My oh my, or should I state MI. For many years I have known of the primary four means of learning and today I had an eye opener; the concept of nine intellegence catagories which seem to me to better streamline and delineate how learning actually works. In the old school learning I would be visual with kinestetic notes, now I see myslef as interpersonal, visual and logical. And it is me, it is how I learn. Had I known this many years ago life would have been so much easier. Take mat for example, I really suck at math, but I problem solve extremely well and quick. Does the development of these Multiple intellegences stem from life experiences or does it establish how we experience life?

Just as a brand new nickle is extremely shiny, so is everything when it comes to processing the intake of something new. Your brain seeks means by which to intrepret the data into usable knowledge, this is usually done through association with an already known element. Take for example the title of this topic discussion "too shiny", many of you immediately thought of the movie Rainman as the image of Dustin Hoffman stating that line is an example of episodic memory. It was neither formally presented or required, yet you learned it anyway. To me, it becomes easier to remember episodic memories as an episode of something you have lived through or witnessed. Yes this also covers your "high school education" as well as you may have survived it, yet the elements do not seem so easy to recall. Does anyone really remember having fun in high school geometry? This might be a key to finding out how you recall things.

Career college students are relevancy-oriented.Students time is very valuable and if they feel that you are wasting their time they will loose trust in the course and the instructor. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. I incorporate a Powerpoint project in which the students tell about their favorite career in the foodservice industry.

Mnuemonic allows the student to recall informationa for longer periods of time. It is a good way to help the adult learner learn and use course inofrmation. I like the use of examples that share the use of acronym and acrostics. Vernise

In the section about the history of critical thinking, discoveries such as fire are touted as the beginning of the critical thinking process. What about when humans started making tools? What about animals who have developed tools? Can animals think critically?

Using all resources available to maximize students learning in the classroom and lab are very beneficial for the the student and the instructor also. What channels would you suggest will be helpful in assisting students in their learning efforts? How can this help meet the needs of the students learning ability? Vernise

Using mutltiple intelligence is very advantageous for our student to have a positive learning experience. The three dominant intelligence are: 1. Logical Mathematical 2. Verbal Linguistic 3. Visual Spatial These in ML"s if used in the right content can be used as instruments to maximize the students learning abilites and help them to achieve their career goals. Vernise

In my experience, critical thinking is understood and practiced (or not) differently among different ages of students (my classrooms are typically a mixture of older, returning students and younger, early twentysomething students). However, the differences are difficult to predict, and defy conventional stereotypes. Older students are no more or less likely to be skilled in this than the younger ones. I'm convinced that the students' previous educational experiences are the most important variable. Often, it is quite difficult for me to know how well-versed a student may be in critical thinking until the work starts coming in. What are some sound ways of measuring proficiency in this area early in the course?

One area that I believe that critical thinking is nmost effective in is problem solving. Some students have never been exposed to effective techniques for solving problems so they end up in conflict. A critiacl approach to problem solving can help one to successfully navigate the problem areas in life.

As I go forward from this course I will definetly take multiple intelligences into consideration. As a medical lab professional, I see that in some instanced the tech needs the ability to have more than one intelligence. As an instructor, I know that I have to use this knowledge to better teach students as indidviuals.

One may imagine that they are a critical thinker and are in error. Thoughts can come from many places and never be diciplined or even analytical. In the systemn that I work in, students are not always critical thinkers. This is indicated because of the decisions that they make. Using critical thought process can increase one's potential for a successful outcome.

visual learning is significantly increase long-term retention and make learning more understanding.

I have seen some students use numbers to create a "numeric acronym." Some students can retain a series of numbers that remind them of a list of items to be learned.

Student sometimes have unrealistic expectations of career education. For example, students who watch TV crime shows may think police are constantly shooting guns. A criminal justice student will learn that the real expectation is doing accurate paperwork. Career education will help students focus on facts, not fiction.

Howard Gardner’s work on multiple intelligences has been widely accepted, practiced, and preached for several generations. Yet, we still pretty much boil things down to a math score and verbal score. Soon, I hope, through technology we will add music, visual arts, and even web cam motion to our tests of students. I wish we would develop testing that does it all.

I’ve always been fascinated with memories my mind keeps. I have vivid episodic memories dating back to the time I was about 2-years old. I remember seeing John F. Kennedy as his motorcade drove past my elementary school. I remember seeing Lee Harvey Oswald being shot on TV. Using memories such as these, I have found storytelling to be an effective tool in the classroom. By sharing personal episodes, my students can compare my experiences with their own.

Skill building is important in writing classes. You build a sentence, a paragraph, an essay. Teaching writing as a scientific method, as an equation of sorts will alway help the students that say "Oh, I can't write". If they feel they can connect with the entry point of the course, then they feel they have a chance to succeed.

A discussion about the uses of a writing class and how it can do more than just improve their career picture is a must for my classes. Making it relevant to their personal lives (i.e. improving communication and expression) really clears the way for them to make the personal connections with the material.

This for me is the fun part of learning about my students. I think the best way to introduce this into one of my writing classes is to have them tell three different stories about their lives. Two where they have succeeded and one where they have failed.

I teach English/Writing classes, and when I find myself teaching a class with a lot of tactile learners, we always tend to teach language as a series of knowledge blocks constructed the correct way. What might be a better way to go about teaching students writing that learn things this way?