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Synthesis and Abstract by Alyssa Wadsworth
"//How// students think has become almost more important than //what// they think about" (page 161). This chapter concentrates on how to help students retain what they learn instead of simply teaching them and passing them onto the next teacher with no memory of what came before. In order to do this, the book suggests that teachers need to relate the students' strongest intelligences with the material and content of their subject. This is because the students might not have the best memory in the two most developed intelligences in school--logical/mathematical and linguistic.

Everyone stated the basic concept of this chapter: teachers need to link how students think with what students think. Teachers need to do this because it will be easier for students to remember what they have learned if they are using their strongest intelligence. The majority of the class wrote that they see a part of their job as a future teacher involving the eight intelligences in their lessons so that all students can learn at all times.

Kassaundra
Chapter 12: MI Theory and Cognitive Skills The eight intelligences can be used when teachers want information to be memorized or remembered. If the teacher links the material that needs to be remembered to the students’ most mature intelligences then the students may have a better chance of remembering versus strictly linguistic strategies. In my classroom I should encourage students to utilize the eight intelligences when problem solving. Problem solving strategies are mostly linguistic or logical-mathematical but if students can tap into their mature intelligence it would make problem solving easier because their minds are already thinking on this wave length per se. Also, as teachers we should always be trying to push our students to the far reaches of our topic or subject area through their thinking. By creating “Christopherian encounters”, which are experiences that push a student’s intelligences to better understanding, we can accomplish this. This means that multiple intelligences can help move education from more low-ordered thinking to higher level cognitive tasks.

Charli Sayward
Chapter 12: MI Theory and Cognitive Skills This chapter focuses on the importance of how students think versus what students think. The MI theory suggests that students think differently depending on which intelligences are stronger. The way students think affects the memory which affects success in certain subjects. As a future teacher, it is my job to help students learn in a variety of ways so that everyone will be able to retain the material I am teaching. MI also affects how students problem solve. This definitely affects me as a math teacher because I will want students to be able to use their strengths in my classroom. Some problem solving strategies were “bouncing ideas off each other” for the interpersonal, “using analogies from nature” for the naturalists, and “visualization” for the spatial thinkers. I will want to use pictures on the board for my visual learners, create mnemonics for those who are verbal or musical, and allow plenty of group work for those who are interpersonal.

Bri Douglass
This chapter talked about multiple intelligences and cognitive skills. Specifically, the part I got the most out of was the problem-solving piece. It spoke about how students in the US need significant improvement in problem-solving techniques compared to other countries. A lot of time though problem-solving is only categorized in the logical/mathematical and linguistic strategies. But it talks about actual examples of famous people in history problem-solving in another intelligence, for example Einstein frequently thought in a visual and muscular way. This is very relevant to me because a lot of my unit includes problem-solving techniques and I knew I would have to use all eight intelligences but other than visual, linguistic or logical I was having a hard time coming up with techniques. I will definitely use these approaches to problem-solving in my own classroom because I believe that a lot of what math and life is, is evaluating a problem and trying to find a solution.

Alyssa Wadsworth
The major topic in this chapter was how to help students remember things without using only logical-mathematical or linguistic intelligences because those are the two most used intelligences in school. This chapter also explains how mathematical problems can be solved using any of the eight intelligences. Many of the listed ways to use the intelligences of each student are so helpful that I will definitely be using them in my classroom. It is so good for students to have an alternative way of learning, specified for them rather asking them to alter for the learning. This also means for me that I can get my students to think on a higher level of cognitive thinking.

Lyzz Stevenson
Chapter 12: This chapter relates how students think and what they think. It is important to understand that with multiple intelligences students learn, relate and retain differently. By using the multiple intelligences to your advantage students will learn more, relate their understandings to meaningful examples and retain more. Students solve differently because to their strengths and weaknesses of the different intelligences. It is important that as a teach you give them the time, resources and knowledge to be able to solve real-world examples and retain the knowledge.

Kelly Steinhagen
This chapter focuses on how cognitive psychology is stressed within education, specifically when it comes to memorization and thinking strategies. It talks about how students that perform and learn better through their preferred intelligence also memorize and think about things better through that intelligence. According to the book, teachers commonly struggle with the fact that some students just cannot memorize information. Since I am preparing to be an English teacher, all of this seemed very relevant. English classes consist of a lot of memorization by nature, mainly for spelling words and vocabulary. I can use the information from the book to try and teach students ways that they can learn vocabulary for books, like having a logical-mathematical student write the words out using number equivalent like a=1, etc.

Jenn Baum
Chapter 12: MI Theory and Cognitive Skills This chapter focuses on more how students think than what they actually think about. One problem that educators face is that students come in with certain misconceptions about a topic which do not change by the end of the class. In one of my science classes, for example, most of the kids never understood that plants take in energy from the sun and not just minerals, water, and sunlight, even after the class was over. As a teacher, you should encourage students to explore misconceptions in a way that allows them to discover the untruths and inconsistencies of them. It is also important to consider Bloom’s Taxonomy in order to think about the different levels of thinking a student can reach and by choosing which ones are appropriate for a given task and level of complexity. The further up the ladder a student can go, the more deeply they understand the topic and more success students have with learning. As a teacher, I want to challenge my students to do more than simply memorize some terms and concepts and work their way up to deep levels of understanding and cognition.

Darcie Simmons
This chapter discussed how you need to teach students to learn how to learn using their multiple intelligences. If you teach a musical student to learn their spelling words using a rhythm, or having kinesthetic learners putting movements to their spelling words, then they are most likely going to remember them later on down the road. I can say that after having watched the movie “Bruce Almighty”, every time since then, when I spell the word beautiful I say it b-e-a-u-tiful, because I heard Jim Carey say it in the movie. Students all learn in different ways, which means the way that they commit things to memories is going to be different as well. It is the educator’s job to be sure to hone in on this different intelligences, so that the students will hold the knowledge for as long as possible.

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Ryan Pelletier
This chapter focuses a lot on how students think. I found that it related to different methods of problem solving. Some student like to see all the work and do all the steps, while some students like to look at the big question and just think it out in their head. Some students learn by memorization, and others just get it. As a teacher I will always have to focus on letting my students have the option to do things their way. I will show the steps to solve something, and I will show other methods, and ask the class if they can think of any other ways. This chapter was interesting because it does not focus on solving the problem; instead it focuses on different ways to solve the problem.

Erin
In high school I took a psychology class about cognitive thinking and problem solving like discussed in Chapter 12. What I did learn from this chapter that was new to me was the idea of Christopherian encounters. I learned that in order for my students to fully understand the material I teach them, their minds need to be taken “over the edge” (p 167). In my classroom I will incorporate science experiments into the curriculum to show how math relates to the topic. This really impacted me because I learn better when real world applications are applied to the lessons. Using the science experiments in my classroom will take the curriculum to the next level. Perhaps my students could even develop a higher or new intelligence from all the diversity introduced to the classroom. = =

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Kaitlyn Haase
In chapter 12 I learned about memory, problem-solving, and promoting Christopherian encounters. The information on memory and problem solving was beneficial, but I learned most about Christopherian encounters. A Christopherian encounter is when someone is posed with a problem and challenges it. Christopher Columbus was told that the world was flat, but he made a voyage and proved it to be curved. As a teacher I would promote these encounters because it encourages my student to think out the box. I hope that my students will see past the restrictions that could be placed on a problem.

Justin Stewart
Teaching students through there intelligence, you can help students. Chapter twelve delves into the ways that teachers can help students learn, such as giving students rhymes for their spelling words and grammar issues. I can remember to this day that “I” comes before “E” except after “C”, or when it sounds like an “A”, as in neighbor or weigh. Giving motions to words or ideas may help those students who are kinesthetic learners. There were so many good ideas that I would like to try in my learning. I can remember my chemistry teacher singing element Christmas carols to us during class. It made me want to learn the elements and see what they did, not to mention I became a secondary education, chemistry major!

Olivia Norris
In chapter 12 of Multiple Intelligences, I learned about how I can help my students learn by using specific intelligences for specific learners. One that I related to was musical students using rhythms to memorize information. I definitely did this as a student and I hope that eventually I will be able to assist my students learning by tapping into their specified intelligence. This is important to me because it was not easy for me in a conventional classroom where visual is the most commonly used teaching method. I am a verbal and audio learner which means I really need to talk out my problems or the task at hand. I know that when I become a teacher I will be attuned to this need and I will accommodate my students the best that I can.

Taylor Kemp
The focus of this chapter is students thinking process. The chapter talks about how to teach students to use their multiple intelligence and make it worth it. If a student is not understanding something, the teacher should then try and make it easier for them to grasp. This can be done by using a multiple intelligence in a way that helps them remember things. If it is just memorizing, it could be relating it to their specific MI. If it was nature, you could relate everything in a naturalistic way. This will impact my classroom because it helps students become better learners, and it also makes the job easier for them overall.

Matt Towle
Chapter 12 talked about how the multiple intelligences can affect a student's memorization and problem solving skills. Not only do students learn and understand material based on their intelligences, but they also can memorize facts more efficiently and solve complex problems if they are able to use their specific intelligences. This means rotating lessons and assignments through the eight multiple intelligences so that everyone's preferred learning is used at one point or another. This will affect my classroom because I hope to be able to utilize all of the eight intelligences. This way my students will have a better chance of learning and achieving understanding, with less confusion along the way.

Linda McLaughlin
//Chapter Twelve: MI Theory and Cognitive Skills// This chapter talked about how students think in multiple intelligences. The book provided different examples in how students memorize things, and how they use problem solving skills. Teachers should strive to help students get to a higher level of thinking, to do this, teachers must help them see the world in a different intelligence, to make them think outside of the box. This impacted me because I was never aware of all the differences in how people problem solve. However, when it came to memorization, a lot of the examples provided, such as putting different ideas into song, are things that I've seen quite a bit throughout my academic career. This impacts my classroom because I will be working to the best of my ability to help my students see the world in a different way. I will actually be helping my students learn the material in different ways, ways that will benefit their intelligences and their understanding of the material.

Megan Wallace
I learned how the eight multiple intelligences can help student memorize the information that I will teach in my class. This focuses on how my students think. How they think is connected to which intelligences they are strong in. For a musically oriented student it might be easier for them to learn facts if they are put into a song. A body/kinesthetic learned might remember something better if the idea is associated with a movement. Problem solving is the most common theme used in a classroom but that only really helps the logical/mathematical or linguistic students. One assignment I might do is to have the students come up with their own ideas about how to memorize and/or learn information. This will give them an insight as to how they think and may allow them to do better in the class.