The document discusses Howard Gardner's theory of multiple intelligences. It explains that there are eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Understanding a person's multiple intelligences can help identify their strengths and preferences for learning at home and school. The document provides descriptions and examples for each of the eight intelligences.
The document discusses Howard Gardner's theory of multiple intelligences, which suggests that traditional notions of intelligence based on IQ testing are too limited and that there are eight main types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. It provides descriptions of each type of intelligence, including characteristics of learners who possess that intelligence. The document concludes that most people can develop each of the eight intelligences to some degree, and that the intelligences often work together in complex ways.
This document discusses teaching and learning styles. It begins by introducing three methods of learning according to Confucius: reflection, imitation, and experience. It then defines three main learning styles: auditory, visual, and kinesthetic. It provides descriptions of how each style learns best and examples. The document also discusses Howard Gardner's theory of multiple intelligences, identifying eight types: visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal. It suggests how understanding learning styles could help in assigning Scouts to leadership positions that match their strengths.
The theory of multiple intelligences proposes that there are eight different types of intelligence rather than just a single general intelligence. It was developed by Dr. Howard Gardner in 1983 and suggests that intelligence is multifaceted and cannot be defined by IQ tests alone. The eight intelligences are: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory argues that schools focus too heavily on linguistic and logical-mathematical intelligence and not enough on students' other strengths.
October 29, 2014, Revised Handouts for Neurodiversity in the Classroom WorkshopThomas Armstrong
This document outlines a workshop on implementing strength-based strategies to help students with special needs succeed academically and socially. The workshop covers topics such as understanding neurodiversity and student strengths, using assistive technologies, developing positive learning strategies, strengthening student support systems, and creating strength-focused education plans. The goal is to take an asset-based approach that focuses on students' talents rather than just their challenges.
This document discusses psychological theories of intelligence and learning styles. It introduces Howard Gardner's theory of multiple intelligences, which posits that intelligence exists in several different forms rather than a single general intelligence. The document lists the eight intelligences identified by Gardner: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It also discusses how teachers' own learning styles may impact their teaching approaches and provides study tips tailored to each of the multiple intelligences.
The document discusses Howard Gardner's theory of multiple intelligences. It proposes that instead of just linguistic and logical-mathematical forms of intelligence, there are eight different intelligences that account for a broader range of human potential. These include verbal/linguistic, logical-mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that schools and teaching should address and value all of these different intelligences.
The document discusses Howard Gardner's theory of multiple intelligences. It proposes that instead of just linguistic and logical-mathematical forms of intelligence, there are eight different intelligences that account for a broader range of human potential. These include verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that schools and teaching should address and value all of these different intelligences.
This document provides information about Howard Gardner's theory of multiple intelligences and its implications for classroom teaching. It defines intelligence and discusses Gardner's view that there are at least nine distinct intelligences rather than just a single general intelligence. These include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist intelligences. The document also addresses criticisms of the theory, implications for teaching different learning styles, and examples of people who demonstrate each type of intelligence.
The document discusses Howard Gardner's theory of multiple intelligences, which suggests that traditional notions of intelligence based on IQ testing are too limited and that there are eight main types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. It provides descriptions of each type of intelligence, including characteristics of learners who possess that intelligence. The document concludes that most people can develop each of the eight intelligences to some degree, and that the intelligences often work together in complex ways.
This document discusses teaching and learning styles. It begins by introducing three methods of learning according to Confucius: reflection, imitation, and experience. It then defines three main learning styles: auditory, visual, and kinesthetic. It provides descriptions of how each style learns best and examples. The document also discusses Howard Gardner's theory of multiple intelligences, identifying eight types: visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical-rhythmic, interpersonal, and intrapersonal. It suggests how understanding learning styles could help in assigning Scouts to leadership positions that match their strengths.
The theory of multiple intelligences proposes that there are eight different types of intelligence rather than just a single general intelligence. It was developed by Dr. Howard Gardner in 1983 and suggests that intelligence is multifaceted and cannot be defined by IQ tests alone. The eight intelligences are: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory argues that schools focus too heavily on linguistic and logical-mathematical intelligence and not enough on students' other strengths.
October 29, 2014, Revised Handouts for Neurodiversity in the Classroom WorkshopThomas Armstrong
This document outlines a workshop on implementing strength-based strategies to help students with special needs succeed academically and socially. The workshop covers topics such as understanding neurodiversity and student strengths, using assistive technologies, developing positive learning strategies, strengthening student support systems, and creating strength-focused education plans. The goal is to take an asset-based approach that focuses on students' talents rather than just their challenges.
This document discusses psychological theories of intelligence and learning styles. It introduces Howard Gardner's theory of multiple intelligences, which posits that intelligence exists in several different forms rather than a single general intelligence. The document lists the eight intelligences identified by Gardner: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It also discusses how teachers' own learning styles may impact their teaching approaches and provides study tips tailored to each of the multiple intelligences.
The document discusses Howard Gardner's theory of multiple intelligences. It proposes that instead of just linguistic and logical-mathematical forms of intelligence, there are eight different intelligences that account for a broader range of human potential. These include verbal/linguistic, logical-mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that schools and teaching should address and value all of these different intelligences.
The document discusses Howard Gardner's theory of multiple intelligences. It proposes that instead of just linguistic and logical-mathematical forms of intelligence, there are eight different intelligences that account for a broader range of human potential. These include verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that schools and teaching should address and value all of these different intelligences.
This document provides information about Howard Gardner's theory of multiple intelligences and its implications for classroom teaching. It defines intelligence and discusses Gardner's view that there are at least nine distinct intelligences rather than just a single general intelligence. These include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist intelligences. The document also addresses criticisms of the theory, implications for teaching different learning styles, and examples of people who demonstrate each type of intelligence.
Dr.S.Nangaiyarkarasi Presentation
14 years Experience .
it's one of the topic or unit in Educational Psychology paper and its helpful for Educators, Teacher & Student Teachers
This document discusses theories of intelligence and speech and language development. It summarizes several theories of intelligence, including unitary theory, two-factor theory, multifactor theory, group-factor theory, and Gardner's theory of multiple intelligences. It also discusses types of thinking such as convergent and divergent thinking. The document then summarizes stages of speech and language development from babbling to first words.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different dimensions or intelligences. It claims that everyone possesses each of these intelligences to some degree and can develop them throughout life. The eight intelligences identified are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples of each type of intelligence and activities that engage each one are provided. The document also discusses how a teacher's own dominant intelligences can affect their teaching style and the need to support all types of learners.
This document discusses learning styles and multiple intelligences theories. It describes three main learning style preferences: auditory (learning by hearing), visual (learning by seeing), and kinesthetic (learning by doing). It also outlines Howard Gardner's theory of multiple intelligences, which proposes linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. Understanding different learning styles and intelligences can help students identify their own preferences and strengths.
This document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in an EFL (English as a foreign language) classroom. It describes the seven types of intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. For each intelligence, it provides a description, example teaching methods focused on that intelligence, and potential lesson ideas. It also includes worksheets for students to self-assess their own intelligences and for teachers to assess how well they incorporate the different intelligences into their teaching methods.
This document discusses Howard Gardner's theory of multiple intelligences. It proposes that people have intelligence in at least eight different areas, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document provides definitions and examples of activities for each type of intelligence. It also discusses how a teacher's own dominant intelligences can impact their teaching style and how they should aim to address all types of student intelligence.
The document discusses Howard Gardner's theory of multiple intelligences. It begins by introducing Gardner and his work developing the theory of multiple intelligences at Harvard and Boston University. It then discusses the eight intelligences Gardner identified: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides descriptions of each intelligence and examples of how students may demonstrate strengths in each area. It concludes by discussing how understanding multiple intelligences can help teachers incorporate a variety of teaching styles and help students learn in ways that align with their intellectual preferences.
This document discusses Howard Gardner's theory of multiple intelligences. It begins by outlining the seven criteria Gardner used to define an intelligence and the eight abilities he identified as intelligences: musical, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. It then provides more details about musical-rhythmic, visual-spatial, verbal-linguistic, and logical-mathematical intelligences.
Handouts March 23, 2014 - Singapore - Work on Multiple Intelligences for Sm...Thomas Armstrong
These are handouts for a workshop that I'm doing tomorrow at the Singapore Expo as part of the SmartKids Asia Expo 2014 on the topic of multiple intelligences.
The document discusses Howard Gardner's Theory of Multiple Intelligences which proposes that people learn and process information in different ways. The theory identifies eight types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic. For each intelligence type, the document provides characteristics of students with those strengths and suggests instructional strategies and multimedia tools that can be used to teach students with those particular intelligences.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
The document discusses key elements of teaching and learning. It identifies the learner, teacher, and learning environment as the key players. It describes the learner as having both cognitive and appetitive faculties, including senses, intellect, emotions, and will. It notes factors like ability, aptitude, interests, background, and attitudes that contribute to differences between learners. It also discusses Howard Gardner's theory of multiple intelligences and learning styles like visual/auditory preferences.
This document discusses Howard Gardner's theory of multiple intelligences. It begins by contrasting the traditional view of intelligence, which focuses on IQ tests, with Gardner's view that there are nine types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and existentialist. Each type of intelligence is then defined and examples are given of people who exhibit strengths in that area. The document concludes by discussing implications of the theory and benefits of applying it in the classroom by addressing students' varied strengths.
The document discusses Howard Gardner's theory of multiple intelligences. It outlines eight types of intelligence - linguistic, logical-mathematical, visual-spatial, kinesthetic, rhythmic/musical, interpersonal, intrapersonal, and naturalist. The theory posits that individuals possess different combinations of these intelligences and they can be developed over one's lifetime. Teachers can identify students' intelligences through observation and assessment. Applying multiple intelligences in education helps students develop skills and understands their varied strengths.
Multiple Intelligence theory by Howard Gardner
Multiple Intelligences - differentiates intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability.
Howard Gardner introduced the theory of multiple intelligences which posits that intelligence exists in several different forms rather than solely as a single general ability. The document outlines Gardner's theory which identifies eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides examples of how each type of intelligence is demonstrated and suggests that teachers should recognize students' varied strengths by incorporating lessons that engage different intelligences. The document also provides study tips for students to utilize their varied intelligences through visual, auditory, physical and other sensory-engaged techniques.
Different Children Different InstructionDrew Gerdes
The document discusses differentiated instruction and how to meet the different needs and learning styles of children. It emphasizes that children learn in different ways, including through various modalities and multiple intelligences. The author provides examples of how to incorporate differentiated instruction through learning centers, informal and formal assessments, and modifying activities and materials. Teachers are encouraged to get to know each child's strengths and needs.
Multiple Intelligence theory revolutionized the teaching learning process as well as understanding self and others.
MI by Dr. Howard Gardner helps teachers, Parents, HR managers and individuals to understand their own self as well as others in order to become more productive human being and society.
1. The document discusses effective communication skills, including empathy skills like understanding different learning styles, non-verbal communication, and active listening.
2. It covers theories of multiple intelligences and learning styles, as well as Kolb's learning style types. Motivating students involves understanding their expectations, the value of tasks, and reducing barriers.
3. Effective communication involves both verbal and non-verbal elements. It is the responsibility of both the communicator and receiver to understand each other. Active listening skills like maintaining eye contact and paraphrasing are emphasized.
Handouts March 20, 2014 - Singapore - KK Women's and Children's HospitalThomas Armstrong
The document summarizes Thomas Armstrong's research on multiple intelligences and how to support children's development of different types of intelligence. It discusses eight types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides examples of how to stimulate these intelligences in infants, toddlers, and preschool environments. The document also includes an inventory to assess children's strengths across the multiple intelligences and advice for parents.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Dr.S.Nangaiyarkarasi Presentation
14 years Experience .
it's one of the topic or unit in Educational Psychology paper and its helpful for Educators, Teacher & Student Teachers
This document discusses theories of intelligence and speech and language development. It summarizes several theories of intelligence, including unitary theory, two-factor theory, multifactor theory, group-factor theory, and Gardner's theory of multiple intelligences. It also discusses types of thinking such as convergent and divergent thinking. The document then summarizes stages of speech and language development from babbling to first words.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different dimensions or intelligences. It claims that everyone possesses each of these intelligences to some degree and can develop them throughout life. The eight intelligences identified are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples of each type of intelligence and activities that engage each one are provided. The document also discusses how a teacher's own dominant intelligences can affect their teaching style and the need to support all types of learners.
This document discusses learning styles and multiple intelligences theories. It describes three main learning style preferences: auditory (learning by hearing), visual (learning by seeing), and kinesthetic (learning by doing). It also outlines Howard Gardner's theory of multiple intelligences, which proposes linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. Understanding different learning styles and intelligences can help students identify their own preferences and strengths.
This document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in an EFL (English as a foreign language) classroom. It describes the seven types of intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. For each intelligence, it provides a description, example teaching methods focused on that intelligence, and potential lesson ideas. It also includes worksheets for students to self-assess their own intelligences and for teachers to assess how well they incorporate the different intelligences into their teaching methods.
This document discusses Howard Gardner's theory of multiple intelligences. It proposes that people have intelligence in at least eight different areas, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document provides definitions and examples of activities for each type of intelligence. It also discusses how a teacher's own dominant intelligences can impact their teaching style and how they should aim to address all types of student intelligence.
The document discusses Howard Gardner's theory of multiple intelligences. It begins by introducing Gardner and his work developing the theory of multiple intelligences at Harvard and Boston University. It then discusses the eight intelligences Gardner identified: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides descriptions of each intelligence and examples of how students may demonstrate strengths in each area. It concludes by discussing how understanding multiple intelligences can help teachers incorporate a variety of teaching styles and help students learn in ways that align with their intellectual preferences.
This document discusses Howard Gardner's theory of multiple intelligences. It begins by outlining the seven criteria Gardner used to define an intelligence and the eight abilities he identified as intelligences: musical, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. It then provides more details about musical-rhythmic, visual-spatial, verbal-linguistic, and logical-mathematical intelligences.
Handouts March 23, 2014 - Singapore - Work on Multiple Intelligences for Sm...Thomas Armstrong
These are handouts for a workshop that I'm doing tomorrow at the Singapore Expo as part of the SmartKids Asia Expo 2014 on the topic of multiple intelligences.
The document discusses Howard Gardner's Theory of Multiple Intelligences which proposes that people learn and process information in different ways. The theory identifies eight types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic. For each intelligence type, the document provides characteristics of students with those strengths and suggests instructional strategies and multimedia tools that can be used to teach students with those particular intelligences.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
The document discusses key elements of teaching and learning. It identifies the learner, teacher, and learning environment as the key players. It describes the learner as having both cognitive and appetitive faculties, including senses, intellect, emotions, and will. It notes factors like ability, aptitude, interests, background, and attitudes that contribute to differences between learners. It also discusses Howard Gardner's theory of multiple intelligences and learning styles like visual/auditory preferences.
This document discusses Howard Gardner's theory of multiple intelligences. It begins by contrasting the traditional view of intelligence, which focuses on IQ tests, with Gardner's view that there are nine types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and existentialist. Each type of intelligence is then defined and examples are given of people who exhibit strengths in that area. The document concludes by discussing implications of the theory and benefits of applying it in the classroom by addressing students' varied strengths.
The document discusses Howard Gardner's theory of multiple intelligences. It outlines eight types of intelligence - linguistic, logical-mathematical, visual-spatial, kinesthetic, rhythmic/musical, interpersonal, intrapersonal, and naturalist. The theory posits that individuals possess different combinations of these intelligences and they can be developed over one's lifetime. Teachers can identify students' intelligences through observation and assessment. Applying multiple intelligences in education helps students develop skills and understands their varied strengths.
Multiple Intelligence theory by Howard Gardner
Multiple Intelligences - differentiates intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability.
Howard Gardner introduced the theory of multiple intelligences which posits that intelligence exists in several different forms rather than solely as a single general ability. The document outlines Gardner's theory which identifies eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides examples of how each type of intelligence is demonstrated and suggests that teachers should recognize students' varied strengths by incorporating lessons that engage different intelligences. The document also provides study tips for students to utilize their varied intelligences through visual, auditory, physical and other sensory-engaged techniques.
Different Children Different InstructionDrew Gerdes
The document discusses differentiated instruction and how to meet the different needs and learning styles of children. It emphasizes that children learn in different ways, including through various modalities and multiple intelligences. The author provides examples of how to incorporate differentiated instruction through learning centers, informal and formal assessments, and modifying activities and materials. Teachers are encouraged to get to know each child's strengths and needs.
Multiple Intelligence theory revolutionized the teaching learning process as well as understanding self and others.
MI by Dr. Howard Gardner helps teachers, Parents, HR managers and individuals to understand their own self as well as others in order to become more productive human being and society.
1. The document discusses effective communication skills, including empathy skills like understanding different learning styles, non-verbal communication, and active listening.
2. It covers theories of multiple intelligences and learning styles, as well as Kolb's learning style types. Motivating students involves understanding their expectations, the value of tasks, and reducing barriers.
3. Effective communication involves both verbal and non-verbal elements. It is the responsibility of both the communicator and receiver to understand each other. Active listening skills like maintaining eye contact and paraphrasing are emphasized.
Handouts March 20, 2014 - Singapore - KK Women's and Children's HospitalThomas Armstrong
The document summarizes Thomas Armstrong's research on multiple intelligences and how to support children's development of different types of intelligence. It discusses eight types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides examples of how to stimulate these intelligences in infants, toddlers, and preschool environments. The document also includes an inventory to assess children's strengths across the multiple intelligences and advice for parents.
Similar to 2 Multiple Intelligences for learning purposes only no copy right intended (20)
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
2 Multiple Intelligences for learning purposes only no copy right intended
1. Understanding Multiple Intelligences - at home and school
Understanding
Multiple Intelligences
How this affects Life
at Home and School
Center for Effective Learning
2. Understanding Multiple Intelligences - at home and school
Identifying Multiple Intelligences helps define the
kaleidoscope of strengths within each person.
3. Understanding Multiple Intelligences - at home and school
Create your personal kaleidoscope. Think
of at least three things under the
categories of “I Am” or “I Can.”
Take the Poll: select the items that apply
to you when answering “I Am” or “I Can.”
Reflection: What did you discover you have
in common with others? What were some
of the differences?
I Am -or- I Can
4. Understanding Multiple Intelligences - at home and school
HET* LEARNING PRINCIPLES
INTELLIGENCE - a function of experience
Inseparable BODYBRAIN PARTNERSHIP
- Emotion - the gatekeeper to learning and performance
- Movement - body and brain function together
There are MULTIPLE INTELLIGENCES - problem-solving
and/or product-producing capabilities
LEARNING is a 2-STEP PROCESS - input/output
- Pattern-Seeking: identify and make meaning (no logic/sequence)
- Program-Building: using what is understood (acquire mental
program)
PERSONALITY/TEMPERAMENT - impacts learning and
performance
*Highly Effective Teaching
There are MULTIPLE INTELLIGENCES - problem-solving and/or
product-producing capabilities
5. Understanding Multiple Intelligences - at home and school
Intelligence:
“An ability to solve
problems and/or create
products.”
Dr. Howard Gardner
Frames of Mind: Theory of Multiple Intelligences (1983)
Intelligence Reframed: Multiple Intelligences for the 21st Century (1999)
6. Understanding Multiple Intelligences - at home and school
BASIC CRITERIA for Determining an
INTELLIGENCE
• Each intelligence had to be relatively
independent of the others, with its own
timetable for development, peak growth, and
the like.
• Each intelligence had to operate from a
different part of the brain.
• Each intelligence had to be valued
in cultures around the world.
7. Understanding Multiple Intelligences - at home and school
KEY POINTS in MI THEORY
• Each person may possess all eight
intelligences
• Most people can develop each intelligence to
an adequate level of competency
• Intelligences usually work together in complex
and cooperative ways
• There are many ways to express intelligence
within each category
9. Understanding Multiple Intelligences - at home and school
MI “Pie Arrangement”
(Thomas Armstrong)
Word
Smart
Number
Smart
Picture
Smart
Body
Smart
Music
Smart
Self
Smart
People
Smart
Nature
Smart
10. Understanding Multiple Intelligences - at home and school
A Few Clarifications
Gardner prefers to use the terms “developed” or “less
developed” rather than “strengths” or “weaknesses”
MI involves our preference for “giving back information” as
opposed to learning styles/preferences for “taking in
information”
The various intelligences are SETS of KNOW-HOW
(procedures for doing things)
“Intelligences are not skills; they are biological
potentials which are realized to a greater or
lesser extent dependent upon each individual’s
opportunities and motivation.”
11. Understanding Multiple Intelligences - at home and school
LINGUISTIC (Verbal)
INTELLIGENCE
This person likes to learn new vocabulary, play with words,
create puns, read, and write.
CHARACTERISTICS of the WORD SMART Learner
• Learns best by hearing, reading, and writing
• Likes to read
• Enjoys talking
• Listens well to others
• Gets absorbed in reading
• Learns languages easily
• Masters oral/written presentations with ease
• Does well in traditional school setting
Referenced as: L
12. Understanding Multiple Intelligences - at home and school
Linguistic (Word Smart)
reading, writing, telling stories,
memorizing dates, thinking
words, listening
read, write, tell and listen
to stories, talk, memorize,
do word puzzles, journal
reading, hearing, and seeing words, speaking, writing, discussing and debating
Shakespeare, Thomas Jefferson, Abraham Lincoln, Maya Angelou, JK Rowling
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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13. Understanding Multiple Intelligences - at home and school
LOGICAL-MATHEMATICAL
INTELLIGENCE
This person likes to be precise and accurate, figure out
relationships, set special goals, problem-solve, and play with
numbers.
CHARACTERISITICS of the NUMBER SMART Learner
• Logical thinker
• Precision and accuracy is important
• Goal setter
• Money manager
• Concrete thinker
• Efficient worker
• Practical ideas
Referenced as: LM
14. Understanding Multiple Intelligences - at home and school
math, reasoning, logic,
problem-solving, patterns
solve problems,
question, work with
numbers, experiment
working with patterns and relationships, classifying, categorizing, working
with the abstract
Albert Einstein, Susanne Langer, Melvil Dewey, Ada Lovelace, Benjamin Banneker
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
Logical-Mathematical (Number Smart)
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15. Understanding Multiple Intelligences - at home and school
MUSICAL INTELLIGENCE
This person hears music in his/her head most of the time, thinks in
musical terms, sings/hums to self, taps fingers, legs or feet to
rhythms, and makes a connection between emotions and music.
CHARACTERISTICS of the MUSIC SMART LEARNER
• Distracted by sound(s)
• Active listener
• Uses songs to understand concepts/skills
• Recites poems, rhymes, chants and raps
• Learns/Remembers song lyrics with ease
• Responds to others’ vocal cues
• Is a strong auditory learner
• Learns best when material is in rhyme, has a tune, contains rhyme
patterns or is rhythmic
Referenced as: M
16. Understanding Multiple Intelligences - at home and school
Musical (Music Smart)
singing, picking up sounds,
remembering melodies,
rhythms
sing, hum, whistle, play
instruments, tap rhythm,
listen to music
Rhythm and cadence, singing and lyrics, listening to music
and melodies, making sounds
Mozart, Paul Williams, Gustavo Dudamel, Justin Bieber, Alicia Keys
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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17. Understanding Multiple Intelligences - at home and school
SPATIAL INTELLIGENCE
• This person likes to draw, doodle, do puzzles, imagine, use
color, sketch, create cartoons, and do cartography.
CHARACTERISTICS of the PICTURE SMART Learner
• Uses mind to create images
• Tends to dream in color
• Enjoys using graphic organizers
• Relies on models
• Finds maps helpful rather than verbal directions
• Moves things in head, space and time (e.g., Legos)
• Thrives on 3-D projects
Referenced as: S
18. Understanding Multiple Intelligences - at home and school
Spatial (Picture Smart)
reading, maps, charts, drawing,
mazes, puzzles, making
images, visualization
design, draw, build,
create, daydream, map,
think in pictures
Leonardo DaVinci, Frank Lloyd Wright, Walt Disney, Akiane Kramarik
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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working with pictures and colors, visualizing, using imagery, drawing diagrams
19. Understanding Multiple Intelligences - at home and school
BODILY- KINESTHETIC
INTELLIGENCE
This person likes to build, experience, touch, feel, make
things, and move.
CHARACTERISTICS of the BODY SMART Learner
• Does many things
• Expresses learning through movement
• Is dramatic
• Is athletic
• Is active
• Is energetic
• Is physically involved with learning
• Needs concrete experience
• Likes variety
• Thinks best when body is moving
Referenced as: BK
20. Understanding Multiple Intelligences - at home and school
Bodily-Kinesthetic (Body Smart)
touching, moving, processing
knowledge through bodily
sensations
move around, touch and
talk, use body language,
learn through movement
Whole body movements, athletics, dancing,
acting, crafts, using tools and hands-on
Charlie Chaplin, Sandra Bullock, Sean White, Gabrielle Douglas, Cam Newton
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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21. Understanding Multiple Intelligences - at home and school
NATURALIST INTELLIGENCE
This person likes to put things in to categories, sort items by
attributes, develop collections, plant and grow natural items,
and relates to animals.
CHARACTERISICS of the NATURE SMART Learner
• Environmentalist
• Enjoys collecting natural objects (E.g., seashells, rocks)
• Has expansive knowledge of substances found in nature
• Likes to dabble in indoor/outdoor gardening/farming
• Sensitive to the feelings of animals
• Understands weather changes and/or resulting growth
patterns
• Enjoys spending time outdoors reflecting
Referenced as: N
22. Understanding Multiple Intelligences - at home and school
Naturalist (Nature Smart)
understanding nature,
making distinctions,
identifying flora and fauna
be involved with nature, make
distinctions, observe objects in
the environment
working in environmental settings, exploring living things, learning about
plants and natural events, awareness of surroundings and patterns
John Muir, Jane Goodall, Rachel Carson, Theodore Roosevelt, George Washington Carver
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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23. Understanding Multiple Intelligences - at home and school
INTERPERSONAL INTELLIGENCE
This person likes to be with other people, lead, teach,
empathize, sympathize, interact and volunteering.
CHARACTERISITICS of the PEOPLE SMART Learner
• Active group participation
• Great communicator
• Risk taker
• Nurturer
• Sensitive to the needs of others
• Strong leadership skills
• Highly developed perception skills
• Friendly, outgoing personality
• Appreciates feedback
Accommodated during: GROUP assignments
24. Understanding Multiple Intelligences - at home and school
Interpersonal (People Smart)
understanding people, leading,
organizing, communicating,
resolving conflicts, selling
have friends, talk to
people, join groups
sharing, comparing, relating, interviewing, cooperating
Mahatma Gandhi, Oprah Winfrey, Jimmy Carter, Mother Theresa,
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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25. Understanding Multiple Intelligences - at home and school
INTRAPERSONAL INTELLIGENCE
• This person likes to spend time time alone, reflect, have time to
review ideas and may require extended deadlines.
CHARACTERISTICS of the SELF-SMART Learner
• Enjoys working by him/herself
• Has a few close friends
• Analyzes material
• Meditates
• Requires time for reflection
• Is independent
• Prefers quiet working area
• Likes to be last-needs time to think/reflect
• Finds research interesting
• Needs freedom for creativity
Accommodated during: INDIVIDUAL assignments
26. Understanding Multiple Intelligences - at home and school
Intrapersonal (Self Smart)
understanding self,
recognizing strengths and
weaknesses, setting goals
work alone, reflect,
pursue interests
working alone, doing self-paced projects, having space, reflection,
Sigmund Freud, Eleanor Roosevelt, Bill Gates, Steve Jobs
Is Strong In:
Likes To:
Learns Best Through:
Famous Examples:
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27. Understanding Multiple Intelligences - at home and school
At Home
• Establish a safe environment
– Physical, Emotional
– Perceived (identify trigger points)
• Seek to understand each child’s individual
personality, preferences, and gender traits
• Offer sensory-rich opportunities for increasing
human capacity
• Consistently guide behaviors to “self-correction”
• Encourage lifelong learning activities
37. Understanding Multiple Intelligences - at home and school
Your Turn
Do you know which of your intelligences are
most/least developed?
Why is it important for you to understand
your preferences?
As the adult, you need to provide CHOICES
for the children in your care
~ choices that honor their preferences ~
38. Understanding Multiple Intelligences - at home and school
MI Survey Websites
• TheCenter4Learning.com
> Resources > Weblinks > Multiple Intelligences
(select language, then gender and age)
Provides a pie-graph in multi-color with a
unique Code for future access to results
• Multiple Intelligences
http://surfaquarium.com/MI/inventory.htm
Answer simple questions, then tally/graph in
the MI categories (includes Existential)
41. Understanding Multiple Intelligences - at home and school
Understanding Multiple Intelligences in
School Increases Human Capacity
• Identifying multiple intelligences is a first step in
getting to know EACH student
• Effective teachers build upon the student’s
strength area to increase another intelligence,
thereby increasing the capacity to learn
• Multiple Intelligences can be partnered with
state standards embedded in conceptual
curriculum
42. Understanding Multiple Intelligences - at home and school
At School
• Parents are the best advocates and support
system for student success
• Highly Effective Teaching (HET) and Learning
can be accomplished after understanding and
implementing:
– the Culture of a Learning Environment
– the Five Principles of Learning (including MI)
– the Ten BodyBrain-Compatible Elements
– the Five Components of HET Curriculum
45. Understanding Multiple Intelligences - at home and school
The primary purpose of
inquiries is to enable students
to develop mental programs
for applying the key point in
real-world situations. Inquiries
make learning active and
memorable.
46. Understanding Multiple Intelligences - at home and school
ABCD’s of Effective INQUIRIES
Always start with a process verb,
(the action)
Be specific, picture the outcome
Connect to the Key Point
Develop a product that is meaningful
Stretch to connect more than one
intelligence
EE 13.9
47. Understanding Multiple Intelligences - at home and school
Writing INQUIRIES
• Guided Practice Inquiries
– These inquiries provide a supportive
environment for the learner to practice the
new content they have learned
• Independent Practice Inquiries
– These inquiries provide the opportunity for
learners to show their understanding of the
new content they have learned.
48. Understanding Multiple Intelligences - at home and school
CONCEPTUAL KEY POINT
INTERDEPENDENCE is the mutual dependency of
two or more items upon each other. A change in
one part of this system leads or results to changes
in other parts. Animals and plants depend upon one
another to survive. People depend upon one
another and their contributions for the advancement
of their civilizations. When we understand and
value the interdependence within a community, we
are more likely to thrive.
49. Understanding Multiple Intelligences - at home and school
Guided Practice Inquiry for the
concept of “Interdependence”
• Construct a simple machine using each Learning Club
member as one of the parts. L, BK, S
• Place each part (person) in sequence to optimize operation. BK
• Decide how each part will show interdependence. L, N, LM
• Determine sounds and/or rhythm each part of your machine
might make. M, L, N
• Demonstrate how your machine works and be ready to
explain how each part is interdependent to the class. S, BK, L
• Compose a one page “how to” explanation (report) so another
group can read your work and construct the same machine. L
• Add a diagram of the machine to your report. S, LM
• Share your work in the Learning Club. L, BK
(Multiple Intelligences referenced in this Inquiry: BK, N, L, S, LM, M)
50. Understanding Multiple Intelligences - at home and school
visit
www.theCenter4Learning.com
to learn more about the
Highly Effective Teaching (HET) Model
nDelk@theCenter4Learning.com