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Jenna
[|Abstract- Jenna] The majority of the class has come up with the following main point of chapter twelve of Multiple Intelligences in the Classroom: this chapter discusses how teachers can incorporate the eight intelligences into cognitive thinking skills and problem solving so that students can think deeply about a topic and actually remember it. Many students also drew a distinct line between merely memorizing facts and truly understanding content. The class agreed that students learn differently- some learn through visual aids while other learn through listening. One student can learn by physically participating in a hands-on activity while another student learns through the musical intelligence. If a teacher is able to incorporate all of the intelligences within the classroom, then the problem of students superficially learning material will disappear. A higher order of thinking will be seen within classrooms across the United States.

Synthesis- Jenna The class believes that differentiated instruction should be exercised in classrooms throughout the United States to ensure that there is evidence of [|higher order thinking]. Students across the country are merely memorizing superficial facts and do not fully understand why they are learning particular subjects. Students today just want to get to the answers and are not putting enough time into understanding how to get to the solutions. This poses a great problem because students have great memorization skills, but little to no [|application] capabilities. However, if teachers are able to incorporate all of the intelligences into the classroom, then varied learners will be able to truly comprehend the material and knowledge will become more meaningful.

Dani
Chapter 12 Chapter 12 of Mi is about teaching students to use the different intelligences to think deeply about a topic and remember it. Everyone thinks in different ways so it makes sense that the multiple intelligences should be used to describe the different ways that people think about a topic or subject. This will be great when trying to teach my students ways to study for a test as well as when thinking about ways to help students think deeply about material. If I can tap into how they think I can teach to that and encourage that process. Being able to think is often more important than the material.

Cam
Chapter 12; MI and Cognitive Skills In this chapter the MI theory enables teachers to help students with the cognitive skills by their memory, problem solving, and particular encounters. Certain students that have “bad memory” in one intelligence may be better in another, but that other intelligence is not strongly used in class. Comparing U.S. students’ problem solving, we as a nation are narrowing our view, mathematically and logically. Students can strengthen problem solving skills by relating to Einstein’s order of operations. Howard Gardner adopted the Christopherian encounters by using it as a metaphor to challenge the students’ minds to the edge. The MI and Bloom’s Taxonomy can be intermingled in order to succeed with the teacher’s curriculum. This chapter impacts me as a professional because I will take the multiple intelligences to define the scientific terms in class. I can use them to underline the goals of our classroom. This impacts my future students because by doing this, I know that all of my students will be on the same page as everyone else. By touching base with the intelligences within the science room, students’ understanding can be fulfilled.

Jason
I think that this chapter definitely hit on one of the biggest problems students in this country have today, the ability to think deeper and problem solve. I do not know if it is just how students are today or if it is the fault of the teachers, but kids cannot figure out the “why does it happen” or any other common application of materials today. Armstrong touches on the fact that students cannot seem to do much other than memorize facts and repeat them; they do not learn the information but remember it long enough to be tested on it. In a class I took last semester, the professor mentioned how students today want to just get the answer instead of worrying about how they need to get there. Armstrong does give some interesting ideas of how to learn things in different fashions such as Einstein figuring out his theory of relativity through a mental image. I think every student, myself included, has made the mistake of just memorizing facts and then forgetting about them – I think that is why Dr. Grace pushes us so hard to go deeper into the understandings aspect of our lesson plans; that way, students understand deeper meanings and learn how this knowledge will impact their lives in the real world. When it comes to the classroom, teachers really need to work harder to get students thinking in a deeper and more thought provoking way; if this does not happen, then our country will be reduced to a mass of people who have great memorization skills but no application ability.
 * MI Chapter 12: MI and Cognitive Skills **

Jenna
Chapter twelve of __Multiple Intelligences in the Classroom__ addressed one of the largest and most threatening problems that the U.S. education systems are facing today: students' inability to have higher thinking and problem solving. Students today do not understand why they are learning something, nor do they understand why something happens. Rote learning and memorization is the primary way that students think and learn. Because all students are doing is memorizing, they learn nothing and can remember nothing after they have taken a test. Students do not truly learn the information. If students are promoted by their teachers to uncover why they are learning certain materials, children will construct meaningful information. As a teacher, I need to be able to encourage my students to use the intelligences as guides to uncovering meaningful knowledge that does have an influence in their everyday lives. If students do not know why they are learning something and do not understand the importance of it, they will ask themselves, "Why should I do this? What's the point? I'm not ever going to use it again." I want my students to be able to construct meaning in their knowledge so that after a test is taken, they can come away from it with the ability to apply the material in different situations. If teachers are unable to ask thought-provoking questions that inspire students to go deeper into their thinking, then our education system will keep breeding learners who are unable to apply knowledge because they're too busy attempting to memorize information.

Marcy
This chapter reminds us how much research has gone into the cognitive capabilities of children and how they think. Three areas this research can improve students’ performance in schools are memory, problem solving, and christopherian encounters. Some student seem like they can not remember all the information teachers feel they should be able to. The problem lies in the children having weak memories in the logical or linguistic areas. With this knowledge we can help students tap into their good memories in their other intelligences. Problem solving at first appears to be a logical intelligence and that only. However, upon review and after taking a look at how other famous problem solvers in history thought about their solutions that is not the case. Mozart said he heard the whole composition at as a whole piece and Lyndon Johnson would problem solve using intrapersonal tactics. Teacher should promote christopherian encounters; in other words, encourage students to think beyond what exists in to what could possibly be. People thought the world was flat, but Christopher Columbus dared to sail over the edge of the earth. This higher order to of thinking is described in Bloom’s taxonomy. MI development in all of the stages of the taxonomy is perfectly possible and should be reached for. This affects me as a teacher by showing me how the MI theory can help me help my students think in the many different intelligences deeply. This affects my students by helping them develop those other levels of cognition in different areas of intelligences.

Nicholas
**Chapter 12:** Within this chapter there are discussions on how MI theory can be used in problem solving. For linguistic students they may use self-talk or thinking out loud to solve various problems. A logical-mathematical learner may use logical heuristics. A spatial learner may use visualization or sketching. A bodily-kinesthetic learner may use hands on strategies when problem solving. A musical learner may be more apt to use rhythm or melody to help solve problems. An interpersonal learner may use other people and bouncing ideas off of them to help solve problems. An intrapersonal learner on the other hand may use personal feelings or deep introspection to deal with problems. And a naturalist may use analogies from nature to envision problems and solutions. Knowing how to use the various multiple intelligences, when problem solving, is important to how are better able to connect with your students. I am going to work hard as a teacher to help students understand from their strongest intelligence how to solve problems.

Ben
Chapter 12 brings the aspect of skills to MI theory. These skills deal with memory and problem solving. Using techniques like spelling words to the tune of a song, or digitalizing words to 0's and 1's, or relating letters to animals all help with the memory skill. There are multiple ways to use Multiple Intelligences in the way of problem solving skills. Tell the kids who are linguistic to self-talk or talk aloud, or who are interpersonal to bounce ideas off other people. This will be helpful in students remembering. Even though teachers are trying to integrate new ways of teaching, they are still relying on memorization of the subject for students to fully understand the material. We need to fully embrace the MI into every aspect of teaching and the school structure to give our kids a fair and equal opportunity.

**Andrew D**
This chapter talks about the Multiple Intelligence theory and cognitive skills. To develop any of the eight multiple intelligences, students need to have the ability to think. Memory is one of the cognitive approaches to teaching. Many teachers struggle to realize why students may know something one day, and forget it the next. Memorization should be taught in a way where all eight of the intelligences are activated. All students memorize in different ways just like they learn in different ways. The part of this chapter that impacted me the most was the problem solving section. All throughout school I had the most trouble with problem solving activities. The MI theory suggests allowing students to problem solve using the intelligence best suited for them. It made me think that if I had the opportunity to do this in school, whether or not I would’ve done better at solving complex problems. The part of this chapter that will impact my classroom the most is promoting Christopherian encounters. I will do whatever it is I have to do to challenge my students to take what it is they are doing “over the edge.” By doing this students are really using their cognitive skills and it will help them be better people in the future.

Lindsey
This chapter emphasizes encouraging students to embrace and develop their strong intelligences, while at the same time working to heighten their intelligences which may have once seemed weaker. In understanding the strengths and weaker areas of my students, I will be able to help them in their studying habits, whether encouraging already strong areas or helping students to overcome worries of weaker areas. It is possible to enhance each student’s primary intelligence through positive methods of teaching regardless of what the intelligence may be. Rather than encouraging memorization, teachers should work toward mastery in all areas. While memory is essential, memorization should not be the primary focus.

Ted
Chapter 12 of Multiple Intelligences in the Classroom focused on a series of topics such as memory, problem solving, Blooms levels of cognitive complexity, and other ideas. The section that stuck out most to me was the one on Christopherian Encounters – those special rare moments when you suddenly realize that something you’ve been sure about was a misconception. Those moments are rare, but I honestly believe that that is the most helpful part of learning something new. I really appreciate the value of the tables in this book, and the table on Bloom’s six levels of Educational Objectives was really helpful – it’s good to think about how you can get things to stick in students minds not so they can rattle them off, but so they understand them. The memory section was really good too – making sure that students can pass a test is one thing, but to make sure students fully understand and can use information is another story entirely.

Andrew F.
This chapter was quick to point out school's emphasis on cognitive psychology which has been a dominate area of study within recent years. The problem within education is our introduction of developing students thinking strategies. If MI is incorporated in these skills every individual student will be accounted for while teaching these major cognitive approaches to learning. For example student's memory of previous lessons is an important thing while building upon knowledge by creating experiences that relate to former instruction. The problem is that there is only a strong emphasis on linguistic and logical/mathematics intelligence when it comes to remembering things, the solution offered in the book is letting students use their "good" memories through engaging activities (such as using image/video hooks for spatial learners) in order to make important progress in each lesson.

The same issue can be said with problem solving, there is too much emphasis on the conventional intelligences focused on in more traditional education. If our focus is shifted more on individual strategies rather than just that of linguistic and logical learners, every individual will be able to use their strengths while problem solving. They will also be able to see other ways in which they can go about solving problems if what they are the most comfortable with is not working for them.