This chapter reflects on the role of MI theory in various cognitive skills. If someone claims to have a bad memory, it may just be that they have been trained in only linguistic or logical memory techniques and their strengths are in kinesthetic or spatial intelligences. It they are taught to visualize a word or act out a poem then they might have better luck retaining the information in their long term memory. The same can be said for other cognitive skills like problem solving, and thinking beyond the surface of a subject and facing misconceptions. When combined with Bloom’s Taxonomy, MI can provide a useful framework for helping me differentiate instruction in order to deepen student thinking and understanding.
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