MI+B1+Chapter+12


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Kay Sue Collins
This chapter reflects on the role of MI theory in various cognitive skills. If someone claims to have a bad memory, it may just be that they have been trained in only linguistic or logical memory techniques and their strengths are in kinesthetic or spatial intelligences. It they are taught to visualize a word or act out a poem then they might have better luck retaining the information in their long term memory. The same can be said for other cognitive skills like problem solving, and thinking beyond the surface of a subject and facing misconceptions. When combined with Bloom’s Taxonomy, MI can provide a useful framework for helping me differentiate instruction in order to deepen student thinking and understanding.

Ben Villeneuve
Chapter 12 of //Multiple Intelligences// talks about various cognitive skills as they relate to MI theory. The chapter discusses memory, problem solving, Bloom’s taxonomy, and what are referred to as “Christopherian encounters.” That last one irked me a little bit. The suggestion is that educators should challenge students’ beliefs about their own ways of thinking by pushing the limits, in the same way that Christopher Columbus challenged the thinking during his day that the earth was flat by sailing around it. The problem is, none of that is true. Columbus’s challenge wasn’t proving the earth to be round; most educated people at that time knew the earth wasn’t flat. Columbus’s claim was that the route to Asia by travelling west from Europe was way shorter than people thought it was. And here’s the thing: He took that leap, but he was ultimately wrong. Luckily for him, he ended up in what are today known as the West Indies (Called that because Columbus, defiant of his own ignorance to the very end, believed he had reached India), because he otherwise may have ended up dead. This seems like a small thing, but it causes me to cast some doubt on the science in the book as a whole. However, I do believe the sentiment expressed is valid: A classroom environment where students are encouraged to develop themselves in many different directions will be richer than a more traditional one.

Olivia Wandelear
Chapter 12 suggests that MI theory can be used to develop thinking strategies in students, and can be combined with Bloom’s Taxonomy in order to heighten all levels of cognitive skills. I learned that students should be able to choose which intelligence they’d like to use during a thinking process. This means introducing a bunch of problem solving techniques and memory devices in the classroom. I’m curious if the book is suggesting spending a few days, or even an entire unit on implementing all of these MI techniques into the classroom. Unfortunately, by the time students will reach me at the middle or secondary level, they have already been taught how to think by the public school system. Chances are, their other teachers never encouraged multiple intelligences, so these students really only know one or two cognitive processes. To incorporate the MI theory into the classroom at this level would essentially mean asking students to think in completely different ways than what they are used to. This certainly will take much more than one day, even if the method of thinking corresponds with one of their strong intelligences. These students probably won’t feel comfortable abandoning tradition so quickly, based on what’s been beaten into them for five or six years. Students will need plenty of time to feel comfortable using the MI theory, especially in terms of thinking in very different ways. I do believe it can be done, however. It just takes time.

Josh
This chapter addresses how the MI theory should be used to memorize material. The concept of a bad memory is too broad. A student can have a poor memory in one intelligence area and a good memory when it comes to material learned in a manner consistent with their strongest intelligence. The part of this chapter that makes me worried about the future of America is that our problem solving skills are below that of other developed nations. To me that is a much more important test than math skills, or reading abilities. Being able to problem solve is essentially being able to think. It doesn’t matter what intelligence you want to use to be able to think through problems, but you have to be able to think through a problem. As a teacher this will be my greatest goal and challenge. I want to teach students to use their heads, I do not care what type of learner they are they need to be able to think and articulate those thoughts in some manner.

Andy Shorey
In this chapter of MI the authors discuss how students think is very important to having success in school. Students need to be given strategies so that they can better learn things. This chapter gives many strategies to help students memorize things, problem solve, and to go deeper in their thinking on subjects or projects. The one that I think is most important is problem solving I think that in any classroom a student is going to come across a problem where they are going to struggle and it is important for students to have strategies to try and figure things out for themselves. I also think that it is important for students to think deeply and beyond what they are taught so that they really understand the information that they are learning. I would definitely like to give students strategies for studying and thinking. I think it would benefit students of any age.

Erika Tingley
Teachers need to be aware of how students think about the topics they are being presented with in order to help them retain the information. Multiple Intelligence theory provides teachers with ways that he or she can present information so that students will store it in their memory and use it in the world. This chapter encourages teachers to focus on helping students use the information they are being presented with so that he or she has a working knowledge to work from. I was surprised that so many students are only being taught at a surface level and are never encouraged to go beyond the basic knowledge to be able to use the information. When I teach, I need to ensure that I require my students to think beyond what I am teaching them and use their intelligences to use the information in the world.

Heath
Every teacher using MI theory is trying to understand who their students are and that includes how they process or recall information and how they think. My students will need to memorize things within a math class such as formulas and conversions, so I will need to help them discover their memory strengths by presenting information in all types of intelligence. Every teacher wants to witness the moments where students begin to think for themselves. I will feel that I have done my job when students demonstrate problem solving skills and the ability to connect and evaluate concepts.

Courtney Burns
This chapter discusses the idea of using MI theory to increase cognitive skills, that is, how students think. As students there are several occasions where we remember what is taught to us one day and a week later, it’s gone. MI theory suggests the problem may lie in the fact that most teachers only consider a few of the memories that are utilized by the different intelligence. Just as there are different ways of learning, there are also different ways of memorizing. By understanding the thought processes utilized by the different intelligences, teachers can develop methods which give students tools to think more effectively when attempting to solve problems. In order to expand students higher order thinking teachers should push for “Christoperian encounters” where students think deeply, over and “beyond the edge”. Finally, it is important for teachers to consider Blooms taxonomy as a framework for curriculum. Doing so will help to ensure that all levels of higher order thinking will be used by the students, keeping in mind the intelligences they possess.

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Shila Cook
Chapter twelve points out the importance that, as teachers, we need to remember that how students learn is just as important as what they learn. In the memory section Armstrong talks about how there is no such person as a person with a “good memory”. Students all remember in different ways, it’s just the people who learn best through reading and writing that are considered the kids with the “good memory”. The chapter then goes on to give many examples for each type of learner as to how to memorize things. I like the different ideas and I plan on using some of the techniques in my own classroom. One of the techniques that I’m going to use was in the musical section. It suggest that putting spelling words into a song and having the student sing the spelling, this would be fun for all of the students, and would help the musical students quite a lot.

Dylan Stefani
This chapter starts out by talking about different aspects of memory. It says that there is not good nor bad memory, only that someone is better with another intelligence linked to the memory then another intelligence. People that are spatial learners are able to recognize faces rather than a certain persons name. This chapter lists many ways that students and anyone can memorize key facts better. One example was to sing the answer to the question (musical intelligence) Problem solving can also be improved by focusing on that problem and addressing it by reflecting your knowledge about MI’s on it. If you have to draw a picture out to get to an answer you most likely fall into some spatial category.

Dan Horne
In this chapter it talks about how students memorize things is also directly related to the MI theory and how a student learns. Students have specific ways of learning according to the MI theory, but also they have specific ways of memorizing the materials taught to them. An example would be a visual learner would memorize something presented to them in a video or a poster rather then a lecture. The type of learning best suited for a student is the best method of memorizing for a student, and as a teacher this is what we strive for, to give our students an understanding of the curriculum.

Tim Grivois
Thinking about the concept of MI theory in relation to my own cognitive habits, abilities, and processes, it makes sense that the way I think is directly related to way the I learn. In fact, the two cannot be separated. This chapter elaborates on the relationship, specifically in the capacity that the way students think is as important as what they think about. How they view context is just as significant as the context itself. Differentiated teaching techniques are again applicable in this situation; different types of memory-saving skills should be taught to students and tailored to their intelligences. When attempting problem solving, teachers should encourage students to use an array of techniques that play on their strengths. For example, linguistic learners should “think out loud” and walk through the material outside their thoughts. MI theory is also highly related to cognitive process itself; students are much more likely to make the trip between Knowledge and Evaluation given a set of context and techniques that appeal to their affinities.

Kasey Darnell
This chapter discussed how MI theory can be applied to the cognitive process, in areas such as memorization, problem solving, and Bloom's taxonomy of higher order thinking. In memorization, it is helpful for a student to use a technique that fits their strongest area of intelligence. For example, a musically inclined student could use a song or rhyme to remember how to spell a word or to memorize a sequence of events. The same types of tactics can be used in problem solving. When working out a problem, a visual student could do some idea sketching or mind mapping to figure out the answer. An interpersonal learner might need to talk with other people and share their ideas in order to solve the same problem. I will definitely try to teach my students techniques such as this, so that they can become aware of their strengths and how best to study and learn information. This chapter also discussed the concept of "Christopherian" encounters, when teachers challenge their students to expand their thinking further and get them to confront misconceptions they might have. This goes much deeper than basic surface level knowledge that is common in curriculum. = =

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Caitlin Alexander
===Chapter 12 of the Multiple Intelligences book details with MI theory and problem solving. One of the things that I think stood out in this chapter was the idea that students don’t have “bad” memories, but instead have “poor” memories in a specific intelligence. By teaching the material using an intelligence that resonates more with a student, it makes the material easier for the student to memorize and understand. By using different strategies revolving around the intelligences, such as rhyming or making a song to remember how to spell a word, or using a body movement routine to remember how to spell a word, students are more motivated to not only learn the material, but they are engaged in making their own system. I agree with this system because I use the different intelligences myself to help me memorize, recall, and even speak in public. I am bodily/kinesthetic in the way that I need to be moving, or at least make gestures while I speak, or else I stutter more and have trouble mentally focusing. When thinking or memorizing I need to vocalize what I’m reading or memorizing, and that helps to reinforce what I’m trying to learn. I think that by using this method in my classrooms, I can not only reach more students with the material I’m trying to teach, but I can also make it easier for my students to learn and have better time learning.

Tyler Brookings
This chapter discusses how MI theory can be used to help the cognitive processes. This chapter connects how students think to what they are thinking about. Using the MI structure to help memorization, problem solving, and also using blooms taxonomy of higher order thinking. Such as using their intelligence to their benefit, a naturalist will learn better in a natural setting, a interpersonal student will learn and memorize better in a group setting and so on and so forth. Not only can these tactics be used in memorization, it can also be used in problem solving. This is a fantastic way of teaching but it seems to be the same and as repetitive as the chapters before.

Kyle Rines
Chapter 12 discusses how students thinking/memorizing abilities relate to success within the classroom. It is vitally important that students are surrounded by thinking and learning strategies so that they can remember material and solve problems. It is the teacher's job to provide these strategies, especially if students are struggling to remember and understand. It is very important to be at least adequate problem solvers inside the classroom, but even more important outside of the classroom. I think that problem solving/memorization begins within the classroom and that if us teachers can succeed in developing a strong sense of problem solving and understanding of material, we have done our jobs to the world.