classroom, he breaks them down into three parts: computer technology, cultural diversity, and career counseling. Technology has become a great tool to help foster learning as well as bring a level of entertainment to the process; its ability to work within the MI theory is no exception. Armstrong notes the stance of computers as “intelligence neutral zones”, removing the stereotypical assessment of their use purely for the logical/mathematically inclined. Rather the possibilities of computer technology emerge through the use of software programs. Armstrong suggests using MI theory to help with the selection process of what programs to promote and use in your classroom. Through selection of various features and programs teachers have the opportunity to interface with select intelligences or incorporate all into one learning experience, such as with the use of multi-media projects. Second, the topic of cultural diversity and the use of MI theory, this can show itself in the classroom through the purposeful inclusion of an intelligence due to its significance to a student’s heritage and culture. Lastly the use of MI to help steer career counseling is discussed. This one of the more obvious uses of MI theory but yet an important one. By connecting a student’s skills to real life scenarios you empower them and show meaning in their abilities.

Chapter 14 of MI introduces the possible 9th intelligence, existentialism, and its applications in the classroom. Gardner describes this intelligence as “having a concern with ultimate life issues.” Students who posses this intelligence have the ability to think large scale and dive deep into their thinking process. In the humanities the role religion plays is a significant one, to discuss the part it has played in wars can not just stop at a name, I must push my students to understand how opposing sides beliefs and ideals are so fundamentally different they are grounds for warfare, only then can they truly explore the topic.

FIAE: Chapters: 11, 12, 13, & 14

Chapter 11 touches on a topic that I have been very interested in hearing a case for, the grade book zero. I must admit that I was quite surprised to read the justification of why this practice should be avoided; I had already prepared my debate, which hit on the topic of student accountability and proper grade representation. Surprisingly I found math at the center of the argument, an argument that worked well with my planned points, to convince me that zeros have no place in the grade book. Emma L. Davis, a Virginia Beach school board member who is quoted on page 138, compares the situation to that of recording an average temperature over a period of days. This metaphor does well to capture the flaw of recording zeros in the absence of work. Of the methods described, I think I am most likely to implement in my classroom the one that suggests entering “I” for incomplete into my grade book and then calculating more of a median or mode in grade trends apposed to the mean. I found the topic of weighting grades an interesting one to return to from my youth, this was a highly debated topic at my high and due to the fact that I was student body president and enrolled in many of the AP classes that were at the heart of the discussion, so I found myself too. Having looked at this topic as a student it is interesting to now come at it from a teacher’s point of view. I now have a better understanding of why the administration and staff were so unmotivated on the matter while the student body (those enrolled in higher tiered classes at least) was really the voice behind the matter. In conclusion to the argument, GPAs and their significance are really minute matters and I love how the chapter makes a point to express this while discussing this topic. My high school GPA does little to reflect me as a student or a person; the added efforts of weighting would only further manipulate this expression.

The topic of what grades mean has been adequately discussed in this book, Chapter 12 was a nice review on how we can better express these meanings. By the end of this chapter I was convinced of the benefits of using a 5.0 scale in my grading. I prefer this system opposed to the more common 4.0 scale as it deviates from the even more common A, B, C, D scale. The 5.0 scale in addition offers teachers an opportunity of being less objective thanks to the pairing and implementation of rubrics with graded work. Additionally I noted the comments on the use of “+” and “−” and while I had previously thought they could be great tools and of benefit to express students mastery I agree with the comments made on page 156 that note their lack to motivate and their at time destructive nature. In sync with topic of grades is how we enter them into the grade book and what does this system look like. I have to admit this is a topic that was completely off my radar, not once have I thought about what system I might use or even what my options are. I think Chapter 13 did well to enlighten me on the topic. I felt of the options gone over in the chapter I would be most likely to use the one depicted in image 13.3 on page 166, grouping by weight or category. I appreciate the ability to differentiate with how I multiply the categories, and I think it also allows for the benefit of tracking assignments by date. I will say that I still have many questions about this topic and wonder if most schools even allow teacher choice or if a particular program is purchased by the schools and enforced for teacher use? This same question I found myself asking while reading Chapter 14 in reference to report cards. I found this chapter intriguing as well but doubt whether my opinion on the matter will be of much weight. I do find the discussion on student comparison in reference to paternal concerns a concerning one. I feel the most important discussion between a parent and teacher should be what the grades mean and how the report card expresses it.