The document discusses different styles of learning. It identifies 8 styles: linguistic, logical/mathematical, spatial, musical, bodily/kinesthetic, naturalistic, interpersonal, and intrapersonal. For each style, it provides examples of what learners like, what they are good at, and how they learn best. The objectives of the session are to make participants aware of different learning styles, help them understand how to make teaching more student-centric, and how to cater to various styles of learners.
The document discusses Howard Gardner's theory of multiple intelligences, which posits that intelligence exists in several distinct forms rather than as a single general ability. It outlines eight types of intelligence: bodily-kinesthetic, linguistic, logical-mathematical, interpersonal, intrapersonal, musical, visual-spatial, and naturalistic. The document suggests that instead of asking "how smart are you?", a better question is "how are you smart?" by recognizing different ways that intelligence can be demonstrated.
Este documento habla sobre cómo investigar en Internet de manera efectiva. Explica que hay que saber con precisión qué se busca antes de comenzar a explorar la red, y que Internet es más que una herramienta para conectarse con amigos, sino también una valiosa fuente de información. Además, detalla las diferentes fuentes de información primarias, secundarias y terciarias y cómo determinar si un recurso en particular es relevante para la investigación mediante el cuestionamiento de su necesidad.
The document discusses different styles of learning. It identifies 8 styles: linguistic, logical/mathematical, spatial, musical, bodily/kinesthetic, naturalistic, interpersonal, and intrapersonal. For each style, it provides examples of what learners like, what they are good at, and how they learn best. The objectives of the session are to make participants aware of different learning styles, help them understand how to make teaching more student-centric, and how to cater to various styles of learners.
The document discusses Howard Gardner's theory of multiple intelligences, which posits that intelligence exists in several distinct forms rather than as a single general ability. It outlines eight types of intelligence: bodily-kinesthetic, linguistic, logical-mathematical, interpersonal, intrapersonal, musical, visual-spatial, and naturalistic. The document suggests that instead of asking "how smart are you?", a better question is "how are you smart?" by recognizing different ways that intelligence can be demonstrated.
Este documento habla sobre cómo investigar en Internet de manera efectiva. Explica que hay que saber con precisión qué se busca antes de comenzar a explorar la red, y que Internet es más que una herramienta para conectarse con amigos, sino también una valiosa fuente de información. Además, detalla las diferentes fuentes de información primarias, secundarias y terciarias y cómo determinar si un recurso en particular es relevante para la investigación mediante el cuestionamiento de su necesidad.
El documento resume las características principales del Renacimiento en España durante el siglo XVI. Este período implicó una nueva concepción del ser humano y el triunfo del humanismo. En la literatura española, Juan Boscán y Garcilaso adoptaron las formas métricas y temas de la poesía italiana. La literatura renacentista se caracterizó por la sencillez, la naturalidad, el uso del verso endecasílabo y las estrofas italianas, además de revitalizar los mitos grecolatinos.
The document provides information about the present perfect and present perfect continuous tenses. It includes examples of verbs in sentences in these tenses and matching pictures. Students are asked to fill in blanks with verbs in the correct tenses. The document also asks students to rewrite sentences in the specified tenses and choose the best answer for sentences in a multiple choice format.
El documento resume la novela "Gógar y el misterio de los dragones" del autor José Luis Saorín. Presenta al detective protagonista Gógar y su obsesión por los zapatos y las gominolas. Gógar se ve envuelto en una investigación sobre un supuesto "banco de pesetas" y su relación con una banda criminal llamada "los dragones". El resumen proporciona información sobre el autor, el argumento, los personajes, el tiempo y el espacio en que se desarrolla la historia. También incluye preguntas y actividades
Este documento da la bienvenida a los estudiantes y profesores al nuevo año escolar 2010-2011, el cual comenzará el 15 de septiembre. Alienta a todos a esforzarse y fijarse metas, ya que el esfuerzo traerá resultados positivos. También continúa promoviendo el uso de su blog educativo durante el año escolar para trabajar en diferentes temas lingüísticos y literarios a través de las TIC.
This is a PPP made by Eneyda Galindez from ESL printables. I asked her permission to upload it and embed it in my blog. It is realiy fun to use it to practise WILL. Thanks a lot adyene!
This is a PPP I prepared for my students about the book "Dragonheart" (Penguin Readers, level 1). it's only chapter 1 because it was thought to be as a guide for my students to produce their own ones for their oral presentation.
This is a presentation prepared for my students to use as a guide to make them learn how to write a simple paper with a PPP working with the analysis of the lyrics of a song based on an especif topic: immigration.
El documento resume el desarrollo cronológico de la literatura medieval española desde el siglo XI al XV. Comienza con las jarchas en el siglo XI, seguido por el Poema de Mio Cid en el siglo XII. En este siglo también se desarrolla el Mester de Juglaría que compone poemas épicos. En el siglo XIII se compone la primera obra teatral en castellano y en el XIV Juan Ruiz escribe el Libro de Buen Amor sintetizando estilos literarios. Alfonso X utiliza pro
Este documento describe las principales formas de discurso que puede adoptar un mensaje en un texto: la narración, la descripción, la argumentación, el diálogo y la exposición. Explica que un texto puede contener diferentes secuencias correspondientes a estas formas de discurso y proporciona detalles sobre los elementos característicos de la narración, la descripción y el diálogo.
Este documento describe las cuatro funciones principales del lenguaje: la función representativa, que transmite información; la función expresiva, que transmite sentimientos y opiniones; la función apelativa, que pretende influir en el receptor mediante órdenes, instrucciones o preguntas; y la función poética, que llama la atención sobre la forma del mensaje. Cada función se ilustra con ejemplos lingüísticos.
Howard Gardner proposed the theory of multiple intelligences which identifies eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document then provides descriptions of each type of intelligence, potential careers that suit each intelligence, and learning preferences associated with each intelligence type.
The document provides information about multiple intelligences including definitions and examples of vocations for each type of intelligence. It describes the eight main types of intelligence as logical-mathematical, spatial, linguistic, bodily-kinesthetic, intrapersonal, interpersonal, musical, and naturalist. For each intelligence, it outlines the core abilities and provides potential career paths that make use of that intelligence.
El documento resume las características principales del Renacimiento en España durante el siglo XVI. Este período implicó una nueva concepción del ser humano y el triunfo del humanismo. En la literatura española, Juan Boscán y Garcilaso adoptaron las formas métricas y temas de la poesía italiana. La literatura renacentista se caracterizó por la sencillez, la naturalidad, el uso del verso endecasílabo y las estrofas italianas, además de revitalizar los mitos grecolatinos.
The document provides information about the present perfect and present perfect continuous tenses. It includes examples of verbs in sentences in these tenses and matching pictures. Students are asked to fill in blanks with verbs in the correct tenses. The document also asks students to rewrite sentences in the specified tenses and choose the best answer for sentences in a multiple choice format.
El documento resume la novela "Gógar y el misterio de los dragones" del autor José Luis Saorín. Presenta al detective protagonista Gógar y su obsesión por los zapatos y las gominolas. Gógar se ve envuelto en una investigación sobre un supuesto "banco de pesetas" y su relación con una banda criminal llamada "los dragones". El resumen proporciona información sobre el autor, el argumento, los personajes, el tiempo y el espacio en que se desarrolla la historia. También incluye preguntas y actividades
Este documento da la bienvenida a los estudiantes y profesores al nuevo año escolar 2010-2011, el cual comenzará el 15 de septiembre. Alienta a todos a esforzarse y fijarse metas, ya que el esfuerzo traerá resultados positivos. También continúa promoviendo el uso de su blog educativo durante el año escolar para trabajar en diferentes temas lingüísticos y literarios a través de las TIC.
This is a PPP made by Eneyda Galindez from ESL printables. I asked her permission to upload it and embed it in my blog. It is realiy fun to use it to practise WILL. Thanks a lot adyene!
This is a PPP I prepared for my students about the book "Dragonheart" (Penguin Readers, level 1). it's only chapter 1 because it was thought to be as a guide for my students to produce their own ones for their oral presentation.
This is a presentation prepared for my students to use as a guide to make them learn how to write a simple paper with a PPP working with the analysis of the lyrics of a song based on an especif topic: immigration.
El documento resume el desarrollo cronológico de la literatura medieval española desde el siglo XI al XV. Comienza con las jarchas en el siglo XI, seguido por el Poema de Mio Cid en el siglo XII. En este siglo también se desarrolla el Mester de Juglaría que compone poemas épicos. En el siglo XIII se compone la primera obra teatral en castellano y en el XIV Juan Ruiz escribe el Libro de Buen Amor sintetizando estilos literarios. Alfonso X utiliza pro
Este documento describe las principales formas de discurso que puede adoptar un mensaje en un texto: la narración, la descripción, la argumentación, el diálogo y la exposición. Explica que un texto puede contener diferentes secuencias correspondientes a estas formas de discurso y proporciona detalles sobre los elementos característicos de la narración, la descripción y el diálogo.
Este documento describe las cuatro funciones principales del lenguaje: la función representativa, que transmite información; la función expresiva, que transmite sentimientos y opiniones; la función apelativa, que pretende influir en el receptor mediante órdenes, instrucciones o preguntas; y la función poética, que llama la atención sobre la forma del mensaje. Cada función se ilustra con ejemplos lingüísticos.
Howard Gardner proposed the theory of multiple intelligences which identifies eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document then provides descriptions of each type of intelligence, potential careers that suit each intelligence, and learning preferences associated with each intelligence type.
The document provides information about multiple intelligences including definitions and examples of vocations for each type of intelligence. It describes the eight main types of intelligence as logical-mathematical, spatial, linguistic, bodily-kinesthetic, intrapersonal, interpersonal, musical, and naturalist. For each intelligence, it outlines the core abilities and provides potential career paths that make use of that intelligence.
The document discusses Howard Gardner's theory of multiple intelligences and provides examples of activities to identify students' dominant intelligences. It defines the eight types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, and naturalist. Students complete a test to determine their top intelligences and the document outlines ways teachers can adapt classroom activities to engage different intelligences.
This document discusses Howard Gardner's theory of multiple intelligences. It defines intelligence, outlines the eight types of intelligence in Gardner's theory (logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, verbal/linguistic, naturalist), provides examples of each type, and describes how teachers can incorporate activities targeting different intelligences into their lesson plans. A sample lesson plan targeting several intelligences with a series of steps is also outlined. The conclusion emphasizes that students have unique strengths and that understanding students' varied intelligences fosters lifelong learning.
The document discusses strategies to promote creative thinking across different subject areas. It provides examples of questions teachers can ask students to encourage imagination, generating ideas, experimenting, being original, expanding on ideas, and exercising judgment. Some key strategies mentioned are using imagination, generating more ideas, experimenting with alternatives, being original, and expanding on what is known. The document emphasizes that creativity must be valued and explicitly taught in all lessons.
1. MULTIPLE INTELLIGENCES / ADIMEN ANITZAK
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
1.2. Multiple Intelligences Survey
Multiple Intelligences is Howard Gardner's psychological theory about people and their different types of intelligences (logical, visual, musical, etc.). This test will help you discover your strongest types of intelligence and how these types helps you to learn.
This document discusses Howard Gardner's theory of multiple intelligences. It describes the eight main intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. For each intelligence, it provides examples of skills and potential career paths that suit each type of learner. It emphasizes that understanding multiple intelligences helps recognize different ways that students learn and process information.
This document discusses Howard Gardner's theory of multiple intelligences. It describes the eight main intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. For each intelligence, it provides examples of skills and potential career paths that suit each type of learner. It also briefly introduces existential intelligence as exploring questions about the meaning of life. The document serves to outline Gardner's theory of multiple intelligences and provide examples of how each intelligence can manifest.
This document discusses Howard Gardner's theory of multiple intelligences. It describes the eight main intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. For each intelligence, it provides examples of skills and potential career paths that suit each type of learner. It emphasizes that understanding multiple intelligences helps recognize different ways that students learn and process information.
This is the first in a series of 4 Professional Development workshops conducted by and for staff on Differentiated Learning (Teaching). This workshop focused on understanding the effect Multiple Intelligences and Learning Style have on everyone's learning interests and ability. If you've never done it before, try some of the quizzes and find out your own M.I.s and Learning Style!
This document discusses learning styles and multiple intelligences. It describes the main learning styles as visual, auditory, and kinesthetic. Visual learners learn through seeing, auditory learners through listening, and kinesthetic learners through moving and doing hands-on activities. The document then introduces Howard Gardner's theory of multiple intelligences, which identifies seven main types: visual/spatial, verbal, logical/mathematical, bodily/kinesthetic, musical, interpersonal, and intrapersonal. For each type, it provides examples of skills and potential career paths.
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.
This document presents a multiple intelligence quiz to assess an individual's strengths across eight types of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic. For each statement, the individual rates themselves on a scale of 1 to 5 on how well the statement describes them. The statements cover abilities and preferences related to each type of intelligence. After taking the quiz, the results are totaled and can be displayed on a graph to identify areas of greater and lesser intelligence.
This document discusses multiple types of intelligence including interpersonal, intrapersonal, spatial, naturalistic, and bodily-kinesthetic intelligence. For each type of intelligence, the document outlines potential career paths and activities that people with those intelligences may be well-suited for. It also provides examples of students who demonstrate different types of intelligence through their achievements and includes guidance on teaching students with varying intelligences.
The document discusses 7 different types of intelligences or "smarts" that can help students study math effectively: linguistic intelligence, physical intelligence, interpersonal intelligence, spatial intelligence, logical-mathematical intelligence, musical intelligence, and intrapersonal intelligence. It provides examples of study strategies tailored to each type of intelligence, such as taking notes, using physical objects, forming study groups, drawing pictures, breaking problems into steps, singing formulas, and self-studying with rewards. Students are encouraged to try various strategies to determine their strengths and what works best for them.
The document discusses 7 different types of intelligences or "smarts" that can help students study math effectively: linguistic intelligence, physical intelligence, interpersonal intelligence, spatial intelligence, logical-mathematical intelligence, musical intelligence, and intrapersonal intelligence. It provides examples of study strategies tailored to each type of intelligence, such as taking notes, using physical objects, forming study groups, drawing pictures, breaking problems into steps, singing formulas, and self-studying with rewards. Students are encouraged to try various strategies to determine their strengths and what works best for them.
n this presentation, we will explore a comprehensive analysis of our strengths and weaknesses, uncovering the factors that propel us forward and those that challenge our progress. By delving into these internal aspects, we aim to devise strategic pathways for growth and improvement that leverage our strengths while addressing our weaknesses.
Students learn in different ways depending on their individual learning styles and sensory preferences. Some students learn best visually, others auditorily, kinesthetically, or tactilely. Teachers should identify each student's preferred learning style and incorporate activities that appeal to different modalities, such as visual displays, verbal instructions, physical activities, and hands-on projects. Psychologist Howard Gardner also theorized that people have at least seven distinct intelligences, including logical, visual, kinesthetic, musical, interpersonal, intrapersonal, and linguistic abilities, and teachers should design lessons to engage students' varied intelligences.
This document provides an overview and syllabus for a Primary 2 teacher's skills trainer. It outlines 6 modules that teach essential life skills to primary students through topics like working together, finding information, exploring neighborhoods, choosing activities, learning technology, and celebrating events. Each module focuses on key vocabulary, language structures, and learning outcomes related to the topic. It also provides evaluation rubrics to assess student learning. The skills trainer is designed to be flexible and use authentic texts and tasks to help students practice critical thinking and problem solving in everyday English.
This document discusses learning styles and multiple intelligences. It describes the three main learning styles: visual, auditory, and tactile/kinesthetic. It then defines multiple intelligences as the seven ways people learn and think according to Howard Gardner's theory. The seven intelligences are briefly outlined as visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal. Examples of skills and potential careers are listed for each intelligence.
A PPP about the reader The Phantom of the Opera adapted by Jennifer Basset for Oxford Bokkworms Level 1. It was ment to encourage my students to prepare their own projects about the book. It is only chapter 1.
This document discusses adverbs of frequency, which are used to describe how often an action occurs. It lists common adverbs of frequency like always, usually, and sometimes. It also provides other expressions that can be used to indicate frequency, such as "once in a while", "every now and again", and "from time to time". The document explains where adverbs of frequency are positioned in sentences and discusses negative forms. It aims to help readers properly use adverbs of frequency to describe repeated or routine activities.
This PPP was made to help my students to produce their own one for their oral presentation about the book Dracula by Bram Stoker (Oxford Bookworms, level two). It is only charpter 1.
A short presentation made for my students to facilitate them to understand the characters' relationship in this awesome book. We read The Count of Monte Cristo Dominoes three, Oxford and it was difficult for them to understand all the chararters the book has.
It is a power point presentation about FAMOUS PAIRS/COUPLES. In this case, Batman & Robin. It will be useful to work with EFL students to prepare their own power point presentations about famous pairs in their own counties.
This is a useful power point presentation to make students write about famous people. The PPP is based in the survey the BBC carried out to find out the greatest Britons of all times.
The document provides an explanation and exercises about using the simple present tense in English. It includes examples of affirmative and negative sentences, questions, and activities involving choosing the correct verb form or describing pictures. There are also reading comprehension questions about the story of Pinocchio and words to describe in the simple present tense.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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 ...
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Learning styles
1. IJMR – Class: 5º Teacher: Liliana Lo Preiato
OUR ENGLISH CLASS - - Learning Styles 1
1) Auditory/musical Intelligence 2) Interpersonal Intelligence 3) Visual/Spatial Intelligence 4) Mathematical Intelligence
5) Intrapersonal Intelligence 6) Natural Intelligence 7) Kinaesthetic Intelligence 8) Verbal Linguistic Intelligence
1) Auditory learners like listening Cds, verbal presentations, sing, playing
instruments.
2) Interpersonal learners like group working.
3) Visual learnears like images, pictures, colors, maps.
4) Mathematical learners like solving problem.
5) Intra-personal learners like studying alone.
6) Naturalitic learners like working with natural world, outdoor classrooms.
7) Kinesthetic learners like doing sport, dancing, touching objects.
8) Verbal Linguistic like explaining things, reading and speaking and taking
notes
TWO HEMISPHERES OF BRAIN
Left Brain Right Brain
Rational Sensitive
Verbal Initiative
Realistic Non-verbal
Logical Visual
Analytic Dreamer
Objective Creative
Fact rules Emotional
Jobs: Jobs:
engineers, doctors, actors, artists,
journalists, designers, physical
accountants activities
1) Aural/musical intelligence ("music smart")
2) Interpersonal intelligence ("people smart")
3) Spatial intelligence ("picture smart")
4) Logical intelligence ("number/reasoning smart")
5) Intrapersonal intelligence ("self smart")
6) Naturalist intelligence ("nature smart")
7) Physical intelligence ("body smart")
8) Linguistic intelligence ("word smart"):
Left Brain
Dominant people
Right Brain
Dominant people
• want to listen and speak
• work alone,
• control feelings easily
• use logic,
• solve puzzle,
• look rules for working with
partner.
• want to see, feel, touch
objects
• study in groups,
• use pictures to remember
ideas and words,
• use music to remember
ideas and words
• take part of games
2. IJMR – Class: 5º Teacher: Liliana Lo Preiato
OUR ENGLISH CLASS - - Learning Styles 2
A. Read what each person says. What type of learners are they?
I prefer lessons where we can
discuss things.
I prefer lessons where there is
something to look at (like a
picture, chart, diagram or
video) or something to draw.
I prefer lessons where we can do
something practical – or at least
move around.
I prefer studying alone because
I know my own strenghts and
weaknesses.
I prefer working in groups when
I need to carry out a project.
I prefer to camp, hike and climb.
I am good at learning physical
skills.
I am good at strategy games. I have a good memory for faces.
On a long journey I like to look at
the scenery or read a book.
On a long journey I can’t wait
until we stop so I can walk
around.
On a long journey I like to listen
to music or talk to the other
travellers.
I am good at teaching and
explaining things to others.
I am good at making things. I can calculate connections
between items.
I would prefer to be a radio DJ
(or presenter).
I would prefer to be a
conservationist and campaign for
preservation of natural resources.
I would prefer to be an artist (or
designer).
In my spare time I would prefer to
do something physical, such as
gym.
In my spare time I would prefer to
watch TV or a video.
In my spare time I would prefer to
listen to chat with friends.
B. What type of learner are you? Read again and find it out! Complete. Write, at least, thirty words.
I think I’m a ____________________ learner because____________________________________________
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