Dokumen tersebut membahas tentang peranan deria dalam pendidikan dan seni. Deria seperti penglihatan, pendengaran, rasa, bau, dan sentuhan memungkinkan siswa memproses informasi dan belajar secara efektif melalui pengalaman dan eksplorasi lingkungan. Aktivitas seni yang melibatkan berbagai deria dapat meningkatkan perkembangan kognitif, nilai estetika, intuisi, dan persepsi siswa.
The document discusses different theories of intelligence, beginning with defining intelligence as the capacity to understand the world, think rationally, and effectively problem solve when faced with challenges. It describes crystallized intelligence involving acquired knowledge and fluid intelligence involving reasoning without prior knowledge. Gardner's Theory of Multiple Intelligences proposes there are at least eight types of intelligence: logical/mathematical, linguistic, musical, visual-spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. The document provides examples of skills and abilities associated with each type of intelligence.
El documento resume la teoría de las inteligencias múltiples desarrollada por Howard Gardner, la cual propone que las personas tienen diferentes tipos de inteligencia y aprenden de maneras diversas. Identifica ocho tipos de inteligencia: lógico-matemática, verbal-lingüística, musical-rítmica, corporal-kinestésica, espacial-visual, naturalista, intrapersonal e interpersonal. Más tarde, Daniel Goleman añadió la inteligencia emocional. Explica cada tipo de inteligencia y da ejemplos de
Inteligencias múltiples y Puntos de entrada al conocimientoCecilia Oubel
La teoría de las inteligencias múltiples ofrece un esquema útil con el cual describir y entender los diferentes modos y talentos que los estudiantes tienen para darle sentido a lo que los rodea. De igual manera, el enfoque de los puntos de entrada ofrece un marco educativo y una estructura para diseñar currículo que asume y acomoda las diferencias de los estudiantes, ofreciendo varias formas de abordar el contenido a aprender. Esta noción fue presentada por Howard Gardner en su libro “La mente no escolarizada”. Puede ser utilizado por educadores y estudiantes para examinar un asunto en particular, para reflexionar sobre el pensamiento y el conocimiento y también para organizar la enseñanza y el aprendizaje.
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.
Dokumen tersebut membahas tentang peranan deria dalam pendidikan dan seni. Deria seperti penglihatan, pendengaran, rasa, bau, dan sentuhan memungkinkan siswa memproses informasi dan belajar secara efektif melalui pengalaman dan eksplorasi lingkungan. Aktivitas seni yang melibatkan berbagai deria dapat meningkatkan perkembangan kognitif, nilai estetika, intuisi, dan persepsi siswa.
The document discusses different theories of intelligence, beginning with defining intelligence as the capacity to understand the world, think rationally, and effectively problem solve when faced with challenges. It describes crystallized intelligence involving acquired knowledge and fluid intelligence involving reasoning without prior knowledge. Gardner's Theory of Multiple Intelligences proposes there are at least eight types of intelligence: logical/mathematical, linguistic, musical, visual-spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. The document provides examples of skills and abilities associated with each type of intelligence.
El documento resume la teoría de las inteligencias múltiples desarrollada por Howard Gardner, la cual propone que las personas tienen diferentes tipos de inteligencia y aprenden de maneras diversas. Identifica ocho tipos de inteligencia: lógico-matemática, verbal-lingüística, musical-rítmica, corporal-kinestésica, espacial-visual, naturalista, intrapersonal e interpersonal. Más tarde, Daniel Goleman añadió la inteligencia emocional. Explica cada tipo de inteligencia y da ejemplos de
Inteligencias múltiples y Puntos de entrada al conocimientoCecilia Oubel
La teoría de las inteligencias múltiples ofrece un esquema útil con el cual describir y entender los diferentes modos y talentos que los estudiantes tienen para darle sentido a lo que los rodea. De igual manera, el enfoque de los puntos de entrada ofrece un marco educativo y una estructura para diseñar currículo que asume y acomoda las diferencias de los estudiantes, ofreciendo varias formas de abordar el contenido a aprender. Esta noción fue presentada por Howard Gardner en su libro “La mente no escolarizada”. Puede ser utilizado por educadores y estudiantes para examinar un asunto en particular, para reflexionar sobre el pensamiento y el conocimiento y también para organizar la enseñanza y el aprendizaje.
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 outlines the vision and key concepts for a school including concept-based learning, differentiated learning, cooperative learning, communication with parents, religious activities, and creating a learning environment with facilities like a library and computer lab. It emphasizes developing students through concept-based curriculum, differentiated instruction tailored to students, cooperative group work, maintaining communication between parents and school, and incorporating religious and socialization activities.
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LVT Design - Ways To Deal With MisbehaviorLVT Design
The document discusses strategies for dealing with student misbehavior. It recommends remaining calm and not escalating situations. Specifically, it suggests taking misbehaving students aside privately to address issues, making clear the behavior not the child is the problem, and avoiding engaging with tactics meant to provoke a reaction. Positive strategies include using visual and verbal cues, proximity control, and logical consequences focused on the misbehavior. Teachers should avoid illogical consequences, embarrassment, lecturing, judgment, and holding grudges.
This document outlines the agenda and purpose of a student-led conference. The conference aims to help students take responsibility for their own learning by understanding their progress and what they need to improve. It also helps parents understand grade-level expectations and how to support their child's learning at home. Finally, the conference is intended to involve students in the learning process and increase parent involvement to support their child's education.
LVT Design - Discipline: Training Children In God's WaysLVT Design
Disciplining children in a loving and reasonable manner means setting reasonable expectations, getting the child's perspective, remembering the learning cycle of listening, exploring, discovering, and assuming responsibility, allowing practice, seeking reasons for problem behavior, focusing on one thing at a time, teaching God's ways, encouraging, motivating, avoiding ultimatums, and diffusing explosive situations.
Modul Ajar Bahasa Inggris Kelas 11 Fase F Kurikulum MerdekaFathan Emran
Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka - abdiera.com, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka
PPT RENCANA AKSI 2 modul ajar matematika berdiferensiasi kelas 1Arumdwikinasih
Pembelajaran berdiferensiasi merupakan pembelajaran yang mengakomodasi dari semua perbedaan murid, terbuka untuk semua dan memberikan kebutuhan-kebutuhan yang dibutuhkan oleh setiap individu.kelas 1 ........
Panduan untuk memilih mata pelajaran pilihan yang akan dilaksanakan di jenjang SMK, yang mana sebagian besar sudah melakasanakan kurikulum merdeka. mata pelajaran pilihan bisa dipilih dari konsentrasi yang ada di sekolah, atau bisa juga memilih matqa pelajaran diluar konsentrasi keahlian yang dimiliki, dengan catatan sarana dan prasarana tersedia untuk melaksanakan pembelajaran.
The document outlines the vision and key concepts for a school including concept-based learning, differentiated learning, cooperative learning, communication with parents, religious activities, and creating a learning environment with facilities like a library and computer lab. It emphasizes developing students through concept-based curriculum, differentiated instruction tailored to students, cooperative group work, maintaining communication between parents and school, and incorporating religious and socialization activities.
Made by LVT Design using Apple's Keynote.
We can create a custom presentation based on your needs, using any kinds of presentation software that you prefer.
Contact us now and get the exclusive deals!
Features in this presentation: typography, hyperlink, custom image, magic-move, smart-chart
LVT Design - Ways To Deal With MisbehaviorLVT Design
The document discusses strategies for dealing with student misbehavior. It recommends remaining calm and not escalating situations. Specifically, it suggests taking misbehaving students aside privately to address issues, making clear the behavior not the child is the problem, and avoiding engaging with tactics meant to provoke a reaction. Positive strategies include using visual and verbal cues, proximity control, and logical consequences focused on the misbehavior. Teachers should avoid illogical consequences, embarrassment, lecturing, judgment, and holding grudges.
This document outlines the agenda and purpose of a student-led conference. The conference aims to help students take responsibility for their own learning by understanding their progress and what they need to improve. It also helps parents understand grade-level expectations and how to support their child's learning at home. Finally, the conference is intended to involve students in the learning process and increase parent involvement to support their child's education.
LVT Design - Discipline: Training Children In God's WaysLVT Design
Disciplining children in a loving and reasonable manner means setting reasonable expectations, getting the child's perspective, remembering the learning cycle of listening, exploring, discovering, and assuming responsibility, allowing practice, seeking reasons for problem behavior, focusing on one thing at a time, teaching God's ways, encouraging, motivating, avoiding ultimatums, and diffusing explosive situations.
Modul Ajar Bahasa Inggris Kelas 11 Fase F Kurikulum MerdekaFathan Emran
Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka - abdiera.com, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka, Modul Ajar Bahasa Inggris Kelas 11 SMA/MA Fase F Kurikulum Merdeka
PPT RENCANA AKSI 2 modul ajar matematika berdiferensiasi kelas 1Arumdwikinasih
Pembelajaran berdiferensiasi merupakan pembelajaran yang mengakomodasi dari semua perbedaan murid, terbuka untuk semua dan memberikan kebutuhan-kebutuhan yang dibutuhkan oleh setiap individu.kelas 1 ........
Panduan untuk memilih mata pelajaran pilihan yang akan dilaksanakan di jenjang SMK, yang mana sebagian besar sudah melakasanakan kurikulum merdeka. mata pelajaran pilihan bisa dipilih dari konsentrasi yang ada di sekolah, atau bisa juga memilih matqa pelajaran diluar konsentrasi keahlian yang dimiliki, dengan catatan sarana dan prasarana tersedia untuk melaksanakan pembelajaran.
Pendidikan inklusif merupakan sistem pendidikan yang
memberikan akses kepada semua peserta didik yang
memiliki kelainan, bakat istimewa,maupun potensi tertentu
untuk mengikuti pendidikan maupun pembelajaran dalam
satu lingkungan pendidikan yang sama dengan peserta didik
umumlainya
Materi ini membahas tentang defenisi dan Usia Anak di Indonesia serta hubungannya dengan risiko terpapar kekerasan. Dalam modul ini, akan diuraikan berbagai bentuk kekerasan yang dapat dialami anak-anak, seperti kekerasan fisik, emosional, seksual, dan penelantaran.