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This document discusses several key concepts: - Propositions are units of meaning that are constructed in cognitive structures and are hierarchically structured, as are concepts. This hierarchical structure aids creativity. - Creativity begins in infants as they perceive regularities or patterns. Experts are especially hierarchically structured. - Organized knowledge is context dependent and comprised of effective learning and interrelationships between different map segments. Focus questions are also context dependent, for both social and personal contexts.
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D:\Mis Documentos\Mis Archivos Recibidos\Yesica Viviana
This document discusses how propositions and concepts are hierarchically structured units of meaning that are constructed in cognitive structures. It states that creativity begins with infants perceiving regularities or patterns, and that experts are especially hierarchically structured. Organized knowledge is context-dependent and comprised of effective learning through interrelationships between different map segments.
Wk 3 team_d_assignment_nature_of_intelligence
This presentation discusses Howard Gardner's theory of multiple intelligences, which suggests that intelligence exists in several domains beyond IQ scores. It focuses on practical intelligence, emotional intelligence, cultural intelligence, and how these relate to adult learners. Practical intelligence involves applying experience and problem-solving skills to new situations, while emotional intelligence comprises self-awareness, self-management, and relationship skills. Cultural intelligence allows one to understand and adjust to different cultural contexts. Developing these intelligences can help adult learners meet expectations, build relationships, and advance professionally.
Howard Gardner's theory of multiple intelligence
Howard Gardner's theory of multiple intelligences proposes that there are eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The theory argues that intelligence is the ability to solve problems and create products that are valued within a particular cultural context. Each type of intelligence represents a different skill set and potential area of cognitive strength or weakness.
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Theory of Knowledge (ToK) encourages students to question how knowledge is obtained. It distinguishes between personal and shared knowledge and explores six Areas of Knowledge (AoKs) including the natural sciences, human sciences, mathematics, history, the arts, and religious knowledge systems. ToK identifies eight specific Ways of Knowing (WoKs) such as sense perception, emotion, and reason that are used to acquire knowledge. Students complete an essay and presentation which are externally assessed and contribute to their IB Diploma.
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Howard Gardner first published his theory of multiple intelligences in 1983, proposing seven distinct types of intelligence that explain variations in learning and problem-solving abilities. These include linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. Gardner acknowledged there may be additional complex intelligences beyond these seven types. His theory provided a framework for understanding diverse capabilities and learning styles.
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This document discusses Howard Gardner's theory of multiple intelligences. It identifies nine types of intelligence: naturalist, musical, logical-mathematical, interpersonal, bodily-kinesthetic, linguistic, intra-personal, spatial, and numerical. Each type of intelligence is defined in terms of the abilities and skills it encompasses. Examples are given of people who exhibit strengths in each area of intelligence.
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Howard Gardner first published his theory of multiple intelligences in his 1983 book Frames of Mind. The theory proposes that intelligence exists in several distinct forms rather than just one general cognitive ability. Gardner identified seven main intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. However, Gardner noted that additional intelligences may exist that are more complex to define. His theory aimed to provide a more comprehensive understanding of human intelligence and learning styles.
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D:\Mis Documentos\Mis Archivos Recibidos\Yesica Viviana
This document discusses how propositions and concepts are hierarchically structured units of meaning that are constructed in cognitive structures. It states that creativity begins with infants perceiving regularities or patterns, and that experts are especially hierarchically structured. Organized knowledge is context-dependent and comprised of effective learning through interrelationships between different map segments.
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Howard Gardner's theory of multiple intelligence
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15. theory of knowledge
Theory of Knowledge (ToK) encourages students to question how knowledge is obtained. It distinguishes between personal and shared knowledge and explores six Areas of Knowledge (AoKs) including the natural sciences, human sciences, mathematics, history, the arts, and religious knowledge systems. ToK identifies eight specific Ways of Knowing (WoKs) such as sense perception, emotion, and reason that are used to acquire knowledge. Students complete an essay and presentation which are externally assessed and contribute to their IB Diploma.
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Howard Gardner first published his theory of multiple intelligences in 1983, proposing seven distinct types of intelligence that explain variations in learning and problem-solving abilities. These include linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. Gardner acknowledged there may be additional complex intelligences beyond these seven types. His theory provided a framework for understanding diverse capabilities and learning styles.
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This document discusses Howard Gardner's theory of multiple intelligences. It identifies nine types of intelligence: naturalist, musical, logical-mathematical, interpersonal, bodily-kinesthetic, linguistic, intra-personal, spatial, and numerical. Each type of intelligence is defined in terms of the abilities and skills it encompasses. Examples are given of people who exhibit strengths in each area of intelligence.
Multiple intelligence pp [autosaved]
Howard Gardner first published his theory of multiple intelligences in his 1983 book Frames of Mind. The theory proposes that intelligence exists in several distinct forms rather than just one general cognitive ability. Gardner identified seven main intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. However, Gardner noted that additional intelligences may exist that are more complex to define. His theory aimed to provide a more comprehensive understanding of human intelligence and learning styles.
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This document discusses Howard Gardner's theory of multiple intelligences. It describes 8 types of intelligence: logical-mathematical, visual-spatial, bodily-kinesthetic, musical, linguistic, interpersonal, intrapersonal, and naturalistic. Each intelligence involves a different skill set and learning style. The document provides examples of careers that align with each intelligence as well as classroom activities and teaching strategies that cater to students with different dominant intelligences.
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Multiple intelligence
Howard Gardner proposed the theory of multiple intelligences, identifying 8 distinct types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner defined intelligence as a bio-psychological potential that can be activated in cultural contexts to solve problems or create products valued in that culture. The theory suggests that individuals possess combinations of these intelligences in different strengths and that assessments should account for diverse skills and abilities.
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El documento discute cómo factores como el desarrollo biológico, económico e intelectual afectan el aprendizaje y desarrollo humano. Explica que países pobres tienen menor nivel educativo y condiciones adversas, mientras que países ricos tienen buen nivel educativo y condiciones óptimas. También señala que el desarrollo intelectual depende de factores como la planificación, el contexto, y el uso efectivo de recursos educativos.
Concept map- juliana
Concept maps help organize knowledge into hierarchical structures of concepts and propositions. They represent perceived regularities or patterns in events and objects to focus on context-dependent questions. Well-structured concept maps with crosslinks show the interrelationships between different segments and aid in effective teaching and learning. The creation of concept maps begins early in infants as they develop creativity to understand relationships.
Violencia en colombia
In 1991, several Colombian insurgent groups signed peace agreements to abandon their arms, but groups like the CRAF, ELN, and a faction of the EPL continued fighting. In 1998, forced migration increased in Colombia due to violence from paramilitary and guerrilla groups that targeted civilians. Over 71,000 Colombians fled their homes, leaving small villages and towns. In 2010, the CRAF bombed a school in Arauca department using a gas cylinder detonated remotely, and President Uribe condemned the CRAF for continuing attacks and hostage-taking.
juliana delgado s.s. work
are the followings works:
1.what is the political constitution ?
2.what are the forms of the govrnment ?
3.what is a state ?
Sociales Ultimo Proyecto
The document discusses the requirements to be elected president of Colombia. It notes that the president must be a native born citizen, in full possession of their civil and political rights. The president is both the head of state and chief executive, and has appointive powers within a unitary system of government with limited self-government. The executive branch includes presidentially appointed commissions, administrative agencies, and decentralized semi-autonomous agencies staffed by qualified economists, engineers, and technocrats.
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Howard Gardner developed the theory of multiple intelligences which proposes that humans possess at least eight different intelligences including musical, bodily kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalist. Each intelligence can be measured separately but activities typically involve using multiple intelligences. The theory led to intelligence tests that allow for more than one correct answer.
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Multiple intelligences theory proposes that intelligence is comprised of at least 8 different intelligences rather than a single general intelligence measured by IQ tests. The 8 intelligences are verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. The theory challenges traditional views of intelligence being fixed and centered around language and logic abilities, instead suggesting intelligences can be strengthened and individuals have unique intelligence profiles.
Passion Based Learning
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
teaching-multi-grades.pptx
The document discusses integrating learning styles and multiple intelligences theories. It outlines how the theories differ, with learning styles focusing on individual differences in learning processes and multiple intelligences focusing on differences in intellectual content. The document proposes that integrating the two theories can minimize their limitations and enhance their strengths. It provides examples of categorizing abilities and vocations for Howard Gardner's seven multiple intelligences by the four main learning styles. The goal is to provide teachers with a framework for applying both theories in the classroom.
Few preliminaries about knowledge
This presentation is about knowing the processes of acquiring knowledge. The major sources and types of knowledge are mentioned in it. How dialogue helps in constructing a knowledge is also highlighted in this presentation.
Cognitive Dimension in Children
3. Ask a friend who plays to grab a ball, bat, and glove and teach you. Hands-on learning through demonstration and practice is generally more effective for learning a new skill like playing softball than passive learning methods like reading or watching videos.
Cinderella
The "Where in the World is Cinderella?" unit has students analyze different versions of the Cinderella story from around the world to learn about cultural influences. Students collaborate on writing their own versions from different character perspectives. The unit incorporates technology, critical thinking, creativity and engagement. Suggested improvements include reducing the length and repetition of writings, adding a risk-taking element, and exploring the social studies and cultural aspects in more depth.
Engaging Learners Understanding The Problem
This document discusses various topics related to engaging learners and education, including:
1) The challenge of providing inclusive education and understanding learners' needs, abilities, and aspirations.
2) The importance of putting the learner first and recognizing different types of intelligences and emotional intelligence.
3) The purpose of education for most learners is to develop skills to get and maintain employment or have a better life.
4) Scotland's curriculum aims to enable all young people to become successful learners, confident individuals, responsible citizens, and effective contributors.
Engaging Learners Understanding The Problem
This document discusses several key aspects of engaging learners and education. It touches on understanding learners' needs, developing new approaches to education, the importance of putting learners first, and recognizing different types of intelligence and learning styles. It also emphasizes the goal of education being to help learners get and succeed in jobs through developing relevant skills, knowledge, attitudes and behaviors.
Instructional leadership pgl session2012 revised
This document discusses instructional leadership for developing global competence in students. It outlines how the modern economy requires skills like technological literacy, critical thinking, and cultural awareness. Teachers need to help students develop knowledge of other cultures and issues, investigate topics from a global perspective, recognize different perspectives, communicate ideas to diverse audiences, and take informed action. The document provides examples of how to teach these competencies and develop them in teachers through experiences like international travel. It emphasizes that educating students for a globalized world requires new approaches to teaching and curriculum planning.
Integration in the 21st Century Classroom
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
Four pillars of education
The four pillars of education as recommended by UNESCO are:
1. Learning to know, which involves developing concentration, memory, thinking skills, and tapping into hidden talents.
2. Learning to do, which means gaining occupational skills and interpersonal skills like communication, teamwork, and problem solving.
3. Learning to live together, which aims to foster understanding between people and teach conflict resolution through dialogue.
4. Learning to be, which means supporting the holistic development of each individual's mind, body, intelligence, sensitivity, and spirituality.
Atep prof195 mns_2012
Here are the key points of an informal chat:
- Set aside time to talk one-on-one with the student away from others.
- Remind them of the agreed upon expectations/rules.
- Discuss the specific misbehaviour and why it's an issue.
- Ask for their perspective to gain understanding.
- Come to an informal agreement together on improving the behaviour.
- Follow up to see if the agreement is being followed through.
- Praise and acknowledge positive changes as a result of the chat.
The goal is to problem solve respectfully and get the student invested in making better choices moving forward.
Natrure of Intelligence
The document discusses several theories of intelligence, including multiple intelligences, practical intelligence, and emotional intelligence. Multiple intelligences theory identifies eight types of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Practical intelligence involves adapting to one's environment through experience. Emotional intelligence comprises self-awareness, self-regulation, motivation, empathy, and social skills. Culture impacts the development and expression of different types of intelligences.
Passion based cell
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
Constructivism
This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
Classroom Styles as Discerning and Constructivism
Constructivism improves thinking skills, statement and social talents, encourages unusual methods of appraisal, helps student's removal skills to the real realm and promotes intrinsic inspiration to learn. Discerning and Constructivism are the big notions in education. Their inferences for how educators teach, and study to teach are immense. Rather than getting ‘knowledge' from professionals in training periods, teachers and executives will have to team up with peers, academics, and their own scholars to make intellect of discerning and constructivism. Merely then we can convert our nation, via education, into an attentive, critical, scientific area, imbued with the desire for truth and for total social prosperity. If we want a futurity that is much more solicitous, vastly more compliant, greatly more concerned, and a lot more amorous, then we have to devise it. The prospect is in our schools, schoolrooms and humanity today. Ameer Bee Mirza Abdul Aziz Baig "Classroom Styles as Discerning and Constructivism" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47538.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47538/classroom-styles-as-discerning-and-constructivism/ameer-bee-mirza-abdul-aziz-baig
Multiple Intelligences Research Paper
Howard Gardner developed the theory of multiple intelligences in 1983 which proposes that there are different ways that people learn and process information. The theory identifies eight main intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner developed this theory based on his research and background in developmental psychology. The theory explains that intelligence is not just a single ability but rather encompasses multiple capacities and that people have different cognitive strengths that should be recognized.
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- 1. Daniela Caballeromr. diego villamizarsocial project5-a
- 2. PROPOSITIONS are UNITS MEANING. UNITS MEANING constructe in COGNITIVE STRUCTURE. PROPOSITION are HIERAR CHICALLY STRUCTURED. CONCEPTS are HIERAR CHICALLY S STRUCTURED. HIERAR CHICALLY STRUCTURE aidsCREATIVITY. CREATIVITY beginsINTANTS. PERCEIVED REGULARITIES OR PATTERNS beginwith INTANT. HIERAR CHILLY STRUCTURED especiallywithEXPERTS.
- 3. ObetZED KNOLEDGE is comprised of EFFECTIVE LEARNING. INTERRELATIONSHIPS between DIFFERENT MAP SEGMENTS. ORGANIZED KNOLEDGE is CONTEXT DEPENDET. FOCUS QUESTIONS are CONTEXT DEPENDENT. CONTEXT DEPENDENT e.g. SOCIAL. CONTEXT DEPENDENT e.g.PERSONAL.
- 4. TERMS expert a person with special knowledge or ability who performs skillfully creativity creativity, creativeness, creative thinking. words language that is spoken or written; "he has a gift for words"; "she put her thoughts into words"
- 7. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students. Context-dependent memory in two natural environments: On land and underwater
- 8. Organized knowledge structures and personality: Personschemas, selfschemas, prototypes, and scripts. Personschemas and maladaptive interpersonal patterns.