I will pay for the following article MI and Promoting Higher-Order Thinking. The work is to be 3 pages with three to five sources, with in-text citations and a reference page.

I will pay for the following article MI and Promoting Higher-Order Thinking. The work is to be 3 pages with three to five sources, with in-text citations and a reference page. The specific intelligences function in the context of the environment. Hence, it is important to have a proper understanding of the capacities that are central to the various types of intelligence. Continuing research by several scholars in the field has been unraveling the implications of the theory for education generally, and higher-order thinking in particular. Higher-order thinking (HOT) essentially is a manipulation of knowledge and ideas involving synthesis, generalisation, explanation, hypothesis, conclusion or interpretation that will result in solving problems or achieving new discovery and understanding. As opposed to lower-order thinking which is promoted when pre-specified knowledge is imparted, and procedural routines are adhered to and followed. Even complex activities are performed by reproducing knowledge in a rote fashion. The key to higher-order thinking is thinking beyond memorizing and restating facts. According to Armstrong &nbsp. (2000), “………..for whatever you wish to teach, link your instructional objective to words, numbers or logic, pictures, music, the body, social interaction, and/or personal experience.” The students should be introduced to the notion of concepts to be able to distinguish the different types including concrete, abstract, verbal, nonverbal or process concept. For example, students with a poorly developed logical and mathematical intelligence need to be provided with verbal explanations of the math problems and procedures rather than merely working the problems repeatedly. Connecting the concepts leads to HOT.