1.6. LOGO

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1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) 1.6. Logo and T-shirt A logo is your face.It is how you are recognised. It reflects your personality, your values and principles. A logo design establishes your identity.Your logo creates your image. Logotipo zure aurpegia da. Aitortzen zaitu. Zure nortasuna, zure balioak eta printzipioak islatzen ditu. Logotipoaren diseinuak zure identitatea ezartzen du. Zure logotipoak zure irudia sortzen du.

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4.3. WORK EVALUATION / LANAREN EBALUAZIOA Prozesua eta Ikaskuntza ebaluatzen da. Ebaluazio-irizpideen betetze-maila egitarazten da eta Ikasleen parte-hartzea(autoebaluazioa eta koebaluazioa) ezinbestekoa da. Fase hau amaitzeko, beharrezkoa da ikasleek lortutako emaitzaren eta ondorioen berri emango duten jarduerak egitea. Proposatutako ataza burutu ondoren, komeni da ikasleek ebaluazio prozesuan (autoebaluazioa eta koebaluazioa) parte hartzea; izan ere, prozesu horiek lagunduko diete honako hauek egiten: • Burututako prozesuaren eta esperotako emaitzaren arteko aldeez jabetzen. • Ebaluazio-irizpideak barneratzen. • Esperotako emaitzaren hainbat ikuspegiren arteko aldeak ikusten. • Akatsak kudeatzen eta haiek hobetzeko eta gainditzeko ekintzak planifikatzen. 4.3.1. DESIGN THINKING CONTENTS Design Thinking Contents knowledge suggests how it can be fostered and evaluated. Design thinking can be developed through the purposive selection and sequencing of design problems as well as through the reflection and understanding of design contents. These processes can also support the long-term development of the desired dispositions to engage in design work. The development of design thinking can also be supported through a multi-prong approach where design perceptions, design processes, and design outcomes are being evaluated.

4.3.1. DESIGN THINKING CONTENTS

4.3.1. DESIGN THINKING CONTENTS

4.3.1. DESIGN THINKING CONTENTS

4. APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA 4.2.3. Build a Question Guide A good feedback conversation is a mix of spontaneous reactions to your prototype as well as structured questions designed to compare various peoples’ opinions about the same topic. Prepare a question guide that helps you navigate both sides.

4.2.3. BUILD A QUESTION GUIDE

4.2.3. BUILD A QUESTION GUIDE

4.2.3. BUILD A QUESTION GUIDE

4. APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA 4.2.2. Select Feedback Participants 4.2.2.3. Plan Interactions and Logistics Discuss how to improve your prototype and capture ideas for a next iteration immediately.

4.2.2.3. PLAN INTERACTIONS and LOGISTICS

4.2.2.3. PLAN INTERACTIONS and LOGISTICS

4.2.2.3. PLAN INTERACTIONS and LOGISTICS

4. APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerak eta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez ohartarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.2. GET FEEDBACK / IKASITAKO KOMUNIKATZEA 4.2.1. Identify Sources of Feedback Feedback is one of the most valuable tools in developing an idea. Sharing prototypes helps you see what really matters to people and which aspects need improvement. 4.2.2.1. Feedback Report Feedback is one of the most valuable tools in developing an idea. Sharing prototypes helps you see what really matters to people and which aspects need improvement.

4.2.2.1. FEEDBACK REPORT

4.2.2.1. FEEDBACK REPORT

4.2.2.1. FEEDBACK REPORT

4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.1. MAKE PROTOTYPES 4.1.8. INVITE PARTICIPANTS 4.1.8.2. Write a Questionnaire A good feedback conversation is a mix of spontaneous reactions to your prototype as well as structured questions designed to compare various peoples’ opinions about the same topic. Prepare a question guide that helps you navigate both sides.

4.1.8.2. WRITE A QUESTIONNAIRE

4.1.8.2. WRITE A QUESTIONNAIRE

4.1.8.2. WRITE A QUESTIONNAIRE

4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.1. MAKE PROTOTYPES 4.1.3. Diagram It is a diagram that shows all possible logical relations between project´s ideas.

4.1.3. DIAGRAM

4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.1. MAKE PROTOTYPES 4.1.2. Storyboard It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.1. MAKE PROTOTYPES 4.1.2. Storyboard It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, Write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4. EXPERIMENTATION / APLIKAZIO eta KOMUNIKAZIO FASEA Integratzeko jarduerak, erlazioen ezarpena eta planteatutako egoeraren interpretazio globala. Egindako lanaren emaitzak eta ondorioak komunikatzeko jarduerak. Ikasitakoan sakontzeko jarduerakmeta ikasteko erabilitako estrategiez eta eskuratutako trebetasunez kontuarazteko jarduerak. Fase honetan, amaierako emaitza komunikatu eta zabaltzen da. Emaitza horrek emango dio irtenbidea hasierako arazoari. Une honetara arte egindako lanak aukera ematen du ezagutza eskuratzeko, kasu gehienetan, analitikoa izan ohi dena. Horregatik, fase honetan integrazio-jarduerak egin behar dira; planteatutako egoerarekiko erlazioak eta haren interpretazio globala egin behar da. Experimentation brings your ideas to life. Building prototypes means making ideas tangible, learning while building them and sharing them with other people. Even with early and rough prototypes, you can receive a direct response and learn how to further improve and refine an idea. 4.1. MAKE PROTOTYPES 4.1.2. Storyboard It is a comic strip. Each block has a picture with an action and a line or two of dialog. You can draw pictures, type or handwrite a description of the action in the blocks below. For each action, Write a script or summarize the action for your characters. If you need more storyboard pages, make copies of the storyboard frames below.

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

A logos is the "face" of your team. It shows your identity, and through colors and fonts and images it provides essential information about your team and allows students to identify your team. Logotipoak zure taldearen "aurpegia" da. Zure nortasuna erakusten du, eta koloreak eta letra-tipoak eta irudiak erabiliz, zure taldeari buruzko funtsezko informazioa ematen du eta zure taldea identifikatzeko aukera ematen du. - Design Your Team's T-shirt. It Must Include The Following Items: Team´s Name Logo Signatures 1. MULTIPLE INTELLIGENCES 1.6. Logo ans T-Shirt

1.6. T- SHIRT

Logotipo zure aurpegia da. Aitortzen zaitu. Zure nortasuna, zure balioak eta printzipioak islatzen ditu. Logotipoaren diseinua zure identitatea ezartzen du. Zure logotipoa zure irudia sortzen du. A logo is your face.It is how you are recognised. It reflects your personality, your values and principles. A logo design establishes your identity.Your logo creates your image 1. MULTIPLE INTELLIGENCES 1.6. Logo and T-Shirt

1.6. LOGO EXPLANATION

2.2. CRETATE A PROJECT PLAN

2.2. CRETATE A PROJECT PLAN

2.2. CRETATE A PROJECT PLAN

2. GETTING STARTED / HASIERAKO FASEA Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira. Arazo-egoeraren ezaugarriak hauek dira: • Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da. • Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea. Helburuak honako hauek dira: 1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea. 2. Modu argian jakinaraztea zer helburu lortu nahi den. 3. Zer lan-mota egin behar den . 4. Baliabideak aurreikustea. ------------------------------------------------------------------------------------------------------ Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns. In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula. The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning. 2.3. PROJECT DESCRIPTION A clearly defined challenge will guide your questions and help you stay on track throughout the process. Write a short brief that clarifies the challenge you plan to address. Write it as if you were handing it to someone else to design with. Capture thoughts on why this is a problem, and what the opportunity for design will be.

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2. GETTING STARTED / HASIERAKO FASEA Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira. Arazo-egoeraren ezaugarriak hauek dira: • Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da. • Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea. Helburuak honako hauek dira: 1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea. 2. Modu argian jakinaraztea zer helburu lortu nahi den. 3. Zer lan-mota egin behar den . 4. Baliabideak aurreikustea. ------------------------------------------------------------------------------------------------------ Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns. In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula. The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning. 2.3. PROJECT DESCRIPTION A clearly defined challenge will guide your questions and help you stay on track throughout the process. Write a short brief that clarifies the challenge you plan to address. Write it as if you were handing it to someone else to design with. Capture thoughts on why this is a problem, and what the opportunity for design will be.

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2. GETTING STARTED / HASIERAKO FASEA Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira. Arazo-egoeraren ezaugarriak hauek dira: • Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da. • Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea. Helburuak honako hauek dira: 1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea. 2. Modu argian jakinaraztea zer helburu lortu nahi den. 3. Zer lan-mota egin behar den . 4. Baliabideak aurreikustea. ------------------------------------------------------------------------------------------------------ Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns. In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula. The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning. 2.2. FRAME Rewrite the problem statements into “how might we” questions in order to frame the problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.

2.2. FRAME

2. GETTING STARTED / HASIERAKO FASEA Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira. Arazo-egoeraren ezaugarriak hauek dira: • Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da. • Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea. Helburuak honako hauek dira: 1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea. 2. Modu argian jakinaraztea zer helburu lortu nahi den. 3. Zer lan-mota egin behar den . 4. Baliabideak aurreikustea. ------------------------------------------------------------------------------------------------------ Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns. In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula. The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning. 2.2. FRAME Rewrite the problem statements into “how might we” questions in order to frame the problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.

2.2. FRAME

1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) 1.4. Share Who You Are Spend time as a team getting to know each other. Make this a casual and friendly experience. Give everyone a few minutes to write down his or her skills in Post Its , then share back with the team. After this exercise, write down each member's biography.To write a biography it is important to share how are you and in what intelligences are you good and bad. Pasa ezazu denbora elkarren ezagutzen. Egin esperientzia atsegina eta inoizkakoa. Eman diezaiokezu minutu batzuk bere Post-en gaitasunak idazteko, gero taldearekin partekatzeko. Ariketaren ostean, idatzi kide bakoitzaren biografia. Biografia bat idazteko, oso garrantzitsua da nola eta zertan ari zaren inteligentea eta txarra zarela partekatzea

1.4. SHARE WHO YOU ARE

1.4. SHARE WHO YOU ARE

1.4. SHARE WHO YOU ARE

1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) 1.2. Multiple Intelligences Survey Multiple Intelligences is Howard Gardner's psychological theory about people and their different types of intelligences (logical, visual, musical, etc.). This test will help you discover your strongest types of intelligence and how these types helps you to learn.

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) 1.2. Multiple Intelligences Survey Multiple Intelligences is Howard Gardner's psychological theory about people and their different types of intelligences (logical, visual, musical, etc.). This test will help you discover your strongest types of intelligence and how these types helps you to learn.

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1. Multiple Intelligences The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) 1.1. Guide Hau da adimen anitzak garatzeko gida / This is a guide to teach through Howard Gardner´s 8 intelligences

1.1. MULTIPLE INTELLIGENCES GUIDE

1.1. MULTIPLE INTELLIGENCES GUIDE

1.1. MULTIPLE INTELLIGENCES GUIDE

More from Eguzkitza LHHI (20)

4.3.1. DESIGN THINKING CONTENTS

4.3.1. DESIGN THINKING CONTENTS

4.3.1. DESIGN THINKING CONTENTS

4.2.3. BUILD A QUESTION GUIDE

4.2.3. BUILD A QUESTION GUIDE

4.2.3. BUILD A QUESTION GUIDE

4.2.2.3. PLAN INTERACTIONS and LOGISTICS

4.2.2.3. PLAN INTERACTIONS and LOGISTICS

4.2.2.3. PLAN INTERACTIONS and LOGISTICS

4.2.2.1. FEEDBACK REPORT

4.2.2.1. FEEDBACK REPORT

4.2.2.1. FEEDBACK REPORT

4.1.8.2. WRITE A QUESTIONNAIRE

4.1.8.2. WRITE A QUESTIONNAIRE

4.1.8.2. WRITE A QUESTIONNAIRE

4.1.3. DIAGRAM

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

4.1.2. STORYBOARD

1.6. T- SHIRT

1.6. LOGO EXPLANATION

2.2. CRETATE A PROJECT PLAN

2.2. CRETATE A PROJECT PLAN

2.2. CRETATE A PROJECT PLAN

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2.3. PROJECT DESCRIPTION

2.2. FRAME

2.2. FRAME

1.4. SHARE WHO YOU ARE

1.4. SHARE WHO YOU ARE

1.4. SHARE WHO YOU ARE

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1.2. MULTIPLE INTELLIGENCES SURVEY

1.1. MULTIPLE INTELLIGENCES GUIDE

1.1. MULTIPLE INTELLIGENCES GUIDE

1.1. MULTIPLE INTELLIGENCES GUIDE

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1.6. LOGO

1. A logo is your face.It is how you are recognised. It reflects your personality, your values and principles. A logo design establishes your identity.Your logo creates your image