MI+B1+Chapter+12

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Kristen
"There is no such thing as a 'good memory' or a 'bad memory' until an intelligence is specified" (p. 162). Often times having a 'bad memory' indicates a deficit in only one or two of the eight intelligences and there may be another way a student can remember something that needs to be memorized or thought about in a deeper fashion. Teachers need to provide different ways of remembering lessons so students can recall things easier and think about them in depth. Students in the U.S. have a difficult time of deep thinking mostly because they are made to think only in the linguistic or logical ways that are so instilled in schools. There are many other ways to think critically, however, and there are quite a few suggestions provided in this chapter.Some students use physical activity as a way to think or process more deeply, others use music or spatial activities and often it is a good idea to combine the intelligences to help provide a more rounded picture and thought. Most importantly it gets the student to ask questions, and challenge their own thoughts and beliefs through their strengths rather than being limited. Teachers can figure out how deeply students understand the information by applying and referring to Bloom's Taxonomy which looks at knowledge, comprehension, application, analysis, synthesis and evaluation that the student experiences and demonstrates as part of higher cognition. Overall, "MI theory represents a model that can enable you to move beyond heavily linguistic, lower-order thinking activities (e.g. worksheets) into a broad range of complex cognitive tasks that prepare the students for life" (p. 171)

Amanda Martemucci
MI-Chapter 12: Chapter 12 focuses on cognitive skills. In today’s world, teachers are encouraged to have students understand how they think rather than what they think. Using MI theory helps students do this. Memory and problem solving can both be achieved in a specific intelligence. As a teacher, it is my job to show students how the intelligences can help them with their memory or problem solving. From there students are to choose which intelligence works best for them when encountering these issues. Furthermore, I should have students stretch their points of view using “Christopherian encounters” (p. 167). These encounters have students try to challenge the information that already know; take it a step further (just as Christopher Columbus challenged the notion that the world was flat). Encounters can be formed using any of the eight intelligences. I will definitely consider using this strategy in my classrooms. I believe it is important for students to try and contradict and or explore ideas further so they form their own personal thoughts on subjects. “Christopherian encounters” is a strategy that will do that.

Bridget
Chapter 12: MI and Cognitive Skills Gardener has theorized that people do not have “good” or “bad” memories in general, but rather they have varying degrees of memory in different intelligences. People may have a great bodily-kinesthetic memory and can easily remember a dance, but they might have a poor visual memory and cannot keep different works of art straight. Another cognitive skill that MI can help strengthen is problem solving. Thinking through problems and issues in different intelligences can be very helpful: people who are stronger spatial learners can visualize a problem rather than write a mathematical equation to help solve it. One large issue all educators face today is clearing up students’, no matter how old, misconceptions; often people firmly believe in the wrong answer because they were never taught otherwise in a way that made sense to them. The last application of cognitive skills in relation to MI is Bloom’s taxonomy working along side MI to take learning from simply understanding something in one intelligence, to being able to apply, explain, analyze, and evaluate it as well. As a teacher, I will need to use MI not just for teaching understanding, but for teaching problem solving and higher order thinking.

Chelsea
MI theory lends its self to the cognitive skills of students. One way in which MI theory towards cognitive skill is through memory. Using MI to help students retain learning memory is important as if you tailor activities to the intelligences, students are more likely to remember and gain access to their “good-memory”. It becomes a matter of association. MI theory can be applied to help problem-solving skills as well. MI allows students to use their dominant intelligences to work through problems. Christopherian encounters using MI theory allow students develop higher competencies in all intelligences. This allows students to push the boundaries. Finally, MI theory can be used to supplement Bloom’s Taxonomy. This allows us to tailor lessons to the intelligences and move on to higher order thinking and processes. MI theory allows students to move to higher order thinking and development in the classroom and the process of learning.

Christina
Chapter 12 of //Multiple Intelligences in the Classroom// dealt mainly with students being able to retain information in their memories after it has been taught. The main focus was that memory can be retained through the use of learning styles, and those students with a poor memory, may only have a poor memory because of the use of linguistic and mathematical-logical based memorization. This means teachers must begin using the other types of intelligences to help students better retain information and be able to apply it later in life. Another method of helping students retain knowledge that works with MI is getting students to think, and allowing them to come to a conclusion themselves. In my math class, I will utilize the eight intelligences to have students remember information such as formulas and concepts.

Moe
A key aspect of helping students remember what you are teaching them is to develop ways of remembering things that utilize their strong intelligences. This will not only make it easier for them, but also create a deeper learning experience because they will more likely to remember the information down the road. It also advised us to give different examples in class when doing problem solving. If a student can connect to a method of problem solving that uses one of their stronger intelligences, they will be more likely to succeed. I thought all of this chapter would be useful in my classroom. I remember learning my spelling lists in unique ways with my mom when I was in middle school studying with her. I would use my fingers, count letters, sing the words, whatever it took for that certain list of words. And you know what, I always did well on my spelling tests (love ya mom!). I liked the problem solving tips as well (I have no good stories for that).

Jesika
This chapter is about how, teachers today are just as concerned with how a student is thinking as we are about what they are learning. The idea that memory and memorization has to do with the intelligences is intriguing. The book proposes that there are eight memories that correlate to the students’ intelligences. It is the task of the teacher to help the students connect what they are being asked to memorize to their individual memory intelligences. Different intelligences also have an affect on the way we solve problems. Blooms taxonomy is the closest thing to a standard memorization and learning that anyone has been able to put together so far.

This chapter was intriguing. I Liked hearing about how some of the greatest minds solved problems. I will definitely take “multiple memories into consideration.