Chapter 12

The chapter begins discussing memory. Much like educating, memory is directed by the various MIs and therefore should be handled in much the same way. Students learn certain ways, so its discussed that we shouldn't expect them to also remember in only one way. If a student is, for example, a logical mathematical thinker, chances are logical mathematical methods will benefit the student in remembering the material it helped them to learn. These MIs can also help with problem solving situation. For example a student with visual intelligence as a major one in their life may be good at using imagery to help understand a word problem. The idea of intelligences moved sitll further in cognition to looking for "Christopherian Encounters". Now although who Christopher Columbus was isn't important, the concept here is that looking beyond normal bounds.
What we saw in this reading... well beyond the fact that using Columbus as a role model in any way we saw was a very very bad idea... that this can be very useful in the classroom. In a culture where standardize testing is becoming increasing popular and mandated, helping students learn the required material is good but so is teaching them how to remember and apply it in testing situations.