MI+Chapter+12+Block+2

[|Synthesis MI C12 B2]


 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter 12 in the book Multiple Intelligences first talks about a student’s memory. Many people are under the misconception of not remembering something is a poor memory; however, Howard Gardner says it is because many people have a memory that is intelligence specific. For which case, it is important for teachers to teach to the mi theory because it will only help students with different intelligences get to know and remember the material taught. The second part of the chapter talks about problem solving. Similarly, many people problem solve based on a specific intelligence. It is important to incorporate different intelligences into each classroom because it will open the door for people who have different styles of learning. The last part of the book talked about Bloom’s Taxonomy and the different levels of cognitive complexity. || I found this chapter to be very interesting. I love the point Howard Gardner makes about memory. I always thought that if you can’t remember something it is because you have a poor memory; however, it makes sense that we remember things specified to our enhanced intelligence. This could solve the problem teachers have been facing throughout the history of education. Students remember something for a day and then the next day it is forgotten. ||
 * Brennick Christopher || The twelfth chapter of the book //Multiple Intelligences// talks about the implications for cognitive skills in terms of MI theory. The first section is talking about how memory skills can be used for different intelligences. The second part of this chapter addresses how we can use MI theory to develop problem-solving skills in American schools. Some ideas talked about in this chapter are dealing with things head on for student who are bodily learners or mind mapping for spatial learners. The book also introduces the ideas of Christopherina encounters, which promotes the idea of teachers pushing students over the edge to dispel misinformation. The last section of the chapter goes over how you can apply MI theory to Bloom’s Taxonomy. This includes a chart that shows each of the levels of blooms and how you can incorporate each of the intelligences into that. || I really the two ideas brought up at the end of the chapter. The first idea of Christopherina encounters because it really roots out the problems that students are having with a subject area. I think this also lets us focus experiences to groups of students so if two groups within one class are having a hard time with two different ideas I can focus two different experiences. I also really liked the Bloom’s talk because it gives a clear path to building lesson and is a great scaffolding tool. ||
 * Columbia Laura || Chapter twelve of MI addressed some very good points about cognitive skills. One of these was the idea of memory. Teachers are often frustrated because they feel like the student will understand it one day, but then the next day they will forget. Howard Gardner explains that there is no such thing as good or bad memory, just in each of the intelligences will remember different things. An example is some people will have a great memory for faces which uses the spatial intelligence, but not for names, the linguistic intelligence. Other ideas mentioned are problem solving. Many people use different ways according to their intelligence to solve a problem. Bloom's Levels offers a great way to measure understanding while using the MI Theory. It provides a way in which we can deeply judge the students understandings and how deeply the curriculum has affected them. || This chapter made a lot of sense to me. In skill I had a good memory on select things. I could memorize elements easily, but not endings of declensions in Latin class. My Latin teacher would get frustrated with me, but I couldn't remember them. It makes more sense now why I could remember certain things and not others. As a teacher I really want to teach in different ways so that the things that students need to memorize are presented in different ways. I want to give my students multiple options on how to learn so they can understand it the best. ||
 * Coombs Kayla || Chapter twelve, “MI and Cognitive Skills” looks at how MI theory can be applied to the areas that are frequently emphasized by educators adopting a cognitive approach to learning: memory, problem-solving, and other forms of higher-order thinking, and Bloom’s levels of cognitive complexity. Howard Gardner said that memory is intelligence-specific, and if, for example, one has a hard time memorizing names and dates, then they would have a poor memory for the linguist/logical-mathematical intelligences. Problems arise in education when students have “poor memories” in these areas that are most emphasize in schools, and the solution would be to help students gain access to their “good” memories in other intelligences. Another area that was mentioned was problem-solving, in which we must look beyond the linguist/logical-mathematical intelligences to be able to think and problem-solve. Examples from the text included using imagery and picture language, the spatial intelligence, to help in students work. Another areas that was discussed was promoting Christopherian encounters, which Gardner said can expand a student’s mind. This phrase can be used as a metaphor for the expansion of a child’s multiple intelligences to higher levels of competence and understanding. This suggests taking the material to a place that would require students to use higher-order thinking. For example, in the linguistic intelligence, the teacher could move students beyond the literal interpretation of a piece of literature. The last area mentioned was Bloom’s taxonomy, which provides a kind of quality-control mechanism, through which one can judge how deeply students’ minds have been effected by a multiple-intelligence curriculum. The teacher should address all eight intelligences as well as the six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. || This chapter brought up some interesting ideas about the cognitive skills that teachers frequently emphasize, and how to use different methods to ensure that the cognitive skills are being successfully applied to suit learner needs and individual variances. I liked how it brought up the “good” and “poor” memory, because teachers should be able to identify which students have “poor” memory skills when it comes to such things as the linguist and logical-mathematical intelligences, so that they can find solutions through other intelligences that the students have “good” memories in. ||
 * Cummons Michael || Chapter 12 of MI is about MIs and cognitive skills. This chapter talks about Howard Gardner has a different view on cognitive learning. Gardner thinks that certain students can not remember certain information at all because they were not taught in the right way. This chapter talks about Blooms taxonomy is about a quality mechanism showing the deep understanding of a student. The teacher must work to reach the six levels of congitive learning: knowledge, comprehensionss, application, analysis, and evaluation. This chapter looks at applying all six of the cognative and all 8 intelligences. || This chapter was realy interesting. I think it however made me a little more scared about trying to use MIs in the classroom. Now the cognitive is something that a teacher must also think about. However, I think that this chapter is a great really great because it gives teachers even more ways to make sure that they are reaching students. The more research that I learn about the more I understand how much work really does need to go into a lesson plan. ||
 * Damboise Kelley || Chapter twelve focuses on cognitive abilities, and how multiple intelligences can help to enhance cognitive skills. First, Armstrong points out that teachers have been struggling for years to try and find a way to present material so that students don’t just know it one day and then the next day completely lose what they worked so hard to learn. Howard Gardner creates a different view on learning to remember information by describing how some students may not remember a piece of information because it was not presented to them using one of their multiple intelligences. Also, another area exposed in the chapter looks at the fact that most student in the U.S. have extremely poor problem solving abilities because teachers tend to see problem solving as something that occurs only in logical-mathematical instances. Therefore, they teach problem solving mainly in math classes or science classes instead of finding creative ways to incorporate problem solving into other classroom areas using multiple intelligences. Lastly, Armstrong discusses the use of multiple intelligence in bloom’s levels of cognitive complexity. This is great for teachers who want to see how deep of an understand a student has dealing with a certain topic. || I never realized this before, but it completely makes sense that if a student was taught the information in a way that complied with his or her multiple intelligence then of course he or she would remember the information ten times better. I know that as a learner I remember things best when I’m allow to actually perform a task that can teach me about a certain topic. Activities that I participated in years ago, that actually allowed me to use my hands, are the only activities I can ever remember doing. For instance, I don’t think I could tell anyone a writing activity I did when I was growing up as a kid, but I could go on for days describing the activities I remember that allowed me the opportunity to move and use my hand to learn. ||
 * Kelley Kathleen || Chapter twelve of Multiple Intelligences in the Classroom addressed the cognitive development of students and how MI theory affects the cognitive skills acquired. First discussed in this chapter was how cognitive development in children has been suffering for years, causing teachers to begin to take it upon themselves to aid the students in developing different strategies of thinking. By harnessing the eight intelligences and accepting the fact that not all students think using the same processes, we are able to construct of new ways for our students to solve problems. The ability of a student to remember materials presented significantly impacts their ability to think deeply. Research shows that students have poor memories because they are not strong in the two common intelligences used in most lessons: linguistic and logical. Teachers need to address the specific intelligence of the student, and find ways that they can memorize using it. For example, someone who is a musical learner might learn and remember best by attaching material to a song. This will help with the students ability to troubleshoot and solve problems. Research shows that “U.S. students’ problem-solving abilities have been regarded as in need of significant improvement” (page 114). If we don’t train the students to think deeply about ideas, they will have a very basic understanding. Problem solving will be different for each and every kind of learner. The book equips us with a list of ideas specific to the kind of intelligence that would help students stretch their mind and think deeper. Doing so would prevent students from reverting back to the stereotypes and misconceptions discussed with Christopherian encounters.

Armstrong, T. (2000). Multiple Intelligences in the Classroom. ASCD: Alexandria, VA. || Overall, I thought that this chapter was fairly interesting because cognitive development, the ability of students to recall details, and think in depth is becoming more and more of an issue. Teachers and students seem content with skimming the surface. I also thought that the section on Christopherian encounters was interesting because it is something that I had learned about before. In Child and Adolescent Psychology, we discussed how Harvard graduates majoring in bioengineering cannot give the correct answer when asked, “Why do we have seasons?” Though they hold these elite degrees, people have a tendency to revert back to misconceptions that were learned in first and second grade. The examples that were given to counter instances such as this which help students expand their minds, are a great way encourage deeper thinking. I remember hating when teachers would pose questions like those during classes, but it was one way that I was guaranteed to learn. || This chapter states that with cognitive psychology as the predominant standard in education, educators have focused much of their energy on thinking exercises, and are now more concerned with learning how children think as apposed to what they are thinking. One of the larger focuses is said to be memory and understanding why students are able to easily forget information that they had learned not long ago. The chapter states that there are no bad memories until a specific intelligence has been singled out. The idea is that all students have good memories, they are just specific to one or more of the intelligences, and they lack good memory in on or more of the other intelligences. This is to say that children with seemingly bad memories are focusing too much on the lesser of their intelligences. The first example of this is about a spelling test and lists all of the ways each intelligence can play its role in helping children remember how to spell words. One example was of musical intelligence and having students sing their words to the tuned to a familiar song in order to help them keep track of the size of the word they are dealing with. The chapter next focuses on problem solving and tells us that U.S. students are one of the lowest ranked in their ability to solve problems. The chapter states that this is due to surface teaching and no real logical demands. We are given the example of Albert Einstein using bodily-kinesthetic parts of his intelligence to help develop the theory of Relativity. Einstein described his thinking as both visual and muscular. The chapter’s main initiative is given toward the end saying that MI teaching is meant to challenge naive beliefs, provoke questioning, invite multiple perspectives, and stretch a student’s mind to being able to apply existing knowledge in new situations. This chapter was great in how it showed a demand for deeper thinking in the classroom. I really enjoyed the segments on memory and problem solving. I feel that there is a very apparent problem when one of the world’s most powerful nations can be producing learners who are criticized for the fact that the vast majority lacks a deep understanding for problem solving. I feel that this is a result of students being feed information too much and asking questions too little. If people begin to accept everything they are told true understanding will be a thing of the past, new discoveries will become further and further in between, and problems will stop being met with solutions. As a culture we will be at the mercy of the future, the future will no longer be at our mercy.
 * Knowles Christina || Chapter twelve starts talking about the different methods used for each intelligence and how each one memorizes things differently. The chapter also tells us that compared to other countries, our problem solving skills are extremely lacking. We also learned that different intelligences handle problem solving very differently. The chapter also tells us that we should be constantly asking questions and challenging ourselves when completing tasks. Gardner also introduces Christopherian Encounters which will help expand students minds. || I thought that this chapter made sense because I feel students tend to just spew out facts and not be able to remember them for any long period of time. I think it is extremely important not to have your students just remember useless facts. We have been saying for weeks how important it is to relate the facts we learn in the classroom to real life situations. Most classes do not do this; therefore, I feel that is the reason why we have so many problems with on the spot problem solving. ||
 * Mourkas Margaret || Chapter twelve is titled MI and Cognitive Skills. This chapter deals with the student’s psychology and how it works. First the chapter talks about the student’s memory capabilities. The chapter tackles the age old problem of the student’s knowing the material one day but not the next. The solution is probably the material wasn’t taught in an intelligence that the student adapts with easily. So this means that either you need to re-teach it to them or figure out an easy way to get the information across. The next part of the chapter deals with problem solving. It explains how each intelligence “attaches” to problem solving. Then lastly the chapter talks about MI theory and Bloom’s levels of cognitive complexity. || I thought the section on memory was really interesting. I definitely remember having those moments where I would understand the material one-day and the next day it had left my brain and was sure that it wasn’t going to return. I never thought about how it might have stuck better if they retaught it in a new way instead of reteaching the same way they did before. If it didn’t work the first time, chances are it won’t work the second. ||
 * O'Neil Christopher || Chapter twelve discusses the multiple intelligence theory and cognitive skills. A lot of people think that people do not remember things because they have poor memories. According to Howard Gardner, this is not the case. A person’s memory is not poor, it is intelligence specified. For example, one person might be able to remember things by their picture (Spatial), while another would remember the same thing by the words used to describe it (Linguistic). People may also associate problem solving with the intelligence they are strongest at. For example, someone who identifies with the problem is typically strongest in the intrapersonal intelligence or someone who senses the “rhythm” or “Melody” of the problem would be strongest in the musical intelligence. The chapter also discusses Gardner’s idea of “Christopherian encounters.” This relates to Christopher Columbus and trying to prove that the world is not flat. He uses this phrase when he suggests that teachers challenge their students’ limited beliefs by taking them “over the edge”. || This chapter was another informative chapter. It gave a lot of examples of how to use the multiple intelligence theory when discussing cognitive skills. So much more makes sense after reading this chapter. I cannot see how some people do not believe in the multiple intelligence theory. When I think about it, I completely see how I remember things best and how that relates to the intelligence I am strongest at. I also solve problems based on the intelligence I am strongest at as well. The examples that are given in this chapter help clear up any confusion or questions readers may have while reading the information. I definitely enjoyed reading this chapter and will use the information to my advantage. ||
 * Richardson Cassandra || Chapter twelve discusses different memorization methods for each of the intelligences, as remembering material is based on learning style rather than quality of memory, according to Howard Gardiner. Problem solving is also approached by intelligence, as more people will go with their strengths in order to reach a conclusion. The chapter also touches on how we compare against other countries for problem solving. Lastly, Bloom’s taxonomy and the multiple intelligence theory are discussed in terms of complexity. || The section on memory especially was incredibly interesting to me, mainly because I feel like I can relate to that feeling of knowing material on a given day, and not be able to recall it the next day. I had never thought to use pictures as a way of recalling things, or assigning other intelligences to a specific task. The examples of Mozart and Einstein were really helpful as well, because many students are aware of their specialization in certain intelligences and can therefore relate. ||
 * Trundy Monique || In chapter twelve Armstrong shows how the MI theory interacts with cognitive skills. The first skill is memory. Armstrong explains that the old theory of straight up memorization is ineffective because it does not focus on more than one of the intelligences. Armstrong offers examples of ways to help students memorize spelling words using each of the intelligences. The second skill is problem solving. Armstrong provides examples of influential minds such as Einstein and Mozart to prove that problem solving requires a combination of intelligences to be effective. A series of examples are provided to help teachers think of ways to use the intelligences to help students with problem solving. Armstrong also urges teachers to force “Christopherian encounters,” on their students, meaning teachers should force students to question their beliefs and any misconceptions they may have about a particular subject. Armstrong also went over Blooms Taxonomy and explained its importance. || The memory portion of this chapter really stood out to me simply because I’ve always had problems memorizing or remembering just about anything. I like the idea that students’ memories are triggered by whatever intelligence they are proficient in. I feel that teachers should work towards making it common practice to alter lessons requiring memorization so that each of the intelligences is sparked, this way memorization comes easier to students and they are able to retain the information they’ve learned. I also found the historical examples of individuals such as Mozart using a combination of intelligences to problem solve very interesting and useful. I think it would be beneficial to make students aware of these historical examples on the off chance that they may see a bit of their own thinking processes being used and feel more confident about them. ||
 * Webb Christopher || Chapter 12 in MI discusses the MI theory and cognitive skills in students. It begins by talking about the fact that __how__ students think has become progressively more important than __what__ they think. The eight intelligences themselves are in fact models of various cognitive abilities. It talked a lot about students’ memory and how each student has many memories. They have either a good or bad memory for each of the eight intelligences in fact. This is why teachers need to associate materials with all of the intelligences, if a child has a bad linguistic memory and all we have them doing is reading or listening to lecture they aren’t helping that student. It says we as educators need to get students to __think__ more effectively. || I thought this chapter had a lot of good information about Mi and applying to teaching. It reinforced what we learned before about using MI in various ways to teach the same material so students learn it in more than one fashion. I liked when it discussed good and bad memory for each of the intelligences because I had never made that distinction before but it really made sense after reading this chapter. I hope to be able to identify which of my students have good and bad memories in each of the eight intelligences so I can tailor my instruction for them to get the best results possible. ||
 * West Simon ||  ||