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**//Abstract//**- Jordan
In Chapter 12, "MI and Cognitive Skills," Thomas Armstrong explains how the theory of multiple intelligences can benefit students' cognitive skills, such as [|memory] and problem solving. Armstrong begins by showing the reader an example of how students can learn and memorize spelling words based on the intelligence they display. For instance, a student who is more musical, can sing the words; a students who displays a bodily/kinesthetic intelligence can transform the words into specific movements; and a student who displays a spatial intelligence can visualize the words. Problem solving strategies are often thought to be associated directly with only the logical/mathematical intelligence, but Armstrong describes a number of different strategies to problem solve within each of the eight intelligences. A person who exhibits a linguistic intelligence can problem solve by thinking out loud; someone exhibiting a naturalist intelligence can relate the problem to nature, and so on. In this chapter, Armstrong also discusses the connection between Gardner's Theory of Multiple Intelligences and [|Bloom's Taxonomy]. The reader is provided with a chart, to better understand how each of the eight intelligences can be incorporated into each of the six facts of Bloom's Taxonomy.

**//[|Synthesis]//**
The most common theme that I found throughout the classes reflections, was how great the examples given relating memory and each of the eight intelligences was. Helping students retain information for extended periods of time can be an issue, but it is agreed that these examples can help with that. If students are educated about study strategies related to the intelligence they display, information may be retained longer.

Rachel B.
This chapter focused on cognitive skills students use in school. Memory, an important cognitive skill, was defined and described in this chapter because of its importance among student, emphasizing that “remembering” is a common problem among students. In this chapter author Armstrong discussed the point that many teachers become frustrated with students who can’t remember some or a great deal of the topics discussed in the classroom. What is important as a caring teacher, knowledgeable teacher is the fact that it may not be these students’ faults. It is not necessarily that they are not trying or not paying attention, they may just not remember because of the type of intelligence you’re having them use in regards to bring those memories back. Teachers need to use different methods to teach students, and to help them remember. I will use this tip in my classroom.

Jen T
Stupid.

Rachel F.
Chapter 12, //MI and Cognitive Skills//, focused on the most important cognitive skills students utilize in school. The first one is memory, which is still a common problem among students. Teachers get frustrated with students who can’t remember a lot of the topics that are discussed in classrooms but what teachers don’t realize is that it’s probably their fault. MI theory constantly and continuously emphasizes that there are tons of different learners out there so wouldn’t there automatically be different thinkers. If teachers are only encouraging linguistic and logical ways of remembering, those students who are weak in those intelligences will run into problems. If teachers teach their students many different methods of remembering that involve all the multiple intelligences then they will be amazed at how much better their students remember things. Students can also use any of the intelligences to problem solve. Whether it is music that helps them come to solutions or getting up and jumping, students can use any and all of the intelligences to help them in any way. The intelligences are remarkable in that they can be applied in so many different perspectives.

Courtney
This chapter ties MI to cognitive skills in memory, problem solving, misconceptions, and blooms taxonomy. I really like how MI was applied to memory because everyone remembers in a different way. Personally I have more of a visual memory especially when it comes to school, either i like to have a picture or diagram I can keep and store in my head, or just visualize the answer to a question in some way. During tests I like to close my eyes and I can visualize what I had studied. Problem solving can be used in a visual way as well by simply knowing a process and then envisioning it in your mind. Once a student is introduced to the different ways the intelligences can help them to better their memory or solve a problem they can use that approach themselves. The chapter then goes on to explain how students come out of school with so many simple misconceptions and these can be avoided by using the eight intelligences. This can be done by bringing learning to a higher level and not letting them run astray on the simple but most important ideas. Last is bloom's taxonomy directly relating to MI where they can work hand in hand to create a way to learn.

Geoff
Chapter 12 of //Multiple Intelligences in the Classroom// applies MI to a new situation, like many other chapters in this book. This time, MI is applied to students’ cognitive skills. Similar to other chapters, Armstrong stresses the fact that there is more to intelligence than the often-stressed linguistic and logical-mathematical intelligences. Therefore, there is more to memory and problem solving that we keep from rising to the surface by not differentiating instruction. Like other chapters in the textbook, this chapter features some really useful charts and organizers; I really like the chart on integrating MI Theory with Bloom’s Taxonomy, because it shows us the application of each facet of Bloom’s higher order thinking skills within each individual intelligence. I think this chapter goes well with chapter 7 of UbD/DI, which discusses “uncovering” rather than “covering” content. These chapters tell us that we need to help students create their own meanings; this can not be done without the higher thinking skills stressed by Bloom’s Taxonomy and the Six Facets of Understanding, and sense there is more to intelligence than reading, writing and math, we need to cultivate these skills to students will all different combinations of intelligences. All of these things come together to stress the importance of differentiated instruction.

Stephanie L.
Chapter 12 of MI is all about using the MIs and cognitive skills together. This chapter gives great examples of how to incorporate each of the intelligences into each of Bloom's "six levels of educational objectives" on pages 118 and 119. This helped me for a couple of reasons. First, it made it easier for me to understand each piece of the Bloom's Taxonomy. When I first read about them, they all seemed relatively similar to me. Now that I have seen how each level can be combined with each of the multiple intelligences, it is much easier for me to tell the difference. This example focuses on trees but could easily be adapted for any topic. Second, this chart adds to my list of ways to incorporate multiple intelligences into the classroom. Reading the chapters in this book has made it so much easier to come up with ideas for the "T" of "WHERETO" that we have to do for each of our lessons. I never realized how many different ways MIs can be incorporated into the classroom and how easy it really is. Thanks, MI. Thanks for making my life easier! *cue corny music*

This chapter focuses on how MI theory can be applied in the classroom to help students improve their cognitive skills, such as memory and problem solving. If students have a strength in a certain area, then teachers should help students to use that to their advantage. I really like this idea -- I wish I had been given the option of other ways to complete an assignment that worked for me; maybe if I was not mathematically inclined, the teacher could have provided some alternative to help me view the concept in a more linguistic way. This will be very important in my classroom, because I will work to incorporate alternative teaching methods and assignments into my curriculum.

Jen P.
This chapter is a gold mine for ideas about memory. I am someone who has trouble remembering things, and I am sure many of my students will too. I love the idea of singing things to help remember them, mostly because I have tried it and it works. Some great examples for my classroom might be songs that soldiers sang, campaign slogans, or parts of famous speeches. I also liked the Interpersonal Intelligence approach where everyone contributes to the lesson (spelling words according to the book) and what is learned depends on each person. This approach could be really fun because, when spelling words (or putting together slogans, ideas, phrases, and test reviews), it sounds random. People can be arranged in a way so that students do not know where the next piece is going to come from, so they really need to pay attention to hear it. I am so glad for this section, let alone the whole chapter!

Sara
MI can be linked to cognitive development. For memorization it is fairly easy to apply the MIs. Such things as putting key facts to music, or thinking of spelling as a mathematical formula can appeal to different intelligences and aid in cognitive development. In the Christopherian encounters theory it is thought that by taking children into areas where there are contradictions and differences with their thinking that they will ultimately understand the concept in even more depth. Students need to constantly challenge their knowledge. I think this is a great teaching tool and I always enjoyed it when a teacher made me question everything I already knew!

Megan
This chapter focused on memory and problem solving. I think it’s really important to help students remember the content not just memorize it. This chapter gave some good ideas but every example regarding memory kicked off with “spelling words can be…” and then finished with sung, visualized, etc. There are so many techniques that incorporate MI in order to help you with memory. It would have been nice if more examples were given then just ones using spelling. But I do agree that using someone’s primary MI does help them remember material (not just memorize it). When I took anatomy last May, my class had to learn all of the origins, insertions, and functions of the muscles. Most of classmates attempted to memorize the material. However, I am more of a bodily-kinesthetic/musical person so I made up dance moves to help me remember the muscles and all the information I needed to know about them. In the end I aced my tag because I knew the material, however, I’m sure I looked ridiculous while I took the test.

Jordan
I found the very first section of this chapter to be the most helpful to me. Here, Armstrong describes different techniques that students can use to improve retention of information as related to their dominant intelligences. For example, when learning spelling, the words can be sung to any familiar tune for students who are more musical, words can be translated into specific body movements for those who are kinesthetic, or coding the spelling words for those who are more logical or mathematical. I feel like students today only focus on memorizing material for a test and then automatically forget it when the test is through. Showing the students multiple memory retention strategies, as related to the eight intelligences, can help them hold on to the information longer and maybe find some true meaning in it all.

Tracey Hollingsworth
Chapter 12 - MI & Cognitive Skills This chapter addresses ways which multiple intelligence theory can help develop cognitive skills. The first area of interest was about teaching to the student so they retain the information. We may think that a student has a terrible memory but it may only be due to us, as teachers, focusing on a certain intelligence. The chapter gives great ideas on how to help the students retain the information by teaching to their intelligence. In this chapter, Armstrong also mentions problem solving and Christopherian Encounters that challenge and push students. Christopher Columbus thought that the world was not flat and sailed "over the edge" to prove that it was round. As educators, we should encourage students to expand their minds and challenge their preconceived notions, just as Christopher Columbus challenged the common beliefs of the time. Overall, the chapter provides some in-depth insight on ways in which cognitive abilities are affected by the multiple intelligences and shows that the eight intelligences affect EVERY aspect of learning.

John
In this chapter Armstrong lays the cognition on pretty heavy. It is as if this chapter is designed to justify yet another way in which multiple intelligences can be used in the classroom. In the beginning of the chapter, he lists the 8 intelligences and comes up with ways in which students who are strong in each respective may use their intelligences to help them memorize information. All of this is well said, I believe, mostly because he has used the same subject, spelling words, for all the intelligences. While I would normally complain that trying to get students to memorize information (no matter their technique) memorization is not application. By using spelling as an example, it seems that Armstrong may be onto something. For other applications, it must be up to the instructor to use their creativity to make sure the information is actually retained.

