MI+Chapter+12+Block+1

[|Synthesis MI C12 B1]


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || An imminent battle for teachers is the one in which a student forgets what was taught in the lesson the day before. Teachers are constantly facing an uphill battle to have their students remembering important information that will be built upon the next day. MI Theory believes that appealing to the students' intelligences is a natural stimulant to their memories, and can help achieve total understanding. Christopherian Encounters promote a deeper understanding of material, not just the scratch-the-surface approach. The term is used to describe misunderstandings in science, but is metaphorically appropriate to describe MI learning. || I believe that incorporating multiple intelligences into your lessons is actually the key that will unlock total understanding of the material you are trying to present. As a physics teacher, students rely on intuition and experience in their everyday life to predict what will happen when "A" does something to "B". It could change the way they view the world if I could demonstrate hard to grasp concepts in unique and attention-holding ways through multiple intelligences. The whole technology in the classroom idea plays right into MI Theory, because technology allows a teacher to be more creative and dynamic in planning their lessons. ||
 * Audy Melissa || Chapter 12 in Multiple Intelligences focuses on ways in which the use of the multiple intelligences can help develop a student’s cognitive skills. It starts off with the example of memorization, and how it can be enhanced by targeting each intelligence (e.g. making songs, body movements, relating things to nature). The chapter gives examples of ways spelling can be made easier to remember for each intelligence. It then moves on to problem solving, describing strategies used by people of each of the eight intelligences. For example, those who are bodily-kinesthetic tend to solve problem using their “gut-reactions.” The chapter then discusses the difference between surface learning and deeper understanding of subject material. It goes over ways to encourage analytical thinking for each of the eight intelligences. Overall, the chapter provides some in-depth insight on ways in which cognitive abilities are affected by the multiple intelligences. || I found that this chapter provided many great examples of ways to help students develop their cognitive abilities, specific to their central intelligence. I really liked the examples given for ways to memorize spelling—I found that they were helpful skills, useful to anyone. The problem solving part was interesting to me—I never realized that some people are prone to act upon gut reactions due to their central intelligence. I agree that the encouragement of deeper understanding is an essential ability to encourage in a classroom. This chapter, once again, just goes to show that the eight intelligences affect EVERY aspect of learning. ||
 * Boulter Elizabeth || This chapter was about teaching to the student so they retain the information. All the time students are taught by lecturing or linguistic approaches and by the next day, the students don’t remember the information. In fact, students don’t have poor memories unless it is in relation to a certain intelligence. The chapter gives great ideas on how to help the students retain the information by teaching to their intelligence. It goes on to give tips for problem solving and christopherian encounters that challenge and stretch students. || This chapter was very true. I think it got to the heart of why students fail to remember previous days’ lessons. This chapter helped me think more like a teacher because it gave strategies and great ideas for how to incorporate the MIs into memory and problem solving where linguistic and logical approaches usually rule. ||
 * Brown Ryanne || The beginning of chapter 12 explains a piece of Gardner’s theory that implies that it is possible for memory loss to be less about a bad memory and more relative to a sort of mind intelligence. If the mind is specific to an intelligence, it would be more complicated to help students retain information. A main problem for this sort of teaching is how to problem solve. The chapter suggests that to problem solve and create better memory patterns for students; teachers must keep a number of intelligences in mind when teaching. This strategy will not only help students with their best intelligence, but it will give students the chance to continue to develop their less used intelligences. It is important for teachers to consider each student, but at the same time be able to teach in each of the intelligences to enhance memory in every possible way. || Before this chapter, I always assumed that bad memory was an actual thing. I never associated the intelligences with memory, however, this chapter made it all come together and make sense to the changes in memory. Patterns can be developed with assistance from the teacher if the teacher can use all of the intelligences. This seems like a really excellent way to help each student remember and development different pieces of their memory. The chapter also gives good suggestions for this incorporation. ||
 * DePue Margaux || Chapter 12 of the MI book discusses thinking strategies and teaching cognitive skills to students. Students’ memories can sometimes retain different information, which is completely dependent on how an educator presents the information to be memorized. For instance, a student can remember pictures but have trouble with names and dates. Information should be given to the students so that a student with any of the eight memory types can memorize it. U.S. students are lacking in problem solving skills in comparison to students in other countries, and it would be beneficial to students if educators took the processes of problem solving and related them to the different intelligences of each student. By using “Christopherian encounters,” or experiences that provoke questions and challenge beliefs that students already have, educators can help to eliminate student bias about the information being taught, giving the student a true view of the topic. Bloom’s Taxonomy is another way to measure student understanding. || I can relate to this chapter quite a bit. When it comes to information such as names and dates I draw a blank and cannot remember this information for the life of me. But if you give me a set of lines or a picture, I can think of the lines in a logical order of thought or remember the picture associated with some information immediately. I will be using many different mechanisms to help my students remember the things that we learn in class. Also, I am glad that the author brought up the idea of misconceptions that students may have when they enter and leave the classroom. There are so many students with college degrees who still have biases about certain topics. I will find ways to provoke questions about certain topics that will make them re-think their ideas so that they have the truth about different ideas and concepts. ||
 * Dunne Kaisha || Chapter 12 in Multiple Intelligence was about the MI’s and Cognitive Skills. Cognitive skills include memory and problem solving. One of these was the idea of memory, many students tend to cram for exams and quizzes and they do not take the time to really learn and absorb the information. Gardner believes that there is no such thing as good or bad memory. 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 are logical and linguistic. || I like this chapter because I hate how much our school systm is based off of this old school style of learning of memorization. Memorization does not show competence of what has been discussed in class. The MI book always goes over how to get the students involved and to apply to all their MI's to be able to get their full understanding of the subject. Memorizing for an exam isn't displaying it well. ||
 * Hudson Kimberly || This chapter deals with memory. The notion of pure memory is flawed. Memory is actually intelligent specific. For example, to memorize spelling, a teacher can create a song to spell the words out for those who are musically inclined. There is also the problem with critical thinking. There are also several ways to develop critical thinking in the different intelligences. For example, for the musical intelligence, the student can find the rhythm or the melody of a problem. || I find it interesting that each intelligence has its own form of critical thinking. I always thought that critical thinking was the same for everyone, just that some people were better at it than others. Teachers should really think about this when they are giving deep thinking problems to their students. ||
 * Korn Shauna || This chapter covers the cognitive strategies or skills that most teachers bring into their classroom and how students use cognitive skills. The chapter talks about how teachers are trying to get their students to remember material that was covered yesterday, the day before, a week ago, etc. This has to do with memory and if teachers can get students involved and working with their MI’s then they can create that connection that students need. Also problem solving has to do with making connections and getting students scenarios that they can apply to their life in order for them to remember and actually understand what is going on. This means using their MI’s to involve them. || I feel that this chapter will be helpful to me as a teacher because I will be able to take each person and their MI and decide ways that I can get them interested and involved using the step process supplied in the chart. This chart lets me know what level they are at and the end result and what steps I need in order to get my students there. I think that this will be helpful because its more than just memorizing material its allowing students to go step by step to get to that end result instead of having to jump right to it. ||
 * LaRose Rebecca || This chapter is about helping students enhance their cognitive skills. When teachers try to get their students to remember the information given in previous lessons through memorization or pure recall, it lies solely on their memory. Teachers need to engage the MI's in order to give students a reason to remember. The MI's allow students to think creatively about problem solving, which isn't something that they always get to do. It helps students make a connection through something that relates to them. || I think that this chapter was helpful because it reminded me how hard it is to remember things that you learned previously. I feel that remembering to include something that reaches each student is important and students will remember that time you connected a novel to a really cool song. I also think that using creative ways to problem solve also is helpful because it amps up something that is dull and makes it memorable. ||
 * Murphy Amber || Chapter 12 in multiple intelligences talks about ways to use the multiple intelligences which help to shape a students cognitive mind. Student’s cognitive skills are incredible, but the way the classroom is set up it forces kids to just memorize and cram for test rather then actually learning the information to absorb and use in the future. Educators who use the MI theory for problem solving in the classroom force their students to think outside of the box and these activities help to shape creative minds. Overall, the multiple intelligence theory is essential in all aspects of teaching in the classroom and this book has gone over each and every technique possible. || I believe that it is essential for teachers to create an atmosphere which forces kids to think cognitively using their multiple intelligences. This chapter proved to me that teachers are teaching students information which they are being forced to simply memorize. I believe that it is crucial for teachers to teach material to students which they will want to learn and know for the future. This will push the kids to actually learn the material in detail as opposed to just try and memorize it. ||
 * Nieuwkerk Hannah || Chapter twelve deals with how MI theory applies to the cognitive approach, which is the most emphasized by teachers, the aspects that go into deeper detail are memory, problem solving and higher thinking, and Bloom’s levels of cognitive complexity. All students in school are taught to memorize facts, spit them back out for the test, and then many promptly forget what they knew just the day before. That student probably has a ‘bad memory’ for that intelligence; the trick is to have the student memorize in a different intelligence that works better for him/her. The book goes on to give many examples of how students can memorize using the different intelligences, and by using them, students can virtually solve any problem; teachers aren’t teaching their students //what// to think, but //how// to think, which is much more important. The teacher’s role is to make the students delve deep into the learning and make them get into those higher levels of understanding. And by using Bloom’s taxonomy, teachers can see just how deeply the students are thinking, which is a great way to integrate the MI theory and also be able to evaluate and give feedback to the students. || This is the first time I have learned about memorizing. I was usually pretty good at memorizing things like capitals and where countries were on a map, but I have no clue anymore. I wish that my teachers had showed us different ways to memorize by using the different intelligences, it would have made memorizing (and actually remembering it!) so much easier. The only thing that I didn’t agree with the one of the different ways to memorize for the intrapersonal intelligence: let students spell the words the way they think that they are spelled. I think that it would be difficult for the student to first spell the word how he/she thinks it’s spelled and then figure out how it is actually spelled; it would be really confusing to me because I would probably remember the wrong way or make a mix of the two. Teachers should be careful about stuff like that. ||
 * Scheffler Erich || This chapter was about the multiple intelligence theory and cognitive skills such as memory and others. It talked about ways the different intelligences can commit things to memory, such as how to spell words. Also, it talked about using the different intelligences to solve problems. The chapter ended by talking about how to use the multiple intelligence theory in Bloom’s Taxonomy. || I thought this chapter was pretty interesting. I thought it was pretty interesting to read about how each multiple intelligence solves the same problem eight different ways. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This chapter talked about memory in the classroom. Often, it seems like students do not remember what the teacher teaches them: they learn one day and then the next day it seems like Greek to them. Memory is actually not what many think it is: a memory bank. In order to help quell this problem, teachers should try to help students memorize through the multiple intelligences. If students are able to utilize their specific intelligences and are taught accordingly, they have a better chance of success in the classroom. || I found this chapter to be accurate in the realm of memory. I think that often students will look like they understand and then forget. I can see how a kinesthetic learner would memorize by associating body movements with letters in a word. I think that association is actually one of the best ways of memorization because one ends up taking what they want out of it. Rote memorization is bland, boring and absurdly dull and students really do not use what they blindly memorize. I think that this technique of association can do wonders in education. ||