Immersed in a land where there are so many different educational theories in the teaching universe created by so many theorists, predominantly male ones may I add, learning the MI theory by Howard Gardner was one of the best things I could ever learn because it made me very cognizant of my delivery and approach in different classes with different students. Personally, I feel this theory works seamlessly in conjunction with differentiated instruction and I feel it is when you lead a student to how they learn best that they actually will. So many students get discouraged so easily because they "studied" but it didn't work. They sat on their bed with the tv in the background, their text messages ringing endlessly and they stared at the book for 4 hours, so they therefore must do well on the test because they "studied." Or they then try the study methods of their classmates, like the ever challenging note cards. Kinesthetic learners use these so often, but after writing them out they never use them kinesthestically, and wonder why they don't work. But as educators, when we know the theories behind the practice, we can help guide our students into the right study and note taking practices that can best benefit them by understanding how they learn best. Students strong on Gardner's musical category seem amazed by the suggestion to sing their notes to their favorite song, or turn it into a rap, or to play reinforcing music in the background while studing. Personally I feel learning this theory was the most important of my career thus far, and if you can't tell by now, I certainly buy into the concept!

Many students have been out of school for many years that is way I feel the need to pre-test my students so it will give me a better idea, of what direction I might have to take with some of my slower based students.

As a instructor you must pre-test the students and it will help you assess your student's.

My personal way of thinking,that intelligence is something that is groomed.

In a classroom setting we will always have people who learn by seeing, hearing and doing. I incorporated all three methods in my classroom setting to ensure I will reach all my students J. Young, MBA

Are tutoring sessions considered to be a form of scaffolding?

Is it okay to review for the tests that the students are about to take? I find this a common feature with the different groups of students that i have had.

When talking about multiple intelligence, is that similar to what is referred to as "right-brained and left-brained" in psychology? I noticed you spoke about the lobes of the brain and what abilities each of the lobes is dominant in.

Is working memory also referred to as procedural memory? I am asking because long term memory is sometimes divided into semantic, procedural and episodic memories.

Technical resources is what i have used from time to time to allow students to look up the topic of discussion on their mobile devises and i then go around the room to discuss their findings and then as a class we analyze the results, then apply our daily recipes to what they found and problem solve so we can find a solution. I then ask them to compare the technique to their own cooking skills. The next lecture day everyone does a self assessment of what worked and what did not.

I like to problem solve situations or topics of discussion that utilizes bodily kinesthetic intelligence. Often times i will dicuss a subject matter like making a hollandaise sauce. As i am asking for methodology by thinking ahead of what is the next step would be. My students are now asked to become involved in critical thinking and problem solving for the final outcomes. I then even go farther by asking them how to fix this sauce after it has broke. I love this exercise as it really gets them to think for themselves.

I found the area of discipline interesting in regards to my students. I had to stop and wonder what may be the intent of their education. Is it to acquire knowledge or get the grade needed to pass the class? Through my experience as an Instructor I always ask my students questions about the chosen topic and they allbow their heads hoping thatI will not make eye contact and pass them up. I then call on each of them to contribute. It is frustrating for me because I feel if they participated and conversed the class would be more interesting and fun. I do however have one student that is always prepared and does answer all of the questions. I feel he is losing out and he is taking this class as an elective. How do I engage them more and get them to prepare for class?

How do we expose students to "problem solving" skills in such a way that they experience success when they have little or no critical thinking ability? In addition, many student base their answer upon their opinions. When challenged with the "questioning approach", many shut down and refuse to explore any other possibility than their own.

The first thing that pops into my mind about this topic is the customers perspectives. I often use this exercise in the classroom for my students to think ahead of what the customer reaction will be when you cook a meal improperly to them. How will the customer react and how would you problem solve this senario. I find that by using open question and probing others input is a great tool for problem solving.

Critical thinking seems too simple for most where the student has to apply common sense to their surroundings. I teach in the culinary arts and often times my students get caught up in the moment and forget what comes natural to them. I find that those individuals who think for themselves, rather than their fellow classmates over comes these obstacles.

I have only 10 hours of time with my students, spread evenly over four consecutive days. Can you recommend your favorite techniques for accomplishing some of the goals described in this module within such a short exposure setting? Thanks.

What are your thoughts on the use of novel course content on pretests? I like the idea of giving the students the sneak peek at what's to come, and an opportunity to synthesize what they've learned in previous courses to successfully answer questions they've never been asked before. But this also seems to pose a threat to student confidence. Do you a have a favorite approach? Thanks.

Do you recommend spending class time on an effort to help students identify their own learning preferences? Thanks, Stephen

... are not processes. It is difficult to have confidence in the value of material that contains factual errors. Can you please indicate any and all similarly mistaken information presented in this module so I can be sure to delete it? Thanks! :-)

...Another result of our dependence on technology. We are creating a world where we can't really interact in personal situations. Facebook, My Space, that space and all spaces keep us from experiencing real emotional connections. Interpersonal communication is going to be lost in the cyberspace of technology--why, I've even heard that, now, when young people want to 'date'...they do it via a text message...How can you hear the intonations, or the expressions of a human voice like this?? Has anyone read E.M. Forster's "The Machine Stops"? This short story was written in 1909 and he hits the nail on the head of what we are eventually heading to...check it out sometime. It's quite revealing about our very culture today. No wonder we can't think critically or any other way...we have machines to think for us...including our not so smart phones...wouldn't have one if it was free!