This document presents the work of a student group project on multiple intelligences and diversity in early childhood education. It includes the group members and meeting details. The project aims to create awareness for teachers to help children discover their talents through small interactions. It includes a fishbone diagram, matrix diagram, Gantt chart, literature review, survey results, and suggestions. The conclusion is that the brain needs stimulation to develop, and teachers can help children by providing a rich curriculum and working with parents.
2015 INTERNATIONAL ICT LEADING SEAGULLS_GOALS OF PRESCHOOL EDUCATİONBoğaziçi Üniversity
We have worked on the faults of the goals of preschool education in Turkey in our project and suggested some solutions.This slide will introduce you to our project,finally we are so proud of your inserest,and we thank Hayal Köksal.
2015 INTERNATIONAL ICT LEADING SEAGULLS_GOALS OF PRESCHOOL EDUCATİONBoğaziçi Üniversity
We have worked on the faults of the goals of preschool education in Turkey in our project and suggested some solutions.This slide will introduce you to our project,finally we are so proud of your inserest,and we thank Hayal Köksal.
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
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Lili Levinowitz and Lauren Guilmartin of Music Together share how music can be used to engage families in children's learning and how to encourage learning at home!
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Dr. Sharon Ritchie of FirstSchool shares startling statistics and information about who is left behind in our current early education system, despite increased focus on making school 'great' for everyone.
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
105. Building a Better Tomorrow
Building a Better Tomorrow - how STEM and PBIS can close the gap for at-risk, minorities, and low-income students. Learn about innovative school-wide interventions and strategies to collaboratively build a better tomorrow by connecting community/business leaders, parents, students, teachers, administrators and local colleges.
Presenter(s): Jessica Schouweiler, Rosanna Whisnant, Ashley Pack
Location: Auditorium IV
Lili Levinowitz and Lauren Guilmartin of Music Together share how music can be used to engage families in children's learning and how to encourage learning at home!
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Dermatoglyphics Multiple Intelligence Test ( DMIT) is a scientific way to discover the brain functioning and thus the certain behavioural and learning patterns of a person. This test helps to clear the cloud on mental blocks by suggesting the remedies to align them with one's unique personality.
This is used in many countries for Behavioural counselling, Job recruitments and promotions, Medical diagnosis, Marriage counselling etc.
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Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect.
The theory was introduced in 1983, with Gardner's book, Frames of Mind.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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4. The aim of project
Fishbone Diagram
Matrix Diagram
Gantt Card
Literature Review
Survey Results
Conclusion
Suggestion
References
C
O
N
T
E
N
T
5. Teachers can help children to find out their
talents. Therefore, our purpose is to create
awareness that teachers can change children’
lives with little touching.
THE AIM OF OUR PROJECT
6. Intelligence is
the ability to
think abstractly
or to solve
problems
effectively.
(Stregberg,
1997)
www.edutopia.org
The purpose of school should be to develop intelligence and to
help people reach vocational goals that are appropriate to their
particular spectrum of intelligences. People who are helped to
do so feel more engaged and component, and therefore more
inclined to serve he society in a constructive way.
(Gardner, 1993)
http://www.famouspsychologists.org/robert-sternberg/
LITERATURE REVIEW
7. Children’s exceptional talents can be identified at an early age and
that the profile of abilities exhibited by preschoolers can be clearly
distinguished from one another. We also consider some of the
educational implications of an approach that focuses on the early
identification of areas strength and weakness. ( Gardner p.87)
LITERATURE REVIEW
www.johnston.k12.ia.us.com
14. GANTT CARD
STEPS WEEKS 5 March 10 March 15 March 20 March 25 March 31 March 5 April 10 April 15 April 20 April 28 April
Identify topic
Approval
Literature review and target identification
Cause-affect analysis
Approval of the main cause
Solutions for the future
Determined solution topic
Preparing survey & starting data collection
Analysis of data
Conclusion & suggestions
Preparing PPT & report
Self-assessment
Plan
Do
Check
Act
presentation
EXPECTED
OBSERVED
15. Q1) Do you know what multiple intelligence
is?
62%
0%
38%
Agree
Disagree
Not sure
16. Q2) Do you think that every child has different
kinds of intelligence?
85%
15%
Agree
Disagree
Not Sure
17. Q3? Do you think curriculum of early
childhood education measure up to find out
children’ intelligences?
50%
10%
40%
Agree
Disagree
Not Sure
18. Q4) Do you pay attention children’s desire
and wants in activities?
80%
20%
Agree
Disagree
Not Sure
19. Q5) Are there different tools in your class that
children can prove their talents?
80%
20%
Agree
Disagree
Not Sure
20. Q6) Do you make something when you are
aware of children’ talents?
75%
25%
Agree
Disagree
Not Sure
21. Q7) Do you communicate with parents about
children’ talents?
90%
10%
Agree
Disagree
Not Sure
22. Q8)Do you give time for children to make
activities individually?
30%
70%
Agree
Disagree
Not Sure
23. Q9)Do you think that you have enough
materials that children can discover their
talents?
50%
20%
30%
Agree
Disagree
Not Sure
24. Q10) Do you work with parents about
children’ talents?
50%
15%
35%
Agree
Disagree
Not Sure
25. SURVEY RESULTS
In our survey, we found that most teacher are
aware of that every child is special.
Many teacher give time children to think,
discover, produce or create.
However, few of them do not have adequate
materials to help children to find their talents.
Also, some teachers do not deal with parents
about children’s intelligences and it causes to hide
children’ talents.
However, most teachers have a difficult to help
children due to curriculum because it does not
give an enough importance different intelligences. http://www.cumlesozluk.com/word/984/result.html
26. SUGGESTIONS
We found that curriculum which does not have rich content effects children’
intelligences negatively. To remove this negative effect, our suggestions are:
Teachers should have rich materials and do activities which can improve 9
different kinds of intelligences.
FOR;
Verbal/Linguistic Activities to create newspaper, write their own
stories and play word games
Math/Logical Activities to solve mysteries using deductive reasoning
and number or logic puzzles.
Spatial Activities to play a Pictionary-style game, art activities such as
painting and play dough
27. SUGGESTIONS
Musical Activities to create songs or rhytms, perform dance routines
Kinesthetic Activities to use different body parts to measure objects,
learn folk dances that represent different cultures
Interpersonal Activities to work in small groups on a project, team
building exercises.
Intrapersonal Activities to work independently, keep a journal as
drawing.
Naturalist Activities to go on nature walks, collect items from nature
28. Every child is unique. We should know and be aware
of that they need our help to discover their talents
because only with this way they can be creative,
innovative and productive so we as a teacher should
be a guide for children. İn addition, when children
come to our class, we should have rich curriculum to
colour their life. For permanent influence, we should
work with parents.
To sum up,
BRAIN IS NOTHING WITHOUT TOUCHING.
CONCLUSION
31. REFERENCES
Imece Circles Methodology by Hayal Koksal, Istanbul 2014
http://kids.lovetoknow.com/wiki/Classroom_Activities_for_Multiple_Intelligences
www.tegm.meb.gov.tr
Gardner H.(1993), Multiple Intelligences the Theory in Practice.United States of
America:BasicBooks
Tugrul, B. & Duran, S. (2003). Her Çocuk Başarılı Olmak İçin Bir Şansa Sahiptir:
Zekanın Çok Boyutlulugu Çoklu Zeka Kuramı. Hacettepe Universitesi Eğitim
Fakultesi Dergisi, 24, 224-233.
Köksal, M. (2006). Kavram Öğretimi ve Çoklu Zeka Teorisi. Kastamonu Eğitim
Dergisi, 14, 473-480
.pred 104