These are the handouts for a parent talk I did at Somerset Pines Charter School in Pompano Beach, Florida on August 13, 2014 on the topic of multiple intelligences.
Handouts for Multiple Intelligences Workshop in Sacramento, CA - Juy 23, 2013Thomas Armstrong
These are handouts that were used as part of a full-day workshop on multiple intelligences for new teachers at the Yav Pem Suab Academy in Sacramento, CA on July 23, 2013.
Handouts for Multiple Intelligences Workshop in Sacramento, CA - Juy 23, 2013Thomas Armstrong
These are handouts that were used as part of a full-day workshop on multiple intelligences for new teachers at the Yav Pem Suab Academy in Sacramento, CA on July 23, 2013.
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
Susan Osher
Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
December 3, 2014 Neurodiversity in the Classroom - Plymouth, MN - HandoutsThomas Armstrong
These are handouts for a full-day workshop I did on December 3, 2014 in Plymouth, Minnesota for a group of educators on the topic of neurodiversity and its applications to the classroom.
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.
Neurodiversity in the Classroom - Minnesota Organization on Fetal Alcohol Syn...Thomas Armstrong Ph.D.
Handouts for a presentation on the linkages between the concept of neurodiversity and a strength-based approach to working with students diagnosed as having FASD.
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
Susan Osher
Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
December 3, 2014 Neurodiversity in the Classroom - Plymouth, MN - HandoutsThomas Armstrong
These are handouts for a full-day workshop I did on December 3, 2014 in Plymouth, Minnesota for a group of educators on the topic of neurodiversity and its applications to the classroom.
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.
Neurodiversity in the Classroom - Minnesota Organization on Fetal Alcohol Syn...Thomas Armstrong Ph.D.
Handouts for a presentation on the linkages between the concept of neurodiversity and a strength-based approach to working with students diagnosed as having FASD.
These are the handouts for a breakout session that I did at a special education conference that formed part of the annual conference of the Confederation of Oregon School Administrators in Seaside, Oregon on June 19, 2013
August 18, 2014 Forestville, Ca - Handouts for Half-Day Multiple Intelligen...Thomas Armstrong
These are the handouts for a morning workshop I did for the teachers of the West Sonoma County Union High School District in Forestville, California on August 18, 2014.
August 25, 2014 Neurodiversity in the Classroom Handouts (Arizona Transitio...Thomas Armstrong
These are the handouts for the keynote I delivered at Arizona's Fourteen Annual Transition Conference held in Scottsdale, Arizona at the Talking Stick Resort, on August 25, 2014.
These are the handouts for a workshop I did for parents at the Rise and Shine Expo in the Republic of Singapore on September 28, 2013. The title of the workshop was: ''Eight Ways of Teaching: How to Teach Practically Anything Using Multiple Intelligences''
These are handouts for a keynote speech that I gave at a Confederation of Oregon School Administrators pre-institute for special education administrators and teachers on June 19, 2013.
Coaching Seminar on the Eight Kinds of Smart [Handouts].pptxThomas Armstrong
These are handouts for a seminar conducted through Animas Centre for Coaching in the U.K. delivered on April 4, 2024. In the presentation, I talk about the eight intelligences in Howard Gardner's theory of multiple intelligences, explaining how to assess them in oneself and others, how Gardner came up with these particular intelligences, and how MI theory can be applied to coaching practices such as career advice, learning strategies, and problem-solving styles. Finally I share something about the six books I've written on the topic, including 7 Kinds of Smart, Multiple Intelligences in the Classroom, and In Their Own Way.
June 19, 2013 - Keynote - Neurodiversity in the Classroom - Seaside, OregonThomas Armstrong
These are the handouts for a 75 minute keynote presentation that I did at a special education administrators pre-conference that was part of the annual conference of the Confederation of Oregon School Administrators.
Neurodiversity and Young Children with Special Needs, Monterrey, Mexico, Octo...Thomas Armstrong
These are handouts from a keynote speech I delivered at the 13th Annual International Conference on Early Childhood Education in Monterrey, Mexico, October 26, 2013
These are the handouts to a keynote presentation I did for the 29th Annual MicroSociety Conference on July 12, 2022, a virtual conference. It focuses on the importance of seeing each child and teen as a genius. Every child comes into life with natural curiosity, creativity, imagination, inventiveness, and playfulness. Educators need to learn how to not interfere with this incredible birthright by listening to kids, asking them what they need, providing them with stimulating learning environments that allow them to come up with new ideas and discoveries, and opening up to a re-discovery of the natural genius in ourselves as educators.
July 11, 2022 - White Settlement, TX - Neurodiversity in the Classroom [Keyno...Thomas Armstrong
These are the handouts I used in my keynote presentation to a special education conference hosted by ESC Region 11 in Texas. The focus is on how to use the concept of neurodiversity to create better learning environments for neurodiverse students.
These are the word slides from my keynote presentation to The Amazing Adolescent Brain Summit conducted by the Tobacco Free Lake County Indiana Coalition, June 8, 2021.
These are handouts for an April 17, 2021 presentation at the 4th Annual Neurodiversity Symposium at the University of La Verne, in La Verne, California
These are handouts for a breakout session that I did for the Alberta Teachers Association Early Childhood Education Council annual conference held in Edmonton, Alberta on November 7, 2014.
These are handouts for a keynote address I did for the Alberta Teachers Association Early Childhood Education Council annual conference in Edmonton, Alberta on November 7, 2014.
October 29, 2014, Revised Handouts for Neurodiversity in the Classroom WorkshopThomas Armstrong
This is an expanded and revised set of handouts that I used October 29, 2014 in Winnipeg, Manitoba in a full-day workshop sponsored by Jack Hirose & Associates entitled: Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Learning Disabilities Succeed in School and Life
August 25, 2014, Breakout Session Handouts - Where the Rubber Hits the RoadThomas Armstrong
These are the handouts for the breakout session I did at Arizona's Fourteen Annual Transition Conference in Scottsdale, Arizona, August 25, 2014, entitled ''Where the Rubber Hits the Road''
April 4, 2014 Portland, Maine - Neurodiversity in the Classroom - Full Day...Thomas Armstrong
These are handouts for a workshop I did April 4, 2014 in Portland Maine, on Neurodiversity in the Classroom. The workshop was sponsored by Transdisciplinary Workshops Inc.
Handouts March 22, 2014 - Singapore - SmartKids Asia Expo, Awakening Your C...Thomas Armstrong
These are handouts for a presentation I'm doing today for the SmartKids Asia Expo 2014 held at the Singapore Expo, on the topic Awakening Your Child's Natural Genius. The event was sponsored by Wyeth Nutrition Singapore.
These are the handouts for a presentation I did at the Fullerton Hotel in Singapore for Wyeth Nutrition as a part of a trade launch for their S-26 Gold infant formulas.
These are the handouts I used in a keynote speech delivered on October 26, 2013 at the 13th Annual International Conference on Early Childhood Education held in Monterrey, Mexico.
Neurodiversity and Young Children with Special NeedsThomas Armstrong
This is an article based on a keynote speech I did on October 26, 2013 at the 13th Annual International Conference on Early Childhood Education held in Monterrey, Mexico.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• 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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
August 13, 2014 Pompano Beach, FL - Parent Talk Handouts
1. 8 Kinds of Smart:
Building on a Your Child's Assets for
Success in School and Life
Thomas Armstrong, Ph.D. - www.institute4learning.com
Somerset Pines Charter School
Pompano Beach, FL
August 13, 2014
.
2. The 8 Kinds of Smart
• Word Smart
• Logic Smart
• Picture Smart
• Body Smart
• Music Smart
• People Smart
• Self Smart
• Nature Smart
3. Boyle's Law – 8 Ways
Boyle’s Law
Word Smart –
definition
Logic Smart - equation
Picture Smart – visual
metaphor
Music Smart – mnemonic chant
Body Smart – mouth experiment
Nature Smart – scuba diving
example
People Smart – cooperative simulation
Self Smart – personal reflection
(“think of a time in your life….”)
4. MI Lesson Plan Mind-Map
Objective
Word Smart - How can
I use the spoken or
written word?
Logic Smart - How can I bring in
numbers, calculations, logic,
classifications, or critical
thinking?
Picture Smart - How can I
use visual aids,
visualization, color, art, or
metaphor?
Music Smart - How can I bring in music or
environmental sounds, or set key points in
a rhythmic or melodic framework?
Body Smart - How can I involve
the whole body or the use of hands-
on experiences?Nature Smart - How can I
incorporate living things or
systems?
People Smart - How can I engage
students in peer sharing, cooperative
learning, or large group simulation?
Self Smart - How can I evoke
personal feelings or memories, or
give students choices?
5. MI Inventory – Older Child
Check those statements that apply:
Linguistic Intelligence
__ Writes better than average for age.
__ Spins tall tales or tells jokes and stories.
__ Has a good memory for names, places, dates, or trivia.
__ Enjoys word games.
__ Enjoys reading books.
__ Spells words accurately
__ Appreciates nonsense rhymes, puns, tongue twisters, and other fun word antics.
__ Enjoys listening to the spoken word (stories, commentary on media, talking books etc.)
__ Has a good vocabulary for age.
__ Communicates to others in a highly verbal way.
Logical-Mathematical Intelligence
__ Asks a lot of questions about how things work.
__ Enjoys working or playing with numbers.
__ Enjoys math class.
__ Finds math and computer (logic) games interesting.
__ Enjoys playing chess, checkers, or other logical strategy games.
__ Enjoys working on logic puzzles or brainteasers.
__ Enjoys putting things in categories, hierarchies, or other logical patterns..
__ Enjoys science class.
__ Shows interest in science-related topics.
__ Does well on Piagetian-type assessments of logical thinking.
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd
ed. Alexandria,
VA: ASCD, 2009.
6. MI Inventory – Older Child
Spatial Intelligence
__ Reports clear visual images.
__ Reads maps, charts, and diagrams more easily than text.
__ Daydreams a lot.
__ Enjoys art activities.
__ Good at drawings.
__ Likes to view movies, slides, or other visual presentations.
__ Likes to draw or doodle.
__ Builds interesting three-dimensional constructions using legos or other building materials.
__ Gets more out of pictures than words while reading..
__Enjoys doing puzzles, mazes, or similar visual activities.
Bodily-Kinesthetic Intelligence
__ Excels in one or more sports..
__ Moves, twitches, taps, or fidgets while seated for a long time in one spot.
__ Cleverly mimics other people’s gestures or mannerisms.
__ Loves to take things apart and put them back together again.
__ Puts his/her hands all over something he’s/she’s just seen.
__ Enjoys running, jumping, wrestling, or similar activities (e.g. running to class, jumping over a chair etc.).
__ Shows skill in a craft (e.g. woodworking, sewing, mechanics), or good fine-motor coordination in other ways.
__ Has a dramatic way of expressing herself/himself.
__ Enjoys dare devil amusement rides.
__ Enjoys working with clay or other tactile experiences (e.g. finger painting).
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd
ed. Alexandria
VA: ASCD, 2009.
7. MI Inventory – Older Child
Musical Intelligence
__ Has a pleasant singing voice.
__ Can tell when a musical note is off-key.
__ Frequently listen to music on radio, records, cassettes, or compact discs.
__ Plays a musical instrument.
__ Remembers melodies of songs.
__ Has a rhythmic way of speaking and/or moving.
__ Unconsciously hums to himself/herself.
__ Taps rhythmically on the table or desk as he/she works..
__ Is sensitive to environmental noises (e.g. rain on the roof)
__ Sings songs that he/she has learned outside of the classroom.
Interpersonal Intelligence
__ Enjoys socializing with peers.
__ Seems to be a natural leader.
__ Gives sound advice to friends who have problems
__ Seems to be street-smart.
__ Belongs to clubs, committees, organizations,or informal peer groups (e.g. cliques, gangs, etc.).
__ Enjoys informally teaching other kids.
__ Likes to play games with other kids.
__ Has two or more close friends.
__ Has a good sense of empathy or concern for others.
__ Others seek out his/her company. Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd
ed. Alexandria,
VA: ASCD, 2009.
8. MI Inventory – Older Child
Intrapersonal Intelligence
__ Displays a sense of independence or a strong will..
__ Has a realistic sense of his/her abilities and weaknesses.
__ Does well when left alone to play or study.
__ Marches to the beat of a different drummer.
__ Has an interest or hobby that he/she doesn’t talk much about.
__ Has a good sense of self-direction.
__ Prefers working alone to working with others.
__ Accurately expresses how he/she is feeling.
__ Is able to learn from his/her mistakes and failures in life.
__ Has a good sense of self-esteem.
Naturalist Intelligence
__ Relates better to animals (e.g. pets),than to people..
__ Likes field trips to natural settings.
__ Notices details in natural formations (e.g. clouds, mountains, geology, etc.) that others might miss.
__ Likes to hang around the gerbil cage, aquarium, terrarium, or other natural objects in class.
__ Prefers to spend free time in natural setting.
__ Speaks out for the rights of animals, or the preservation of the environment.
__ Has an ability to identify different kinds of birds, plants, or other living things.
__ Has a pretty highly developed sense of ecological awareness and/or sense of responsibility for helping to take care
of Mother Earth.
__ Enjoys doing nature projects, such as bird watching, butterfly or insect collections, or raising animals..
__ Does well in topics at school related to living systems (e.g. biology, environment studies etc.).
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd
ed. Alexandria,
VA: ASCD, 2009.
9. MI Inventory – Young Child
Check those statements that apply:
Word Smart
__ is attracted to words (e.g. letter blocks etc.)
__ enjoys talking
__ engages in emergent writing (or is an early writer)
__ engages in emergent reading (or is an early reader)
__ likes to listen to and/or take part in verbal conversations.
__ has a good memory for facts
Logic Smart
__ asks lots of ‘’why’’ questions
__ is attracted to numbers (e.g. number blocks etc.)
__ likes to count
__ likes logical patterns (e.g. one red block, two yellow blocks, one red block, two yellow blocks etc.)
__ shows interest in science related topics.
__ does well on Piagetian-type assessments of logical thinking
Picture Smart
__ is attracted to pictures and images (e.g. illustrations in a book etc.)
__ is highly imaginative
__ enjoys art-related activities.
__ draws well for age
__ enjoys watching video other visual presentations.
__ likes building with blocks or other construction sets
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd
ed. Alexandria,
VA: ASCD, 2009.
10. MI Inventory – Young Child
Body Smart
__ is good with hands (e.g. building, making things, etc.)
__ puts his/her hands all over something he’s/she’s just seen.
__ enjoys running, jumping, wrestling, or similar activities
__ shows ability in one or more sports
__ has a dramatic way of expressing herself/himself.
__ loves tactile experiences (e.g. finger painting, clay, etc.).
Music Smart
__ is attracted to music (e.g. on TV, radio, CD etc.)
__ loves to sing
__ enjoys interacting with a Music Smart instrument
__ remembers melodies of songs
__ has a good sense of rhythm.
__ has a melodic way of speaking
People Smart
__ enjoys socializing with peers.
__ shows qualities of a natural leader.
__ likes to play games with other kids.
__ makes friends easily
__ has a good sense of empathy or concern for others.
__ is good at resolving social conflicts
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd
ed. Alexandria,
VA: ASCD, 2009.
11. MI Inventory – Young Child
Self Smart
__ displays a sense of independence or a strong will.
__ does well when left alone to play.
__ has a good sense of self-direction.
__ prefers working alone to working with others.
__ accurately expresses how he/she is feeling.
__ has a good sense of self-esteem.
Nature Smart
__ relates very well to animals (e.g. pets).
__ loves to be out in nature
__ has strong feelings for protecting the natural world.
__ is able to identify different kinds of birds, plants, or other living things.
__ enjoys activities in nature such as bird watching, rock or insect collecting, or raising animals.
__ expresses interest in a career relating to nature (e.g. forest ranger, veterinarian etc.).
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd
ed. Alexandria,
VA: ASCD, 2009.
I’ve devised an inventory that you can use to get a quick sense of a child’s multiple intelligences – you might consider giving this to your parents and have them fill it out for their child, and then come in and discuss it with you – so you can be talking about strengths in addition to focusing on what the problems are.