Howard Gardner developed the theory of multiple intelligences which posits that intelligence is not a single entity but rather composed of different capacities. The multiple intelligences test he created helps identify students' preferred learning styles and strengths by assessing their different intelligences such as linguistic, logical-mathematical, musical, bodily-kinesthetic, and more. Developing students through their strengths makes learning more effective and enjoyable as opposed to focusing on their weaknesses.
This document provides information about Howard Gardner's theory of multiple intelligences and its implications for classroom teaching. It defines intelligence and discusses Gardner's view that there are at least nine distinct intelligences rather than just a single general intelligence. These include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist intelligences. The document also addresses criticisms of the theory, implications for teaching different learning styles, and examples of people who demonstrate each type of intelligence.
This document provides strategies for teachers to motivate students and maximize engagement in the classroom. It suggests creating a positive learning environment through varied instructional techniques like role plays, discussions, and small group work. Some specific motivational strategies mentioned include using stimulating materials adapted to students' interests and levels, incorporating local news in class discussions, rewarding student performance, and showing enthusiasm as a teacher. The document concludes by thanking readers.
This document discusses the importance of personality development for teachers. It defines personality development as enhancing one's outer and inner self through improving skills like communication, confidence, and knowledge. Personality development is important for teachers because it helps them act as role models for students and build trust with parents. The document provides tips for teachers to develop their personality, including improving communication skills, appearing trustworthy, having strong morals, staying motivated, thinking positively, smiling, practicing public speaking, maintaining health and dress, being creative, and following etiquette. Overall, the document advocates that personality development is key for teachers to succeed in their careers and responsibilities.
The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
Multiple Intelligences in the Classroomjernestomejia
This document summarizes a workshop about Howard Gardner's theory of multiple intelligences. The workshop covered the origins of the theory in the 1980s and Gardner's definition of eight original intelligences. It discussed applying the theory in education by incorporating different activities to engage students with diverse intelligences. The theory has evolved over time with debates around additional proposed intelligences and criticisms of Gardner's conceptualization.
This document discusses principles of teaching and the learning environment. It covers that the learner is both a sentient body and rational soul. The fundamental equipment of the learner includes cognitive faculties like the five senses, instincts, imagination, memory, and intellect, as well as appetitive faculties like feelings, emotions, and rational will. It also discusses factors that contribute to differences among learners, learning styles, effective teachers, and the importance of both the physical and psychological climate of the learning environment.
This document provides information about Howard Gardner's theory of multiple intelligences and its implications for classroom teaching. It defines intelligence and discusses Gardner's view that there are at least nine distinct intelligences rather than just a single general intelligence. These include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist intelligences. The document also addresses criticisms of the theory, implications for teaching different learning styles, and examples of people who demonstrate each type of intelligence.
This document provides strategies for teachers to motivate students and maximize engagement in the classroom. It suggests creating a positive learning environment through varied instructional techniques like role plays, discussions, and small group work. Some specific motivational strategies mentioned include using stimulating materials adapted to students' interests and levels, incorporating local news in class discussions, rewarding student performance, and showing enthusiasm as a teacher. The document concludes by thanking readers.
This document discusses the importance of personality development for teachers. It defines personality development as enhancing one's outer and inner self through improving skills like communication, confidence, and knowledge. Personality development is important for teachers because it helps them act as role models for students and build trust with parents. The document provides tips for teachers to develop their personality, including improving communication skills, appearing trustworthy, having strong morals, staying motivated, thinking positively, smiling, practicing public speaking, maintaining health and dress, being creative, and following etiquette. Overall, the document advocates that personality development is key for teachers to succeed in their careers and responsibilities.
The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
Multiple Intelligences in the Classroomjernestomejia
This document summarizes a workshop about Howard Gardner's theory of multiple intelligences. The workshop covered the origins of the theory in the 1980s and Gardner's definition of eight original intelligences. It discussed applying the theory in education by incorporating different activities to engage students with diverse intelligences. The theory has evolved over time with debates around additional proposed intelligences and criticisms of Gardner's conceptualization.
This document discusses principles of teaching and the learning environment. It covers that the learner is both a sentient body and rational soul. The fundamental equipment of the learner includes cognitive faculties like the five senses, instincts, imagination, memory, and intellect, as well as appetitive faculties like feelings, emotions, and rational will. It also discusses factors that contribute to differences among learners, learning styles, effective teachers, and the importance of both the physical and psychological climate of the learning environment.
An effective 21st century teacher must be a lifelong learner, anticipate future needs, and foster relationships between students. Readers identified several key qualities of 21st century educators, including embracing technology while discerning effective uses, assessing all students' learning levels, and pushing for systemic changes to prepare students for their future. Comments emphasized the importance of interpersonal skills, embracing change, and allowing students to direct their own learning.
This document discusses the three domains of learning: cognitive, affective, and psychomotor. It focuses on the affective domain, which involves educational objectives related to attitudes, values, beliefs and appreciation. Krathwohl's taxonomy of the affective domain outlines five levels - receiving, responding, valuing, organization, and characterization. Instructional objectives in the affective domain should be specific, measurable, and observable. Examples of appropriate verbs to use for each level of the affective domain are provided.
A good teacher displays several key qualities, including a passion for teaching and their subject, love for their students, and a willingness to change and improve. They are organized and have the courage to face challenges, maintaining humility and a willingness to collaborate with students and other teachers. Above all, a good teacher has an engaging personality and teaching style, and promotes effective discipline that encourages positive behavior.
There are several roles that teachers can take on in the classroom. The most common is the controller, where the teacher leads activities from the front by taking attendance, giving instructions, and reading aloud. Other roles include the prompter, who encourages student creativity and participation sensitively; the participant, who stands back and allows students to work independently while providing feedback; the resource, who offers guidance by answering student questions; and the tutor, who combines advising and organizing to create an enhanced classroom atmosphere. Overall, the document discusses that while teaching is challenging, it can be very rewarding, and teachers have varying views of themselves and their profession depending on the roles they take on.
The document discusses strategies for creating an effective classroom environment that promotes learning. It emphasizes that effective teachers not only choose instructional strategies, but also create an engaging environment where students are consistently on task. Some keys to developing this environment include arranging the classroom space to minimize distractions, interacting easily with all students, and surveying the entire class. Teachers should also aim to develop a supportive community atmosphere and communicate clear rules and procedures to guide student behavior. When issues do arise, teachers need plans to address misbehaviors in a constructive manner. Overall, the document provides guidance for teachers to establish a well-managed classroom conducive to academic achievement.
The document provides guidance on principles of high quality assessment, including establishing clear learning targets in different domains like cognitive, psychomotor, and affective. It emphasizes the importance of students understanding evaluation criteria and receiving regular feedback. Effective assessments also arise from clear achievement targets and reflect what students will know and be able to do.
The document discusses different teaching strategies and qualities of effective teachers. It covers a variety of teaching styles such as lecture, demonstration, facilitation, and delegation. It also outlines strategies like case studies, discussions, active learning, cooperative group learning, and autonomous learning. Overall, the document emphasizes that teaching strategies should match the objectives of the lesson and that effective teachers engage students, set clear goals, and communicate high expectations.
This document discusses various learner-centered teaching strategies including inquiry-based learning, problem-based learning, and constructivism. Inquiry-based learning involves students working together to solve problems rather than receiving direct instructions from the teacher. Problem-based learning uses open-ended problems to drive student collaboration and reflection, with teachers acting as facilitators. Constructivism assumes that students construct their own knowledge through interaction with their environment and others. Examples provided include using mind maps and creating websites to apply these strategies.
Each person has unique talents, interests, and capabilities that are determined by innate, inherited, and acquired characteristics. Teachers can help students know, accept, trust, and develop themselves by taking into account individual differences in learning strategies, experiences, heredity, language, culture, and social backgrounds. Assessing learners and learning progress through diagnostic, process, and outcome measures is integral to setting appropriately high standards.
This document discusses strategies for effective classroom management. It begins with introducing the topic and defining classroom management as a set of strategies to establish an effective learning environment and promote positive student behavior. It then outlines six key strategies: 1) create an effective learning environment by setting clear rules and expectations, 2) establish classroom procedures, 3) create a motivational environment, 4) make every minute count by staying on schedule, 5) keep all students engaged, and 6) teach life skills. The document emphasizes that classroom management is important for student achievement and provides specific tips to implement each strategy, such as encouraging a growth mindset and using wait time when asking questions.
What is Teaching; Why Teaching; Types of Teaching; Teaching Methods; Effective Teaching; How Best to Teach; How to Assess Teaching; What Teachers Can Do
The document discusses differentiated instruction, which enables teachers to meet the diverse needs of students by varying the content, process, product, and learning environment based on students' readiness, interests, and learning profiles. It explains that teachers should use flexible grouping, tiered lessons, choice boards, and varied products. The goal of differentiated instruction is to respect each student's learning needs and provide multiple avenues for meaning making.
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
The document outlines an agenda for a workshop on multiple intelligences that has the following objectives: 1) to review Howard Gardner's theory of multiple intelligences, and 2) to explore ways to integrate the theory into curriculum and lessons. The agenda includes introductory activities like meeting participants and discussing successful people, as well as stations exploring the eight multiple intelligences identified by Gardner: linguistic, logical-mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. The workshop concludes that teaching students through a variety of methods aligned with their multiple intelligences creates a more inclusive learning environment.
This document discusses Howard Gardner's theory of multiple intelligences. It proposes that people have intelligence in at least eight different areas, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document provides definitions and examples of activities for each type of intelligence. It also discusses how a teacher's own dominant intelligences can impact their teaching style and how they should aim to address all types of student intelligence.
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.
The document describes two activities to assess learning styles. The first activity involves students answering questions about numbers on a screen to determine if they are visual learners. The second activity involves dividing students into groups with different tasks like holding objects to see how they perform on name recall questions. It then provides information about visual, auditory, and kinesthetic learning styles including their key characteristics and retention rates with different study methods.
Effective teaching strategies involve 6 keys: 1) arousing student interest and making connections between old and new concepts, 2) showing concern and respect for students to help them feel they can master subjects, 3) using various assessment methods and feedback to motivate learning rather than just memorization, 4) setting clear and high goals and intellectual challenges for students, 5) promoting student independence, control, and active engagement through appropriate tasks, and 6) learning from students by collecting evidence of teaching effectiveness and modifying instruction accordingly.
How to be a good teacher & activities to promote speakingLy Sam Ath
The document discusses qualities of good teachers and effective classroom practices. It outlines that good teachers love their job, are knowledgeable, approachable, and ensure equal participation from students. They provide clear instructions and maximize student talking time. Engaging lessons include variety, surprises, and balance between structure and novelty. Classroom management focuses on maximizing academic learning time through organization and student engagement. Speaking activities like discussion, role-play, interviews, reporting and advising are recommended.
Howard Gardner first developed the theory of multiple intelligences which divides human intelligence into 7 domains: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. David Kolb also developed a learning styles model that categorizes learners into four styles based on a four stage learning cycle: diverging, assimilating, converging, and accommodating. The document then provides descriptions of Gardner's multiple intelligence domains and Kolb's four learning styles.
The document discusses learning styles and multiple intelligences. It defines learning styles as how a learner perceives, interacts with, and responds to their environment. It describes four types of learning styles: mastery, interpersonal, understanding, and self-expressive. It also lists eight multiple intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document provides an overview of different learning styles and intelligences to help the reader understand how individuals learn best.
An effective 21st century teacher must be a lifelong learner, anticipate future needs, and foster relationships between students. Readers identified several key qualities of 21st century educators, including embracing technology while discerning effective uses, assessing all students' learning levels, and pushing for systemic changes to prepare students for their future. Comments emphasized the importance of interpersonal skills, embracing change, and allowing students to direct their own learning.
This document discusses the three domains of learning: cognitive, affective, and psychomotor. It focuses on the affective domain, which involves educational objectives related to attitudes, values, beliefs and appreciation. Krathwohl's taxonomy of the affective domain outlines five levels - receiving, responding, valuing, organization, and characterization. Instructional objectives in the affective domain should be specific, measurable, and observable. Examples of appropriate verbs to use for each level of the affective domain are provided.
A good teacher displays several key qualities, including a passion for teaching and their subject, love for their students, and a willingness to change and improve. They are organized and have the courage to face challenges, maintaining humility and a willingness to collaborate with students and other teachers. Above all, a good teacher has an engaging personality and teaching style, and promotes effective discipline that encourages positive behavior.
There are several roles that teachers can take on in the classroom. The most common is the controller, where the teacher leads activities from the front by taking attendance, giving instructions, and reading aloud. Other roles include the prompter, who encourages student creativity and participation sensitively; the participant, who stands back and allows students to work independently while providing feedback; the resource, who offers guidance by answering student questions; and the tutor, who combines advising and organizing to create an enhanced classroom atmosphere. Overall, the document discusses that while teaching is challenging, it can be very rewarding, and teachers have varying views of themselves and their profession depending on the roles they take on.
The document discusses strategies for creating an effective classroom environment that promotes learning. It emphasizes that effective teachers not only choose instructional strategies, but also create an engaging environment where students are consistently on task. Some keys to developing this environment include arranging the classroom space to minimize distractions, interacting easily with all students, and surveying the entire class. Teachers should also aim to develop a supportive community atmosphere and communicate clear rules and procedures to guide student behavior. When issues do arise, teachers need plans to address misbehaviors in a constructive manner. Overall, the document provides guidance for teachers to establish a well-managed classroom conducive to academic achievement.
The document provides guidance on principles of high quality assessment, including establishing clear learning targets in different domains like cognitive, psychomotor, and affective. It emphasizes the importance of students understanding evaluation criteria and receiving regular feedback. Effective assessments also arise from clear achievement targets and reflect what students will know and be able to do.
The document discusses different teaching strategies and qualities of effective teachers. It covers a variety of teaching styles such as lecture, demonstration, facilitation, and delegation. It also outlines strategies like case studies, discussions, active learning, cooperative group learning, and autonomous learning. Overall, the document emphasizes that teaching strategies should match the objectives of the lesson and that effective teachers engage students, set clear goals, and communicate high expectations.
This document discusses various learner-centered teaching strategies including inquiry-based learning, problem-based learning, and constructivism. Inquiry-based learning involves students working together to solve problems rather than receiving direct instructions from the teacher. Problem-based learning uses open-ended problems to drive student collaboration and reflection, with teachers acting as facilitators. Constructivism assumes that students construct their own knowledge through interaction with their environment and others. Examples provided include using mind maps and creating websites to apply these strategies.
Each person has unique talents, interests, and capabilities that are determined by innate, inherited, and acquired characteristics. Teachers can help students know, accept, trust, and develop themselves by taking into account individual differences in learning strategies, experiences, heredity, language, culture, and social backgrounds. Assessing learners and learning progress through diagnostic, process, and outcome measures is integral to setting appropriately high standards.
This document discusses strategies for effective classroom management. It begins with introducing the topic and defining classroom management as a set of strategies to establish an effective learning environment and promote positive student behavior. It then outlines six key strategies: 1) create an effective learning environment by setting clear rules and expectations, 2) establish classroom procedures, 3) create a motivational environment, 4) make every minute count by staying on schedule, 5) keep all students engaged, and 6) teach life skills. The document emphasizes that classroom management is important for student achievement and provides specific tips to implement each strategy, such as encouraging a growth mindset and using wait time when asking questions.
What is Teaching; Why Teaching; Types of Teaching; Teaching Methods; Effective Teaching; How Best to Teach; How to Assess Teaching; What Teachers Can Do
The document discusses differentiated instruction, which enables teachers to meet the diverse needs of students by varying the content, process, product, and learning environment based on students' readiness, interests, and learning profiles. It explains that teachers should use flexible grouping, tiered lessons, choice boards, and varied products. The goal of differentiated instruction is to respect each student's learning needs and provide multiple avenues for meaning making.
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
The document outlines an agenda for a workshop on multiple intelligences that has the following objectives: 1) to review Howard Gardner's theory of multiple intelligences, and 2) to explore ways to integrate the theory into curriculum and lessons. The agenda includes introductory activities like meeting participants and discussing successful people, as well as stations exploring the eight multiple intelligences identified by Gardner: linguistic, logical-mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. The workshop concludes that teaching students through a variety of methods aligned with their multiple intelligences creates a more inclusive learning environment.
This document discusses Howard Gardner's theory of multiple intelligences. It proposes that people have intelligence in at least eight different areas, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document provides definitions and examples of activities for each type of intelligence. It also discusses how a teacher's own dominant intelligences can impact their teaching style and how they should aim to address all types of student intelligence.
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.
The document describes two activities to assess learning styles. The first activity involves students answering questions about numbers on a screen to determine if they are visual learners. The second activity involves dividing students into groups with different tasks like holding objects to see how they perform on name recall questions. It then provides information about visual, auditory, and kinesthetic learning styles including their key characteristics and retention rates with different study methods.
Effective teaching strategies involve 6 keys: 1) arousing student interest and making connections between old and new concepts, 2) showing concern and respect for students to help them feel they can master subjects, 3) using various assessment methods and feedback to motivate learning rather than just memorization, 4) setting clear and high goals and intellectual challenges for students, 5) promoting student independence, control, and active engagement through appropriate tasks, and 6) learning from students by collecting evidence of teaching effectiveness and modifying instruction accordingly.
How to be a good teacher & activities to promote speakingLy Sam Ath
The document discusses qualities of good teachers and effective classroom practices. It outlines that good teachers love their job, are knowledgeable, approachable, and ensure equal participation from students. They provide clear instructions and maximize student talking time. Engaging lessons include variety, surprises, and balance between structure and novelty. Classroom management focuses on maximizing academic learning time through organization and student engagement. Speaking activities like discussion, role-play, interviews, reporting and advising are recommended.
Howard Gardner first developed the theory of multiple intelligences which divides human intelligence into 7 domains: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. David Kolb also developed a learning styles model that categorizes learners into four styles based on a four stage learning cycle: diverging, assimilating, converging, and accommodating. The document then provides descriptions of Gardner's multiple intelligence domains and Kolb's four learning styles.
The document discusses learning styles and multiple intelligences. It defines learning styles as how a learner perceives, interacts with, and responds to their environment. It describes four types of learning styles: mastery, interpersonal, understanding, and self-expressive. It also lists eight multiple intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document provides an overview of different learning styles and intelligences to help the reader understand how individuals learn best.
Learning styles and Multiple IntelligenceTin Arevalo
This document discusses learning styles and multiple intelligences. It defines learning style as a person's unique way of acquiring, processing, and retaining information. There are three main types of learning styles: visual, auditory, and kinesthetic. It also outlines eight multiple intelligences: verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Developing an awareness of one's own preferred learning style is an essential element of effective learning.
Multiple Intelligences and Adult LearningJellainey
The document discusses Howard Gardner's theory of multiple intelligences and how it relates to adult learning. It describes Gardner's theory that individuals possess different combinations of intelligences including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. As adults age, their abilities in various intelligences may decline due to poorer vision, hearing, memory, and physical limitations. This makes acquiring new knowledge and skills more difficult compared to younger adults.
The document provides an overview of a multiple intelligence teaching kit for teachers. It includes sections on administering a multiple intelligence test to students, grouping students according to their dominant intelligences, and strategies for teaching the different intelligences. The strategies target various intelligences, such as verbal/linguistic, logical/mathematical, and visual/spatial. Sample activities are also provided for each intelligence domain.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single entity but rather composed of at least eight different dimensions or intelligences. It claims that everyone possesses each of these intelligences to some degree and can develop them throughout life. The eight intelligences identified are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples of each type of intelligence and activities that engage each one are provided. The document also discusses how a teacher's own dominant intelligences can affect their teaching style and the need to support all types of learners.
The document discusses key aspects of implementing a multiple intelligences approach in the classroom, including defining the eight original multiple intelligences identified by Howard Gardner. It explains that a multiple intelligences approach allows teachers to honor student diversity and differentiate instruction. The document provides guidance on developing a multiple intelligences-based unit plan, including using a variety of teaching methods and assessments aligned to the different intelligences. It also discusses principles of brain-based learning and creating rubrics.
The document summarizes the Reconstruction era in the United States from 1865 to 1877 following the Civil War. It discusses the establishment of the Freedmen's Bureau to aid freed slaves through education, healthcare, and employment. It also examines the ideological differences between Booker T. Washington and W.E.B. Du Bois regarding the appropriate path for empowering African Americans after emancipation.
Leveraging Technology to Differentiate InstructionOHIO ITSCO
What is differentiated instruction? Are you already doing it? How can technology support and enhance differentiation? In this session, we address how to leverage technology to support teaching to multiple learning styles and modalities, with an emphasis on practical technology-infused lessons and classroom management strategies.
The document discusses Howard Gardner's theory of multiple intelligences, which suggests that traditional notions of intelligence based on IQ testing are too limited and that there are eight main types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. It provides descriptions of each type of intelligence, including characteristics of learners who possess that intelligence. The document concludes that most people can develop each of the eight intelligences to some degree, and that the intelligences often work together in complex ways.
Howard Gardner's Multiple Intelligence Theory proposes that there are seven original domains of intelligence rather than a single general intelligence. The theory identifies these domains as logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. Some benefits of the theory include that it allows all students to feel successful by recognizing different types of talents and meeting individual student needs through varied instructional practices.
The document discusses Howard Gardner's theory of multiple intelligences which defines intelligence as the ability to solve problems or create products valued in cultural settings. It then summarizes the eight intelligences identified by Gardner: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Examples of teaching activities, materials, strategies and presentation skills are provided for each intelligence. The document cautions against misusing the theory and advocates using multiple paths that highlight students' strengths.
Howard Gardner's theory of multiple intelligences proposes that people have at least seven different types of intelligence and that intelligence is not a single general ability. The seven intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. The theory encourages the idea that intelligence can be developed throughout life in different ways and that people have unique strengths in different areas of intelligence.
The document discusses sources of variation in second language learning, focusing on factors related to the language learner, including motivation, learning styles, strategies, and individual characteristics. It covers topics like integrative vs. instrumental motivation, the influence of culture and environment on language learning, and implications for adopting style-based and strategy-based instruction approaches to accommodate different learners.
The document discusses different learning styles, including the visual learning style. It describes the VAK model which categorizes learners as visual, auditory, or kinesthetic based on how they receive and process information. Visual learners tend to observe things like pictures, demonstrations, and films in order to improve their knowledge. They understand written instructions better than oral ones and use highlighting, color coding, mind maps and other visual techniques to memorize information.
This document discusses learning styles and the VARK model of learning preferences. It introduces the four categories in VARK: Visual, Aural, Read/Write, and Kinesthetic. It then provides a questionnaire to help determine a learner's preference, including examples like assembling furniture or setting up a phone. Based on the results, it describes each of the four learning styles in 1-2 sentences and provides suggestions for how learners with that preference can best take in information. The document concludes by asking if the reader agrees with their determined learning style preference.
- Howard Gardner's Theory of Multiple Intelligences proposes that there are seven distinct types of intelligence rather than a single general intelligence, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal intelligences.
- Gardner asserts that the seven intelligences are distinct from one another and do not rely on or occur as a consequence of each other, though they can complement one another as individuals develop.
- The theory challenges the widely accepted view that intelligence is based solely on logical and linguistic abilities, and encourages educators to provide opportunities for students to develop their individual intelligences through a varied curriculum.
This presentation examined the use of information and communication technologies (ICTs) to support English as a second language (ESL) learners. The presentation included sections on methods, findings, discussion, conclusions, implications, and limitations. Key findings were that ESL learners perceived improved literacy skills using ICTs, and their actual literacy skills did improve with ICT use according to assessments. The presentation concluded that ICTs can provide beneficial support for ESL learners' literacy development.
The document discusses differentiated instruction, which is an approach to teaching that aims to meet the needs of diverse learners. It involves adjusting content, process, products, and assessments based on student readiness, interests, and learning profiles. Some key elements of differentiation include focusing on essentials, attending to student differences, adapting instruction based on ongoing assessment, and allowing student choice and flexibility. The document provides examples of instructional strategies for differentiation, such as anchor activities, centers/stations, layered curriculum, tiered lessons, entry points, academic contracts, and compacting.
1. The document describes Gardner's theory of multiple intelligences which identifies 7 main types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial-visual, interpersonal, and intrapersonal.
2. For each type of intelligence, descriptions are provided for the skills and abilities associated with that intelligence as well as typical roles and careers that make use of that intelligence.
3. Examples of related tasks, activities, and tests are also listed to help identify strengths in each type of intelligence.
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!
The document discusses Howard Gardner's theory of multiple intelligences which proposes that intelligence is made up of several different abilities rather than a single general ability. It outlines various intelligences including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and suggests existential intelligence. The document also compares old and new views of intelligence and describes different learning styles associated with combinations of sensing, intuition, thinking, and feeling preferences.
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are seven main types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. It provides descriptions of each type of intelligence including related roles, tasks, and preferred learning styles. Additional potential intelligences are also mentioned such as naturalist, spiritual/existential, and moral but are said to be more complex.
The presentation covers two topics: learning styles and learning difficulties. It will discuss different classifications of learning styles, including sensory, perceptual, cognitive information processing, personality type, and personal talents models. Understanding one's own preferred learning style is important for effective learning and spending less time studying while remembering more.
The document discusses key elements of teaching and learning. It identifies the learner, teacher, and learning environment as the key players. It describes the learner as having both cognitive and appetitive faculties, including senses, intellect, emotions, and will. It notes factors like ability, aptitude, interests, background, and attitudes that contribute to differences between learners. It also discusses Howard Gardner's theory of multiple intelligences and learning styles like visual/auditory preferences.
Multiple Intelligence Theory was introduced by Howard Gardner in 1983 as an alternative to traditional IQ tests. Gardner proposed that there are at least eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that individuals possess unique combinations of these intelligences and that lessons should be planned to engage different intelligences. Assessment should also evaluate students through methods appropriate to their various intelligences.
INNOVATIVE TEACHING METHODOLOGIES Presentation by R. EDIN BROW
Industry Requirements
constructivist classroom
Mind-Mapping Theory
Mind-Map Graphics
Howard Gardner’s Multiple Intelligences Intelligence
Active learning
The Art and Science of Leadership
The document describes Howard Gardner's theory of multiple intelligences, which posits that intelligence is not a single entity but rather composed of at least eight different intelligences. It lists the eight intelligences as visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each intelligence, it outlines key sensitivities, skills, and potential career paths. It provides classroom activity examples to engage each type of intelligence and gives an activity using multiple intelligences for teaching punctuation.
The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. It defines intelligence as the ability to solve problems and create products valued in a culture, through eight different intelligences: linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides examples of careers that align with each intelligence and sample teaching strategies to engage each type of intelligence in the classroom. Benefits of the multiple intelligences theory include addressing individual student strengths, while drawbacks include increased time and resources needed for varied lesson plans and assessments.
The document proposes a K-12 education plan focused on meeting student needs. It discusses analyzing learning needs, establishing learning objectives, identifying gaps, and determining how to help students progress from their starting point to the desired destination. It also covers adapting instructional plans, monitoring effectiveness, learning styles, comprehensive input/output, language acquisition vs learning, autonomy, integrated evaluation domains, minimum achievements, understanding by design, TESOL standards, cooperative learning, cognitive science, Finland's education success, and quality circles for staff training. The overall goal is to develop a plan to help students improve skills and meet learning goals through an effective instructional approach.
1. The document discusses Howard Gardner's theory of multiple intelligences which proposes that people have different combinations of intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
2. The multiple intelligences approach states that education should acknowledge and develop all of students' intelligences through various activities and teaching methods.
3. The document provides examples of activities and teaching methods that can be used to engage different intelligences in the classroom.
LEARNING STYLES ---PPT FOR EDUCATIONAL PURPOSEKatrielBaleing
This document discusses learning styles and Howard Gardner's theory of multiple intelligences. It describes the three main learning styles - visual, auditory, and tactile - and provides strategies that are effective for each style. It also summarizes Gardner's theory that intelligence is comprised of seven areas - linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. The document advocates recognizing individual strengths and tailoring teaching methods to appeal to diverse talents and learning preferences.
This document discusses learning styles, thinking styles, and multiple intelligences. It describes the main learning styles as visual, auditory, and tactile/kinesthetic. It also discusses global vs analytic thinking styles. Additionally, it outlines Howard Gardner's theory of multiple intelligences which includes musical, bodily/kinesthetic, interpersonal, intrapersonal and other types of intelligence. Finally, it provides some teaching strategies that can engage different learning styles and intelligences.
The document discusses the nine multiple intelligences identified by Howard Gardner: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. For each intelligence, it provides a brief definition, examples of basic activities and instructional strategies to develop that intelligence, as well as potential career paths that make use of each type of intelligence.
This document discusses Howard Gardner's theory of multiple intelligences. It begins by contrasting the traditional view of intelligence, which focuses on IQ tests, with Gardner's view that there are nine types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and existentialist. Each type of intelligence is then defined and examples are given of people who exhibit strengths in that area. The document concludes by discussing implications of the theory and benefits of applying it in the classroom by addressing students' varied strengths.
1. The kingdom of Kay Oss was ruled by King Kay Oss who wanted to be liked by all his people. He decided that no one in the kingdom would be responsible for anything and all workers could rest from their daily labors.
2. Over time, as the kingdom of Kay Oss began to dissolve, it looked like this: Bcx dqufghj klzm nqxp qqt rqst Vqxwxxz bqxc dqf ghj kqlxmnxp.
3. Reading is an active process of constructing and reconstructing meaning through the interaction between the reader, the text, and the reader's prior knowledge. Readers use various strategies to build meaning
The document discusses several theories of intelligence:
- Robert Sternberg proposed the Triarchic Theory of Intelligence, which includes three types of intelligence: analytical, creative, and practical.
- Howard Gardner proposed the Theory of Multiple Intelligences, which identifies eight types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial-visual, interpersonal, intrapersonal, and naturalist.
- The theories view intelligence as broad constructs involving multiple capacities rather than a single general ability measured by tests.
I Second that Emotion: Teaching with Emotional IntelligenceLynda Kellam
This document discusses the importance of emotional intelligence for teachers. It provides an overview of key concepts in emotional intelligence, such as self-awareness, self-regulation, empathy, and social skills. Good teachers demonstrate qualities like being approachable, positive, and empathetic. The document also offers strategies for incorporating emotional intelligence into teaching, such as anticipating learner expectations, active listening, and personal reflection.
Similar to Multiple Intelligence and Learning Styles (20)
This document provides an overview of an intensive reading class, including goals to build vocabulary, writing techniques, studying strategies, and comprehension. It outlines the grading breakdown, required supplies of pencil, paper, composition book and reading book. Classroom procedures are listed, such as being on time, raising your hand to speak, and getting permission to leave. Suggestions are given for what parents can do to help their students, including supervising reading, reviewing writing, and encouraging vocabulary development. Contact information is provided for the teacher.
This document outlines the rules, procedures, and expectations for Major Donehew's class. It includes details about:
- Classroom rules like being on time, having necessary materials, and raising your hand to speak
- Procedures for entering the classroom, journals, group work, bathroom breaks, and dismissal
- Expectations for behavior, completing assignments, and following all procedures
The goal is to have an orderly classroom where students can learn while having fun in a structured environment.
This document contains a series of daily journal entries from December 2011 to December 2010. Each entry includes a motivational quote followed by a writing prompt. The quotes discuss themes of perseverance, focus, self-belief, determination, and overcoming discouragement. The writing prompts ask the reader to reflect on personal experiences related to survival, beauty, loss, memorable meals, songs stuck in one's head, childhood memories, feelings of loneliness, time away from home, and whatever is currently on the reader's mind.
This document contains motivational quotes from various speakers and writers posted between November 1st and November 30th. Each day includes a quote, a prompt for a quick writing exercise, and a word ending exercise. The quotes discuss topics like the influence of friends, learning from past failures, making an effort even against odds, accepting change, and the power of beliefs and actions. The writing prompts ask the reader to reflect on relationships, routines, ambitions, gratitude and enjoyed aspects of life.
These documents appear to be daily journal entries from October 2011. Each entry includes a quote, a writing prompt, and 3 associated words. The entries discuss topics like regrets, fears, dreams, and what captures one's heart. The documents provide snapshots into someone's thoughts over a period of about 3 weeks but do not have an overarching theme or story.
The document contains short daily quotes and writing prompts from September 2011. It includes quotes about ability and motivation, dealing with challenges in a positive way, forgiveness, commitment, happiness, courage, fear, control and life choices. Students were prompted to write short responses reflecting on topics like relationships, regrets, what makes them happy, and fears.
This document outlines the requirements and structure for a daily journal assignment. It provides a thought, quote, or writing prompt for each day, as well as word games or puzzles. Students are instructed to write the daily thoughts, their responses to prompts, and the word games in their journals. The journal is worth 20% of the student's final grade. Sample journal pages are also included to demonstrate the proper format.
This is a power point of quick write prompts for a high school creative writing class. These are also appropriate for an English class, ELL class, or an intensive reading class.
This document provides 10 prompts for creative writing poems:
1) Write a poem describing an object that represents you using reasons and images
2) Write a poem using the starting point "Break me the sunset in a cup"
3) Write a poem about an uplifting experience
4) Write a poem using 15 random words from a dictionary
5) Write a poem about a place using a given form
6) Write a poem inspired by the line "some suicides are never recorded"
7) Write a poem describing a view from a window using question responses
8) Write a poem about 10 auction items
9) Write a poem using "how to..."
10) Write 3 shaped poems where the
A student finds a mysterious package instead of their usual lunch. The package has their name on it but they do not know who sent it or what is inside. The prompt asks students to write the story from different perspectives, including from third person about someone else finding the package. It also provides examples of second and third person point of view.
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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!"
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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.
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 ...।
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Why do we bother?
AND
Why should we take class time?
2. Dr. Howard Gardner, author,
Frames of Mind and Multiple
Intelligences: The Theory in
Practice
“Intelligence is the capacity to do something useful in
the society in which we live. Intelligence is the ability
to respond successfully to new situations and the
capacity to learn from one’s past experiences.”
3. Howard Gardner’s
MULTIPLE INTELLIGENCE TEST
Published in Gardner’s Frames of Mind(1983)
Created to contribute to field of psychology
Quickly embraced by education
Howard Gardner (currently)
Professor Harvard Graduate School of Education
Adjunct Boston University School of Medicine
Senior Director Harvard Project Zero
Honorary degrees from at least 20 foreign institutions
Written over 20 highly regarded books on the human
mind, learning and behavior
4. Howard Gardner
All of that, in spite of his self description, in his
autobiography
“I was born cross-eyed, myopic, color-blind and unable
to recognize faces. There is hope for us all.”
5. What does it do?
Provides absolutely pivotal and inescapable indication
as to STUDENT’S
Preferred learning style
Behavioral style
Working style
Natural strengths
It indicates not only capabilities, but also the
manner or method in which a person prefers to
learn and develop their strengths
and also work on their weaknesses.
6. Examples
A person that is strong
Musically
Weak
Numerically
Will develop numerically through
Music
Not by being bombarded with
NUMBERS 1234…..7890
7. Examples
A person that is weak
Spatially
Strong
Numerically
Will be more likely to develop spatial ability
If explained and developed by using numbers and logic
Not by
Being asked to pack a suitcase
8. Examples
A person that is weak
Bodily/kinesthetic
Strong
Numerically
Might best be encouraged to explore numbers through
Learning the mathematical and scientific relationships
between
Exercise
Diet and health
9. Happy relaxed people learn
more readily than unhappy
stressful people!
The pressure of possible failure and being forced to act
and think unnaturally, have a significant negative
influence on learning effectiveness. . .
MOTIVATION
10. SIMPLE HUH?
A person’s strength is also a learning channel
A person’s weakness is not a great learning channel.
11. Develop students through their strengths
and we not only stimulate their
development—we also make them happy
(because everyone enjoys learning in
their strength areas)—and we also grow
their confidence and lift their belief
(because they see they are doing
well, and they get told they are doing
well.)
12. Creating a Class full of
STELLAR STUDENTS
Developing a student’s strengths will increase their
response to the learning experience, which helps them
to develop their weaknesses
as well as their strengths.
13. A person is “intelligent” or
“unintelligent.”
RIDICULOUS
Students possess a set of intelligences—not just one type
and level of intelligence.
Intelligence is not a single scalable aspect of a student’s
style and capability
THE FACT IS THAT WE ARE ALL INTELLIGENT IN
DIFFERENT WAYS!!!
14. Using your MULTIPLE
INTELLIGENCES results,
and your personal learning
experiences. . .
You will get evidence into the inescapable indication as
to how preferred learning styles, as well as
behavioral and working styles, can be used to
enhance your natural strengths.
15. The pressure of failure and being forced to act and
think unnaturally. . .
have a significant negative influence on learning!
16. In life we need people that who
collectively are good at
different things.
17. Intelligence type Capability and perception
Linguistic Words and language
Logical-Mathematical Logic and numbers
Musical Music, sound, rhythm
Bodily-Kinesthetic Body movement control
Spatial-Visual Images and space
Interpersonal Other people’s feelings
Intrapersonal Self-awareness
18. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Linguistic Words and Writers, Write a set of Words and
lanuguage lawyers, instructions; language
Written and journalists, speak on a
spoke; speakers, subject; edit a
retention, trainers, written piece of
interpretation copywriters, work; write a
and explanation English and speech,
of ideas and social studies commentate on
information via teachers, poets, an event; apply
language, editors, positive or
understands linguists, negative ‘spin’ to
relationship translators, PR, a story
between consultants, How can I use
communication media the spoken or
and meaning consultants, written word?
19. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Logical- Logical Scientists, Perform a Number and
Mathematical thinking, engineers, mental logic
detecting computer arithmetic
patterns, experts, calculation, More on
scientific accountants, create a process reasoning than
reasoning and statisticians, to measure mathematics
deduction; researchers, something
analyze analysts, difficult; analyze
problems, traders, bankers, how a machine
perform bookmakers, works, create a
mathematical insurance process; devise a
calculations, brokers, strategy to
understands negotiators, achieve an aim;
relationships deal-makers, assess the value
between cause trouble-shooters or a business
and effect proposition
towards a How can I bring
tangible in numbers,
20. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Musical Musical ability Musicians, Perform a Music, sounds,
Awareness, singer, musical piece; rhythm
appreciation composers, DJ’s, sing a song;
and use of music, review a musical
sound; producers, work, coach
recognition of piano tuners, someone to play
tonal and acoustic a musical
rhythmic engineers, instrument;
patterns, entertainers, specify mood
understands party-planners, music for
relationship environment telephone
between sound and noise systems and
and feeling advisors, voice receptions.
coaches How can I bring
in music or
environmental
sounds, or set
key points in a
21. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Bodily- Body Doctors, Juggle; Physical
Kinesthetic movement demonstrators, demonstrate a experience and
control actors, athletes, sports movement,
Manual divers, sports- technique; touch and feel
dexterity, people, soldiers, create a mime to
[physical agility fire-fighters, explain
and balance; eye ergonomists, something; toss
and body crafts-people something;
coordination assess work
station
ergonomics
How can I
involve the
whole body, or
hands-on
experiences?
22. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
Spatial-Visual Visual and Artists, Design a Pictures, shapes,
spatial designers, costume, images, space-
perception; cartoonists, interpret a 3D
Interpretation story boarders, painting, create
and creation of architects, a room layout,
visual images; photographers, create a
pictorial sculptors, town- corporate logo,
imagination and planners, design a
expression; visionaries, building; pack a
understands inventors, suitcase or the
relationship engineers, trunk of a car.
between images beauty How can I use
and meanings, consultants visual aids,
and between visualization,
space and effect. color, art,
metaphor, or
visual
organizers?
23. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
interpersonal Perception of Therapists, HR Interpret moods Human contact,
other people’s people, facial communication
feelings mediators, expressions; s, cooperation,
Ability to relate leaders, demonstrate teamwork
to others; counselors, feelings through
interpretation of politicians, body language,
behavior and educators, sales- affect the
communication, people, clergy, feelings of
understand the psychologists, others in a
relationships teachers, planned way;
between people doctors, coach or counsel
and their organizers, another
situations, advertising How can I
including other professionals, engage students
people coaches and in peer or cross-
mentors, age sharing,
cooperative
learning or
large-group
24. Intelligence Description Typical roles Learning Preferred
type tasks, learning style
activities, or clues
tests
intrapersonal Self- Arguably anyone Consider and Self-reflection,
awareness, who is self- decide one’s Self-discovery
Personal aware and own aims and
cognizance, involved in the personal
personal process of changes
objectivity, the changing required to
capacity to personal achieve them
understand thoughts, (not necessarily
oneself, one’s beliefs, reveal this to
relationship to behaviors in others); and
others and the relation to their decide options
world, and one’s situation, other for one’s own
own need for people, their development
and reaction to purpose and How can I
change aims. engage students
in peer or cross-
age sharing,
cooperative
learning or
25. Many teachers see the theory as simple common sense.
Some say that it validates what they already know: that
students learn in different ways.
The challenge that this brings for educators is to know
which students learn in which ways.
26. TO BEGIN TEACHING WITH THE
SEVEN INTELLIGENCES, TRY THE
FOLLOWING:the seven intelligences and the different ways we
Teach your students about
learn. Help them get better at using these different ways.
Vary the lessons so students have an opportunity to use all seven intelligences.
Instead of always using traditional tests, have students demonstrate what
they’ve learned by using different intelligences.
Help students see how much they have learned by keeping samples of work,
journals, and portfolios.
Give students a chance to use the different intelligences every day.
Discuss with them which intelligence they use for each activity.
Ask students how you can test what they’ve learned.
To close a unit, have students do projects, exhibits, or performances to
demonstrate what they genuinely understand about what they have learned.
Check the students interest inventory to see if there is a coorelation with the
intelligence.
Help students develop their seven intelligences through the opportunity of
exploring a wide variety of learning activities
27. Now couple your reflection on the
Interest Inventory with the MI and the
VAK model---and you will understand
your students as learners
The VAK was also designed by psychologists and has
been adopted by teachers.
The MI is one way of looking at thinking styles; VAK is
another.
28. Most people possess a dominant
or preferred learning style. . .
However, some people have a mixed and evenly
balanced blend of the three
Learning styles descriptions
Visual Seeing and reading
Auditory Listening and speaking
Kinesthetic Touching and doing
29. Armed with the three evaluative assessments you have
a reference invnetory by which to assess your student’s
preferred learning styles and the most importantly
Design learning methods and experiences that
match student’s preferences.
30. Using your inventory. . .
visual auditory Kinesthetic/
physical/tactile
Cook a new dish Follow a recipe Call a friend for an Follow your
explanation instinct, tasting as
you cook
Travel directions Look at a map Ask for directions Follow your nose
and maybe a
compass
Teach someone Write instructions Explain verbally Demonstrate and
something let them have a go
You say I see what you I hear what you say I know how you
mean feel
You say Show me Tell me Let me try
You say Watch how I do it Listen to me You have a try
explain it
31. This is a starting point
Consider how Bloom’s taxonomy fits into the
understanding of the MI, the VAK, and the interest
inventory of each student?
Consider how does Maslow’s hierarchy of needs fit into
behavior and learning?
Gardner emphasis that we should not judge and
develop ideas about students with an arbitrary and
narrow definition of ability and intelligence levels.
32. POTENTIAL is the end GOAL
We need to rediscover and promote the vast range of
capabilities and uniqueness of each student.
Look for the capabilities each student possesses
And then set about valuing each student for who they
are, what they can be, and
HELPING them to grow and fulfill their potential!
33. Becoming a Multiple Intelligences School,
by Thomas R. Hoerr
Eight Ways of Knowing: Teaching for Multiple Intelligences, by
David Lazear
Frames of Mind: The Theory of Multiple Intelligences,
by Howard Gardner
Intelligence Reframed: Multiple Intelligences for the 21st
Century, by Howard Gardner
Multiple Intelligences in the Classroom,
by Thomas Armstrong
Teaching and Learning Through Multiple Intelligences,
by Linda and Bruce Campbell and Dee Dickinson
http://www.literacyworks.org/mi/intro/index.html
Editor's Notes
DEFENSE MECHANISM Reaction formation – converting unwanted feelings and desires into their opposite.
Now let’s take a look at your assessment results
Intrapersonal – emotional maturity – “grown-up” least likely to define a role or set of roles – opposite of ego & self-projection – Maslow, self-acutalization – Erikson, generativityvs stagnation – You respond to external and internal stimuli – prerequisite for discipline and self-improvment