Multiple intelligences
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The document summarizes Howard Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides descriptions of each type of intelligence and examples of how children with strengths in each area may think, what they love, and what they need.
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Mult. intel. 2
Howard Gardner proposed the theory of multiple intelligences in 1983 which identified 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 and examples of how children with strengths in each area may think, what they love, and what they need.
multiples intelligences
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each type of intelligence, it describes how children with that intelligence tend to think, what they love, and what they need to support their learning style.
Clase didactica jueves
Here are some materials to start an album with multiple intelligence activities:
- Linguistic intelligence: lined paper, pens/pencils, books to read, poetry templates, story starters
- Logical-mathematical intelligence: graph paper, calculators, logic puzzles, math worksheets
- Visual-spatial intelligence: colored pencils, markers, paint, sketch pads, photography materials
- Bodily-kinesthetic intelligence: balls, jump ropes, dance music, craft supplies, modeling materials
- Musical intelligence: musical instruments, sheet music, recorded music, lyrics to songs
- Interpersonal intelligence: discussion prompts, group roles, cooperation games, peer feedback forms
- Intrap
Howard gardner by martha romero
Howard Gardner is an American psychologist known for introducing the theory of multiple intelligences. He proposed that rather than having a single intelligence, humans possess at least eight relatively independent intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. His theory challenged the traditional view that intelligence is a single general ability and has influenced education and parenting practices.
Multiple intelligences
Howard Gardner proposed the theory of multiple intelligences which identifies several relatively autonomous human intellectual competences. The theory identifies eight intelligences: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that individuals possess combinations of these intelligences in different strengths, and that individuals with different intellectual profiles may excel in different tasks or professions.
The Eight Intelligences
The document discusses Gardner's theory of multiple intelligences which includes verbal/linguistic, logical/mathematical, intrapersonal, visual/spatial, musical/rhythmic, kinesthetic, interpersonal, and naturalist intelligences. It provides details on each type of intelligence such as verbal/linguistic involving work with language, visual/spatial dealing with images and relationships in space, and interpersonal concerning human relationships and empathy. The document was presented by Jean Noel Macaque on May 24, 2009.
Personality Box
This document contains a list of personality traits and characteristics that can be used to describe an individual, including their family background, physical appearance, talents, habits, likes/dislikes, and life experiences. The list includes both inherent traits as well as developed behaviors and preferences.
Personality project 1
This document discusses various aspects of personality including inherited features, outer appearance, social behavior, talents, future plans, eating habits, fears, favorites, emotions, and experiences. However, it does not provide any details about these personality traits and instead lists them without explanation.
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Mult. intel. 2
Howard Gardner proposed the theory of multiple intelligences in 1983 which identified 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 and examples of how children with strengths in each area may think, what they love, and what they need.
multiples intelligences
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each type of intelligence, it describes how children with that intelligence tend to think, what they love, and what they need to support their learning style.
Clase didactica jueves
Here are some materials to start an album with multiple intelligence activities:
- Linguistic intelligence: lined paper, pens/pencils, books to read, poetry templates, story starters
- Logical-mathematical intelligence: graph paper, calculators, logic puzzles, math worksheets
- Visual-spatial intelligence: colored pencils, markers, paint, sketch pads, photography materials
- Bodily-kinesthetic intelligence: balls, jump ropes, dance music, craft supplies, modeling materials
- Musical intelligence: musical instruments, sheet music, recorded music, lyrics to songs
- Interpersonal intelligence: discussion prompts, group roles, cooperation games, peer feedback forms
- Intrap
Howard gardner by martha romero
Howard Gardner is an American psychologist known for introducing the theory of multiple intelligences. He proposed that rather than having a single intelligence, humans possess at least eight relatively independent intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. His theory challenged the traditional view that intelligence is a single general ability and has influenced education and parenting practices.
Multiple intelligences
Howard Gardner proposed the theory of multiple intelligences which identifies several relatively autonomous human intellectual competences. The theory identifies eight intelligences: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that individuals possess combinations of these intelligences in different strengths, and that individuals with different intellectual profiles may excel in different tasks or professions.
The Eight Intelligences
The document discusses Gardner's theory of multiple intelligences which includes verbal/linguistic, logical/mathematical, intrapersonal, visual/spatial, musical/rhythmic, kinesthetic, interpersonal, and naturalist intelligences. It provides details on each type of intelligence such as verbal/linguistic involving work with language, visual/spatial dealing with images and relationships in space, and interpersonal concerning human relationships and empathy. The document was presented by Jean Noel Macaque on May 24, 2009.
Personality Box
This document contains a list of personality traits and characteristics that can be used to describe an individual, including their family background, physical appearance, talents, habits, likes/dislikes, and life experiences. The list includes both inherent traits as well as developed behaviors and preferences.
Personality project 1
This document discusses various aspects of personality including inherited features, outer appearance, social behavior, talents, future plans, eating habits, fears, favorites, emotions, and experiences. However, it does not provide any details about these personality traits and instead lists them without explanation.
Multiple intelligences
This document discusses Howard Gardner's theory of multiple intelligences. It introduces Gardner's view that intelligence is not a single general ability but rather consists of at least eight specific intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides brief descriptions of each type of intelligence and examples of how they are demonstrated.
school objects 2015
This list contains school supplies including markers, colors, a book, scissors, paper, a chair, table, crayons, backpack, and glue which are commonly used materials for arts and crafts or school projects.
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This document outlines the key aspects that make up one's personality including their family background, physical appearance and traits inherited from family, social behaviors and skills, future goals, preferences and life experiences that have shaped them.
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The document discusses analyzing primary source data through thinking skills like responding to objects, designs, and activities shown. It prompts the reader to ask questions about images of carved sculptures, such as what animals are shown and if numbers of heads are important. Potential sources to find answers, like Google Earth, libraries, and research on religion and temples, are suggested.
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Activity plan (3) workshop 3 years hold
This document provides an activity plan for pre-school education subjects in Italy. The plan involves sensory-perceptual and psychomotor activities using various materials like salt dough, shaving cream, and colors. The objectives are for students to know their own body, use it expressively, have sensory-motor experiences, express needs, understand stories, interact verbally, and recognize colors and relationships. Activities will include role-playing games, manipulating materials like shaving cream and flour to develop tactile and color skills, mimic games, and psychomotor pathways associated with colors. Students will be assessed on manipulative, painting, language, and psychomotor skills.
Howard gardner2011
An overview of Howard Gardner's MI theory before existentialism was accepted, hence 81/2 intelligences.
Gardner’s multiple intelligences
The document discusses Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalist. Each type of intelligence is defined by specific skills such as sensitivity to rhythm and melody for musical intelligence, physical coordination for bodily-kinesthetic intelligence, problem solving for logical-mathematical intelligence, language use for linguistic intelligence, and understanding nature for naturalist intelligence. The document provides examples of each type of intelligence.
Mapping The Materials of Basic Drawing Lectures with Visual Spatial Intillige...
International Conference on Creative Industry 2011, ITS
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There is a fundamental problem when Ubaya aren’t held drawing test for intake students in DMP, while the other side DMP is a program of study that most of the activity is drawing. With backgrounds that are less measurable student qualifications for the intake of high school who did not make drawing skills as a measure of intelligence, graduates, DMP must hold a matriculation class to improve drawing skills. However, this does not guarantee the results of the matriculation students to produce a standard product design skills. Drawing is a coordinate intelligence between the eyes, logic, motor hand and taste. Only with long exercise, that four element can be coordinated and produce decent work. In other words, drew flight hours is very important to produce a quality works.
The problem finding that autor found are the absence of a fixed rule about learning the basic concepts of drawing in DMP Ubaya. The need for material mapping images of the product design in order to obtain the most appropriate on basis of product design, due to during this the material created is still a way to follow what the material was applied to higher education. And the last is how to implement these materials into the teaching of media demo reel.
The study will use the method of exposure of descriptive literature and comparative studies. Visits to the established design college, elementary, junior high school, vocational and companies associated with learning to draw, to obtain data on the method of drawing. Studying the data based on visual intelligence theory as a basis for the ability to be owned by the prospective designers. Comparing with the learning methods that have been conducted in DMP Ubaya. Applying such content as syllabus content and demo reel.
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This document discusses how icons represent ideas and how visual models can convey information. It notes that visual processing makes up 33% of our brain and that seeing developed before speaking. Pictures can represent words and ideas, helping to communicate complex concepts in a clear, visual way. However, images can also potentially deceive or overload us with too much information. The goal is to use visualizations and icons to help people understand content through familiar things.
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This document discusses how icons represent ideas and how visual models can convey information. It notes that visual processing makes up 33% of the brain's cortex and that seeing developed earlier than speech. Pictures can represent words and ideas, with examples given of how visualizations and infographics have been used since 1786 to represent information and tell stories in a clear way. However, it also notes pictures can be deceptive and cautions against information overload without understanding content.
Learning environment and play
The document discusses key aspects of creating an effective learning environment for children. It defines the learning environment as the internal and external factors that influence learning. An effective environment encourages discovery, independence, and hands-on learning. It also discusses Bronfenbrenner's ecological theory which emphasizes the interaction between a child and their various social systems, from immediate surroundings to broader cultural influences. Play is identified as an important part of the learning process, as it allows children to develop physically, intellectually, emotionally and socially in a relaxed setting.
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The document discusses the relationship between natural selection, evolution, culture, education, and the role of God. It explores whether education could be viewed as unveiling the image of God and studying human nature scientifically. It raises questions about whether we have lost the ability to understand cultural symbols and whether myth and metaphor still have a place in our understanding of reality. The document advocates taking a multi-layered perspective to connect human nature with different levels of reality.
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This document discusses the implications of knowledge organization systems (KOS) and their impact on indigenous knowledge. It notes that current KOS are largely Eurocentric and problematic for representing indigenous ways of knowing. Specifically, they are hierarchical, linear, and culturally biased. This marginalizes indigenous groups by not adequately representing their holistic knowledge paradigms. The document advocates considering indigenous KOS to improve access for indigenous users and address issues of cultural bias in the dominant classification systems. Alternative approaches could include developing new subject headings or entirely new classification schemes in collaboration with indigenous communities.
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Ulukau is a digital library of Hawaiian resources established in 2004 by numerous Hawaiian organizations to preserve Hawaiian history and culture. It uses open source software and provides access to its collection of texts and images in both Hawaiian and English in order to encourage the use of the Hawaiian language and support education and language revitalization efforts. Some initial challenges included poor image quality and a lack of computer support for the Hawaiian language, which Ulukau addressed through improvements to its optical character recognition programs.
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Inleiding Godsdienstonderwijs Ballo
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Uno
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each type of intelligence, it describes how children with that intelligence tend to think, what they love, and what they need to support their learning style.
Gardners multiple intelligence theory
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence exists in several distinct forms rather than as a single general ability. It outlines 9 types of intelligence identified by Gardner - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. For each intelligence, it describes characteristics of individuals who possess strengths in that area. The document concludes that Gardner's theory has influenced education by encouraging schools to address different learning styles.
Multiple Intelligence Theory
According to Howard Gardner, intelligence is a biological potential that can be activated culturally to solve problems or create useful products. Gardner proposed multiple intelligences that individuals possess to varying degrees, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, existential, moral, and spiritual intelligences. Each intelligence implies different abilities - for example, linguistic intelligence relates to language skills while interpersonal intelligence involves interacting with others. Gardner argued that all these intelligences are important for living life well.
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This document discusses Howard Gardner's theory of multiple intelligences. It introduces Gardner's view that intelligence is not a single general ability but rather consists of at least eight specific intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document provides brief descriptions of each type of intelligence and examples of how they are demonstrated.
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This list contains school supplies including markers, colors, a book, scissors, paper, a chair, table, crayons, backpack, and glue which are commonly used materials for arts and crafts or school projects.
Personality project powerpoint taylor
This document outlines the key aspects that make up one's personality including their family background, physical appearance and traits inherited from family, social behaviors and skills, future goals, preferences and life experiences that have shaped them.
Sample slideshare project
The document discusses analyzing primary source data through thinking skills like responding to objects, designs, and activities shown. It prompts the reader to ask questions about images of carved sculptures, such as what animals are shown and if numbers of heads are important. Potential sources to find answers, like Google Earth, libraries, and research on religion and temples, are suggested.
C:\Documents And Settings\User\Desktop\Vocab
The document provides 24 pairs of antonyms. Each pair contrasts two words with opposite or nearly opposite meanings. Some examples include absolutely/conditionally, conscientious/dishonest, curious/incurious, and dormant/active.
Activity plan (3) workshop 3 years hold
This document provides an activity plan for pre-school education subjects in Italy. The plan involves sensory-perceptual and psychomotor activities using various materials like salt dough, shaving cream, and colors. The objectives are for students to know their own body, use it expressively, have sensory-motor experiences, express needs, understand stories, interact verbally, and recognize colors and relationships. Activities will include role-playing games, manipulating materials like shaving cream and flour to develop tactile and color skills, mimic games, and psychomotor pathways associated with colors. Students will be assessed on manipulative, painting, language, and psychomotor skills.
Howard gardner2011
An overview of Howard Gardner's MI theory before existentialism was accepted, hence 81/2 intelligences.
Gardner’s multiple intelligences
The document discusses Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalist. Each type of intelligence is defined by specific skills such as sensitivity to rhythm and melody for musical intelligence, physical coordination for bodily-kinesthetic intelligence, problem solving for logical-mathematical intelligence, language use for linguistic intelligence, and understanding nature for naturalist intelligence. The document provides examples of each type of intelligence.
Mapping The Materials of Basic Drawing Lectures with Visual Spatial Intillige...
International Conference on Creative Industry 2011, ITS
Bali, March '11
There is a fundamental problem when Ubaya aren’t held drawing test for intake students in DMP, while the other side DMP is a program of study that most of the activity is drawing. With backgrounds that are less measurable student qualifications for the intake of high school who did not make drawing skills as a measure of intelligence, graduates, DMP must hold a matriculation class to improve drawing skills. However, this does not guarantee the results of the matriculation students to produce a standard product design skills. Drawing is a coordinate intelligence between the eyes, logic, motor hand and taste. Only with long exercise, that four element can be coordinated and produce decent work. In other words, drew flight hours is very important to produce a quality works.
The problem finding that autor found are the absence of a fixed rule about learning the basic concepts of drawing in DMP Ubaya. The need for material mapping images of the product design in order to obtain the most appropriate on basis of product design, due to during this the material created is still a way to follow what the material was applied to higher education. And the last is how to implement these materials into the teaching of media demo reel.
The study will use the method of exposure of descriptive literature and comparative studies. Visits to the established design college, elementary, junior high school, vocational and companies associated with learning to draw, to obtain data on the method of drawing. Studying the data based on visual intelligence theory as a basis for the ability to be owned by the prospective designers. Comparing with the learning methods that have been conducted in DMP Ubaya. Applying such content as syllabus content and demo reel.
Pictures Icons Ideas - Ashley Raiteri - 2009 05 25
This document discusses how icons represent ideas and how visual models can convey information. It notes that visual processing makes up 33% of our brain and that seeing developed before speaking. Pictures can represent words and ideas, helping to communicate complex concepts in a clear, visual way. However, images can also potentially deceive or overload us with too much information. The goal is to use visualizations and icons to help people understand content through familiar things.
Pictures Icons Ideas
This document discusses how icons represent ideas and how visual models can convey information. It notes that visual processing makes up 33% of the brain's cortex and that seeing developed earlier than speech. Pictures can represent words and ideas, with examples given of how visualizations and infographics have been used since 1786 to represent information and tell stories in a clear way. However, it also notes pictures can be deceptive and cautions against information overload without understanding content.
Learning environment and play
The document discusses key aspects of creating an effective learning environment for children. It defines the learning environment as the internal and external factors that influence learning. An effective environment encourages discovery, independence, and hands-on learning. It also discusses Bronfenbrenner's ecological theory which emphasizes the interaction between a child and their various social systems, from immediate surroundings to broader cultural influences. Play is identified as an important part of the learning process, as it allows children to develop physically, intellectually, emotionally and socially in a relaxed setting.
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The document discusses the relationship between natural selection, evolution, culture, education, and the role of God. It explores whether education could be viewed as unveiling the image of God and studying human nature scientifically. It raises questions about whether we have lost the ability to understand cultural symbols and whether myth and metaphor still have a place in our understanding of reality. The document advocates taking a multi-layered perspective to connect human nature with different levels of reality.
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Wetenschap en theologie in gesprek over de Wederkomst
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Inleiding Godsdienstonderwijs Ballo
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The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each type of intelligence, it describes how children with that intelligence tend to think, what they love, and what they need to support their learning style.
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Howard Gardner proposed the theory of multiple intelligences, which suggests that traditional views of intelligence as a single general ability are too limited. Gardner identified eight distinct types of intelligence: spatial, naturalist, intrapersonal, interpersonal, linguistic, musical, logical-mathematical, and bodily-kinesthetic. A ninth type, existential intelligence, was later proposed. The theory argues that individuals possess combinations of abilities in each type of intelligence to different degrees.
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Howard Gardner proposed the theory of multiple intelligences, which suggests that traditional views of intelligence as a single general ability are too limited. Gardner identified eight main intelligences: spatial, naturalist, intrapersonal, interpersonal, linguistic, musical, logical-mathematical, and bodily-kinesthetic. Later, he proposed existentialist intelligence as a ninth type. The theory argues that people possess different combinations of these intelligences and can strengthen them with practice.
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This document outlines Howard Gardner's theory of multiple intelligences which identifies 9 different types of intelligence: verbal-linguistic, logical-mathematical, musical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and existential. Each type is defined by a specific capacity or skill such as verbal skills, logical thinking, visual thinking, physical coordination, understanding others, self-awareness, nature recognition, and grappling with philosophical questions.
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Howard Gardner introduced the theory of multiple intelligences which posits that intelligence is not a single general ability but rather consists of at least eight relatively independent faculties or intelligences. These include logical-mathematical, linguistic, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. Gardner's theory broadened the traditional view of intelligence beyond IQ testing and emphasized different cognitive strengths. He is a professor of psychology at Harvard University known for his work on multiple intelligences and education reform.
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Howard Gardner proposed the theory of multiple intelligences in 1983 which identified 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 and examples of how children with strengths in each area may think, what they love, and what they need.
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Multiple intelligences
- 1. By CILENA CUELLAR SANDRA RODRIGUEZ
- 2. It was proposed by Howard Gardner in 1983 “intelligence” is the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life
- 3. Verbal-Linguistic Intelligence well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words. Mathematical-Logical Intelligence o ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns.
- 4. Musical Intelligence o ability to produce and appreciate rhythm, pitch and timber. Visual-Spatial Intelligence o capacity to think in images and pictures, to visualize accurately and abstractly. Bodily-Kinesthetic Intelligence o ability to control one's body movements and to handle objects skillfully.
- 5. Interpersonal Intelligence o capacity to detect and respond appropriately to the moods, motivations and desires of others. Intrapersonal Intelligence o capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. Naturalist Intelligence o ability to recognize and categorize plants, animals and other objects in nature.
- 6. CHILDREN WHO ARE THINK… LOVE… NEED…. HIGHLY LINGUISTIC In words Reading, writing, Books, writing tools, telling stories, paper, diaries, Word games dialogues, discussion, debate. LOGICAL- By Experimenting, Materials to MATHEMATICA reasoning questioning, experiment with, L calculating science materials, SPATIAL In images Drawing, Art, videos, movies, and visualizing puzzle, imagination pictures games, illustrated books. BODILY- somatic Dancing, running, Role-play, drama, KINESTHETIC sensations jumping, building. sport and physical games.
- 7. CHILDREN WHO ARE THINK… LOVE… NEED…. HIGHLY MUSICAL Via rhythms and Singing, whistling, Playing music at melodies tapping feet and home and school, hands, listening. musical instruments. INTERPERS By bouncing Leading, organizing, Friends, group ONAL ideas off other manipulating, games, clubs, person. mediating. community events. INTRAPER In relation with Meditating, Secret places, SONAL their needs, dreaming, planning, time alone, self- feeling and reflecting. paced. goals. NATURALIS Though nature Playing with pets, Access to nature, T and natural investigating nature, opportunity for form caring for planet. interacting with animals,