How can i use my child's mi

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How can i use my child's mi

  1. 1. How can I use my child strength in a particular Intelligence for accelerated learning?
  2. 2. Using Verbal Intelligence <ul><li>The key is to </li></ul><ul><li>put it in your OWN WORDS </li></ul>
  3. 3. Verbal: Use Writing <ul><li>Writing questions (as many) on the topic </li></ul><ul><li>Answering the (above) questions </li></ul><ul><li>Writing crazy answers to (above) questions </li></ul><ul><li>Writing article on the topic </li></ul><ul><li>Writing stories, myths, funny reports etc. </li></ul><ul><li>Writing letters or emails to friends or pen pals and discussing the topic in it. </li></ul><ul><li>Keeping a journal or diary of learnings </li></ul><ul><li>Writing about the topic in the form of poetry or song </li></ul><ul><li>Word games involving the topic like crosswords, word jumble etc. </li></ul><ul><li>Use worksheets, blank comic strips etc </li></ul><ul><li>Write reviews, views and opinions </li></ul><ul><li>Collect stories from newspapers, magazines and web related to the topic </li></ul><ul><li>Create a new language to communicate the concept </li></ul><ul><li>Write your own definitions </li></ul>
  4. 4. Verbal: Use Listening <ul><li>Listening to others talk about it </li></ul><ul><li>Listening to audio recording of teacher </li></ul><ul><li>Listening to an audio book </li></ul><ul><li>Listening to his own voice recording </li></ul><ul><li>Listening to radio or TV or podcasts </li></ul>
  5. 5. Verbal: Use Talking <ul><li>Discussing the topic with an adult or with another child </li></ul><ul><li>Debate by each taking relatively extreme stance on the topic </li></ul><ul><li>Speech or presentation by the child </li></ul><ul><li>Creating and telling a story around it </li></ul><ul><li>Reading it into a recorder (preferably use your computer as a recording device) </li></ul><ul><li>Role playing </li></ul><ul><li>Drama </li></ul><ul><li>Puppetry </li></ul><ul><li>Narration </li></ul>
  6. 6. Verbal: Use Reading <ul><li>Reading different aspects about the topic from different sources </li></ul><ul><li>Reading trivia about the topic </li></ul><ul><li>Reading aloud to others (or to recording device) </li></ul>
  7. 7. Using Musical Intelligence <ul><li>The key is to </li></ul><ul><li>let music drive my senses </li></ul>
  8. 8. Music: Pre Recorded <ul><li>Play Music - In the background – when child is working & learning </li></ul><ul><li>Play Music – to stimulate </li></ul><ul><li>Play Music - When feeling down </li></ul><ul><li>Play Music - When feeling great </li></ul><ul><li>Link music to concept or concept to music </li></ul><ul><li>Play Music to inspire and build confidence </li></ul><ul><li>Relate sounds around me to the topic </li></ul>
  9. 9. Music: Create <ul><li>Create song on the topic </li></ul><ul><li>Create a rhythm to the topic </li></ul><ul><li>Sing the topic & its component (typically use a known song as parody) </li></ul><ul><li>Give music to a story, play or puppet show on the topic </li></ul><ul><li>Play an instrument while you think, remember and learn topic </li></ul><ul><li>Create a presentation about the topic with specific music to stress the main points </li></ul><ul><li>Create a musical summary of the topic </li></ul><ul><li>Do memorization (wherever required) in musical formation – for eg.: singing the multiplication table or biological terms or periodic table </li></ul><ul><li>Play with the topic musically </li></ul>
  10. 10. Using Logical Intelligence <ul><li>The key is to </li></ul><ul><li>recognise, apply and crate relationships between objects </li></ul>
  11. 11. Using Analysis <ul><li>Use observation </li></ul><ul><li>Use experimentation </li></ul><ul><li>Encourage enquiry & investigation. </li></ul><ul><li>Do cause – effect analysis </li></ul><ul><li>Build Hypothesis and then test it out (eg: predict what would have happened to a civilization in history and then read what actually happened) </li></ul><ul><li>Put things in order </li></ul><ul><li>Do systematic evaluation </li></ul><ul><li>Grab and analyze numbers involved with the topic </li></ul><ul><li>Create Problem Solving Challenges and projects with respect to the topic </li></ul><ul><li>Analyze the data involved – build statistics </li></ul><ul><li>Discover patterns </li></ul><ul><li>Do comparison – list similarities & differences </li></ul><ul><li>Guess, Predict and estimate </li></ul>
  12. 12. Doing Representation <ul><li>Make charts and diagrams </li></ul><ul><li>Use matrix, graphs and other mathematical representations </li></ul><ul><li>Create a formula </li></ul><ul><li>Make models to represent the system </li></ul><ul><li>Make up syllogisms to demonstrate </li></ul><ul><li>Make up analogies to explain </li></ul><ul><li>Create flow charts </li></ul><ul><li>Create games (of logic and strategy) </li></ul>
  13. 13. Using Body Intelligence <ul><li>The key is to </li></ul><ul><li>use the finesse in our body </li></ul>
  14. 14. Using WHOLE Body <ul><li>Walk, run, jump, skip, move, shake, bend, release the body </li></ul><ul><li>Create a movement or sequence of movements to explain </li></ul><ul><li>Body song, body maps </li></ul><ul><li>Create human models </li></ul><ul><li>use Human sculptor </li></ul><ul><li>Actions and movement filled review games </li></ul><ul><li>Do it at the desk – physical energizers </li></ul><ul><li>Brain Gyms & other exercises </li></ul><ul><li>Yoga </li></ul><ul><li>Encourage water and toilet breaks </li></ul><ul><li>Dancing </li></ul><ul><li>Charades, Mimes, Drama - Play Acting </li></ul><ul><li>Show & Tell </li></ul>
  15. 15. Using LIMBS <ul><li>Make, build construct, </li></ul><ul><li>hands-on thinking through hands-on activities </li></ul><ul><li>crafts </li></ul><ul><li>use of kinesthetic imagery </li></ul><ul><li>cooking, gardening, and other &quot;messy&quot; activities </li></ul><ul><li>manipulatives </li></ul><ul><li>virtual reality software </li></ul><ul><li>communicating with body language/ hand signals </li></ul><ul><li>tactile materials and experiences </li></ul><ul><li>Clay play </li></ul><ul><li>Sand play </li></ul><ul><li>Blocks and physical models </li></ul>
  16. 16. Using People Intelligence <ul><li>The key is to </li></ul><ul><li>let human relationships help in learning </li></ul>
  17. 17. Using People Intelligence <ul><li>Conduct a meeting to address </li></ul><ul><li>Intentionally use social skills to learn about </li></ul><ul><li>Participate in a service project to </li></ul><ul><li>Teach someone about </li></ul><ul><li>Practice giving and receiving feedback </li></ul><ul><li>ooperative groups </li></ul><ul><li>interpersonal interaction </li></ul><ul><li>conflict mediation </li></ul><ul><li>peer teaching </li></ul><ul><li>board games </li></ul><ul><li>cross-age tutoring </li></ul><ul><li>group brainstorming sessions </li></ul><ul><li>peer sharing </li></ul><ul><li>community involvement </li></ul>
  18. 18. Using People Intelligence <ul><li>apprenticeships </li></ul><ul><li>simulations </li></ul><ul><li>academic clubs </li></ul><ul><li>interactive software </li></ul><ul><li>parties / social gatherings as context for learning </li></ul><ul><li>Pair and Group discussions </li></ul><ul><li>Debates, Interviews, appreciation rounds, meetings </li></ul><ul><li>Group tasks, peer teaching and learning </li></ul><ul><li>people sculpting </li></ul>
  19. 19. Using Nature Intelligence <ul><li>The key is to </li></ul><ul><li>let nature inspire me </li></ul>
  20. 20. Using Nature Intelligence <ul><li>Study outdoors </li></ul><ul><li>Make or seek relationships in nature with respect of topics </li></ul><ul><li>Maintain scrap books </li></ul><ul><li>Create observation notebooks </li></ul><ul><li>Describe changes in the local or global environment </li></ul><ul><li>Care for pets, wildlife, gardens, or parks </li></ul><ul><li>Use binoculars, telescopes, microscopes, or magnifiers to Draw or photograph natural objects </li></ul>
  21. 21. Using Picture Intelligence <ul><li>The key is to </li></ul><ul><li>let the “eye” see, relate and crate meaning </li></ul>
  22. 22. Outside the mind <ul><li>Large black board with colour chalks </li></ul><ul><li>Draw and Paint </li></ul><ul><li>Use Colour in everything </li></ul><ul><li>photography </li></ul><ul><li>videos, slides, and movies </li></ul><ul><li>visual puzzles and mazes </li></ul><ul><li>3-D construction kits </li></ul><ul><li>Arrange, design, assemble </li></ul><ul><li>Graphic organisers </li></ul><ul><li>symbols, maps, flow charts, decision trees, and other forms of visual representation </li></ul><ul><li>Posters on Walls – bulletin board </li></ul><ul><li>optical illusions </li></ul><ul><li>color cues </li></ul><ul><li>telescopes, microscopes, and binoculars </li></ul><ul><li>draw-and-paint/computer- assisted-design software </li></ul>
  23. 23. Inside the mind <ul><li>Imagine visually </li></ul><ul><li>Build visual models </li></ul><ul><li>art appreciation </li></ul><ul><li>imaginative storytelling </li></ul><ul><li>picture metaphors </li></ul><ul><li>creative daydreaming </li></ul><ul><li>visual thinking exercises </li></ul><ul><li>graphic symbols </li></ul>
  24. 24. Using Self Intelligence <ul><li>The key is to </li></ul><ul><li>let self be the center of learning (put me into it) </li></ul>
  25. 25. Using Self Intelligence <ul><li>Independent study </li></ul><ul><li>Meditation </li></ul><ul><li>Connect to their experiences </li></ul><ul><li>Visualize, dramatize alone </li></ul><ul><li>Sharing feelings, Imaginary dialogues, </li></ul><ul><li>Reflecting back on the lessons, Judging and self assessments </li></ul><ul><li>Questioning self, compare, contrast, dissect in mind Meditation </li></ul><ul><li>self-paced instruction </li></ul><ul><li>individualized projects and games </li></ul><ul><li>private spaces for study </li></ul><ul><li>three-minute reflection periods </li></ul><ul><li>interest centers </li></ul><ul><li>personal connections </li></ul><ul><li>options for homework </li></ul><ul><li>choice time </li></ul><ul><li>self-teaching programmed instruction </li></ul><ul><li>exposure to inspirational/ motivational curricula </li></ul><ul><li>self-esteem activities </li></ul><ul><li>journal keeping </li></ul><ul><li>goal setting sessions </li></ul><ul><li>Describe qualities you possess that will help you successfully complete </li></ul><ul><li>Set and pursue a goal </li></ul><ul><li>Self Assessment </li></ul>

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