MI+B1+Chapter+12


 * 1) Click on edit this page.
 * 2) Use the down arrow on your keyboard to get the cursor underneath the horizontal bar.
 * 3) Type your name, highlight your name and then select Heading 3 at the top.
 * 4) Copy and paste your reflection underneath your name.
 * 5) Insert a horizontal bar under your reflection.
 * 6) Click save

toc

Jen- Abstract
This chapter mostly focused on student learning and how they learn. This is important because how students are "learning" may mean that in fact they aren't actually learning anything at all but their just retaining the information. Memory is what it comes down to, are students capable of memorizing it. This is why it is so hard for teachers to understand why they thought they taught something one day and the students didn't actually get it, because it wasn't being taught to the students, they were just retaining what was said. Bloom's Taxonomy has said that one can understand a students mindset by evaluating the multiple intelligence criteria.

Most of us discussed how teachers are focused on what the student is thinking instead of spending their time trying to determine how they are thinking. As any of us pointed out this all goes back to [|Multiple Intelligences]and the way a student thinks is crucial to their learning style and most students are unable do think about how they think because they are too preoccupied with trying to memorize the content. Many people also discussed [|Bloom's Taxonomy] which is seems to be helpful especially when working in other content. Basically it all refers back to the students Multiple Intelligence and how that works in with their learning and how they learn, etc.

additional webpage-http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Brody
In the twelfth chapter of //Multiple Intelligences in the Classroom//, Thomas Armstrong suggests that there’s a relation between the Multiple Intelligence theory and cognitive ability. When it comes to memory, the idea that there’s a “pure memory” is incorrect. Howard Gardner finds that memory is intelligence specific. Thus, if students are struggling with memorization involving one type of intelligence, they can gain access to strong memorization by using other intelligences. I found this information particularly useful for today’s students because there seems to be a general consensus that you either have a strong or weak memory. If students had the knowledge that there are strategies to use intelligence specific memory, then more students would be have the opportunity to be successful. I enjoyed the part of the chapter that focuses on Bloom’s Taxonomy as I agree with the fact that there needs to be a deeper understanding of information instead of regurgitating useless facts. Bloom’s taxonomy develops this deeper understanding by using six levels of complexity to be used in instructional design. I would use this in my Social Studies classroom as I will need to balance the pressure of covering enough information with delving deeply into a topic so students can understand the material.

Mike
This chapter talks about different strategies and activities teacher can use to their advantage in order to improve student's cognitive skills with multiple intelligence. The author says that the reason that teachers need to utilize these strategies is because students will improve upon their problem-solving abilities and memory. If memory is improved then students will have an easier time retaining information that they have just learned. Teaching this strategies might also be beneficial for students because they can learn skills that will help them improve upon their learning and get a better understanding of the material. By practicing these strategies they can only learn more in the future. Teachers also need to have different strategies for teaching to students of multiple intelligences because if you can appeal to all students then they will remember your material. As a future teacher, I feel it is important to be diverse with the way you teach so that each student will have a comfortable learning environment and a better understanding of what they are learning.

**Jen**
The most important and significant thing that I got out of this chapter was the discussion about how we evaluate "how students think almost as much as what they think about." (161). This was an important point because in today's society we do try and figure out how students think and why versus what their actually thinking about. It seems to be that teachers are questioning why students don't remember things that they have taught them but I think what the real issue is that the students never really learned it in the first place. Students may have memorized it or retained it long enough but clearly that isn't even accurate because by the next day the students can't engage themselves in what they discussed the day before. This really has to be part of the system that needs to get worked out. Teachers need to find a way to engage their students in the curriculum and students need to start understanding the importance of their education. They discuss students "poor memories" (162) and the reason for that probably is because in the society we live in today we don't have to ask students to remember things because they have all the technology at the tip of their fingertips to access it freeing up space to remember information and that needs to be something that we change.

Brittany
Students do not need to be taught how to think, they just need the opportunity to think. Schools are getting so focused on standardized tests that the information taught seems to be all memory work and no creative problem solving. Give a student some rope, a stick, a roll of duct tape, and some packing peanuts and see what they do with it. No matter what happens students will be forced to be creative and use their imaginations to take those materials and make something new and interesting with them. Another idea is to give the students a problem with an endless number of solutions and let them work through it. Force them to look at the consequences of what they do so that they can make informed decisions. Make them think and do not let them get away with not using that thing between their ears.

Seth
Many students have different ways of problem solving. Linguistic students, like me, talk their way through a problem step-by-step. Saying the problem and steps aloud allow for the student to hear the problem and steps aloud and from there they can work the problem out. Also, interpersonal learners like to use //other// people to get their ideas across. Being in groups with others allows for the student to hear multiple ideas and bounce his/her ideas off the other students which could turn out to be a very useful tool. And finally, the last MI I most identify with, interpersonal, allows for the student to have “alone time.” This allows the student time for deep reflection upon the matter at hand and through much thought, they can come up with one kick-ass idea.

**Lily**
Memory is a strange thing and many people that if you can not remember something then you have a bad memory but Howard Gardner disagrees. It is become many people have intelligence specific memory. This is another reason why it is important for all teachers to teach the mi theory. It is not only going to make learn easier and more enjoyable but easier to master and remember. The second part of this chapter covers problem solving and again this is based on different intelligences. It is so important to incorporate different intelligences into the classroom because it will make people who have different learning styles more at ease. Lastly this chapter covered Bloom's Taxonomy and how the differences of cognitive complexity. I am so glad that Gardner stated this because I was one of the people that thought that if you forgot something then you had a poor memory.

Kim
This chapter takes the multiple intelligences to another level by showing how they can be used to help students think. As the chapter suggests, what students think about is not as important as how they are thinking. Using the multiple intelligences, we as teachers can push their thinking further using them to enhance their memory skills and other cognitive approaches. For example, if a student is struggling to remember a fact, concept, or skill, then they might just need another method to learn it. If reciting it multiple times doesn’t work, then maybe they need to draw a picture of it. This same idea can be applied to other areas that the student struggles with. Using the strategies of multiple intelligences can help students to increase their strengths. It can also help to push their thinking into new realms and levels that they had not previously encountered. I am in favor of using multiple ways to help students memorize information, and I think I will use it when I teach vocabulary and other similar topics. A former teacher of mine uses a graphic organizer for vocabulary words that asks students to define words, find synonyms, and draw pictures, all in one assignment, so I know that it is possible to incorporate multiple strategies into the classroom without dedicating hours of class time to one idea. I would also like to use the multiple intelligences to push students past the boundaries of their thinking so that they can really get into the depths of understanding.

Kaitlyn Bartlett
In chapter 12 of Multiple Intelligences, there is a section about good and bad memory. In high school, I was always told I have a good memory. After reading this section in the chapter, I think I have discovered why. When studying for a test I usually tried to create a song or acronym that would later spark my memory. As a teacher, I feel I could use this in my class by giving a handout of different ways to study for a test. Many people think that there is only one way to study for math and hopefully by giving this handout to students, it will give them more ways on how to study by using a technique that works for them.

Casey
I found this chapter to be really interesting because I have a difficult time when it comes to short term memory. I found it interesting that the MI theory can apply to memorization. It is important to find different ways for students to memorize things through different ways, like singing, or rhyming. One example given was, “ to help students study spelling words, it might be effective to teach students the words using sing-song, or draw the word out. By using the MI theory we can produce fun and exciting ways to memorize otherwise boring and dry facts or processes. When it comes to multiple intelligences, cognitive skills, like memorizing should most definitely need to be taught to students.

Leighlan
Memory and higher order thinking are very important for academic and real world success. A person who can’t remember will never be able to use what they once learned and the one who can’t think deeply will never understand the nuances of the subject they are studding, be it spelling or cooking. It stands to reason then that the way one remembers and thinks should play to their strengths as much as possible. According to MI theory teachers should encourage and sagest many different ways to remember and think about things like making a song to remember or a sculpture to really explore how the human body fits together. Students should be using their strongest intelligences to help them remember difficult material. If they are having trouble with completely understanding a topic or just want to delve deeper they should approach it in many different intelligences until they are satisfied they get it.

Jasmyn
This chapter is about cognitive thinking skills, like memory and problem solving. The section on memory was very interesting to me because it mentioned that “students with “poor memories” may have poor memory in one or two intelligences”. I thought this was a great thought because sometimes I feel that I can remember things very well and at other times I can remember at all. As I sit here and think about it, I can remember songs and pictures very well but I can’t remember lists or conversations well. I realize that my ability to memorize is based on how the information is presented to me. The same for problem solving if the information is presented in a non problem fashion than I am more likely to solve the issue. I will keep this in mind for my future as a teacher, I had never thought of it before.