The theory of multiple intelligences proposes that there are multiple ways of processing information rather than a single general intelligence. It identifies eight specific intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Proponents argue this approach allows teachers to design lessons that engage different strengths and help all students learn in ways suited to their abilities. The teacher's role is to observe students' varied intelligences, plan activities accordingly that push students' learning from behind rather than pull it from the front, and explore new perspectives which can help the teacher grow as well.
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
This slide explains meaning, nature and concept of learning. It will help students/teachers to understand the basic concept of learning. The slide presentation focuses of key concepts associated with Learning.
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGYAnitaGupta91
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
What is pedagogy?
What are some of the pedagogical approaches for effective teaching?
How these approaches differ from one another?
What are their merits and demerits?
Pedagogy is simply the art and science of teaching
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
This slide explains meaning, nature and concept of learning. It will help students/teachers to understand the basic concept of learning. The slide presentation focuses of key concepts associated with Learning.
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGYAnitaGupta91
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
What is pedagogy?
What are some of the pedagogical approaches for effective teaching?
How these approaches differ from one another?
What are their merits and demerits?
Pedagogy is simply the art and science of teaching
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
7. Logical/Mathematical
•use of computer programming languages
•critical-thinking activities
•linear outlining
•science-fiction scenarios
•logic puzzles
•use of logical/sequential presentation of subject matter
•real life examples people who are gifted with this intelligence are
•Albert Einstein, Niehls Bohr, and John Dewey
Details
10. Naturalistic
•using relationships among systems of species,
and classification activities.
•Encourage the study of relationships such as
patterns and order, and compare-and-contrast
sets of groups or look at connections to real life
and science issues
•examples of people gifted in this way.
Details
11. Musical Intelligence
•playing music for the
class and assigning tasks
•creating lyrics about the
material being taught
•Gifted people examples
Details
15. •observe his students
•In planning the centers, he
should push his students from
behind rather than pulling them
from in front
•work with student
•explore what they explore
•discover what they discover
•often learn what they learn
Teacher
Details
16. Student
•enthusiasm for learning and
independence
•become more creative
•multimodal in his own
thinking and his own learning
Details
18. •As a teacher and learner you realize that there are many ways to be
"smart“
•All forms of intelligence are equally celebrated.
•By having students create work that is displayed to parents and other
members of the community, your school could see more parent and
community involvement.
•A sense of increased self-worth may be seen as students build on their
strengths and work towards becoming an expert in certain areas
•Students may develop strong problem solving skills that they can use
real life situations
22. Teacher-centered lesson:
•Identify instructional goals and objectives
•Consider teacher-centered activities that teach to
students' Multiple Intelligences. In a teacher-centered
lesson, limit the number of activities to two or three.
•Consider what resources and materials you will need
to implement the lesson. For example, will you need to
schedule a museum visit or to consult the Media
Specialist for videos or other media?
•Specify a timeframe for the lesson or unit.
•Provide an opportunity for reflection by students
•Provide a rubric to scaffold student activities
•Integrate assessment into the learning process
23. Student-centered lesson:
•Carefully identify instructional goals, objectives,
and instructional outcomes.
•Consider activities that you can integrate into the
lesson or unit that teach to the different
intelligences. Teachers need not incorporate all
nine intelligences into one lesson.
•When gathering resources and materials, consider
those which will allow students to explore their
multiple intelligences.
24. •Specify a timeframe for the lesson or unit.
•Allow for considerable element of student choice
when designing activities and tasks for the
intelligences
•Design activities that are student-centered, using
inquiry-based models of instruction.
•Provide a rubric for student activities. You might
consider having students help create rubrics.
•Incorporate assessment into the learning process
28. Many educators have had the experience of not being able to reach some
students until presenting the information in a completely different way or
providing new options for student expression. Perhaps it was a student
who struggled with writing until the teacher provided the option to create
a graphic story, which blossomed into a beautiful and complex narrative.
Or maybe it was a student who just couldn't seem to grasp fractions, until
he created them by separating oranges into slices.
Because of these kinds of experiences, the theory of multiple intelligences
resonates with many educators. It supports what we all know to be true:
A one-size-fits-all approach to education will invariably leave some
students behind. However, the theory is also often misunderstood, which
can lead to it being used interchangeably with “learning styles” or
applying it in ways that can limit student potential. While the theory of
multiple intelligences is a powerful way to think about learning, it’s also
important to understand the research that supports it.
Back
29. Howard Gardner's Eight Intelligences:
The theory of multiple intelligences challenges the idea
of a single IQ, where human beings have one central
"computer" where intelligence is housed. Howard
Gardner, the Harvard professor who originally proposed
the theory, says that there are multiple types of human
intelligence, each representing different ways of
processing information
Back
30. •Verbal-linguistic intelligence refers to an individual's
ability to analyze information and produce work that
involves oral and written language, such as speeches,
books, and memos.
•Logical-mathematical intelligence describes the
ability to develop equations and proofs, make
calculations, and solve abstract problems.
•Visual-spatial intelligence allows people to
comprehend maps and other types of graphical
information.
•Musical intelligence enables individuals to produce
and make meaning of different types of sound.
•Naturalistic intelligence refers to the ability to
identify and distinguish among different types of
plants, animals, and weather formations found in the
natural world.
•Bodily-kinesthetic intelligence entails using one's own
body to create products or solve problems.
•Interpersonal intelligence reflects an ability to
recognize and understand other people's moods,
desires, motivations, and intentions.
•Intrapersonal intelligence refers to people's ability to
recognize and assess those same characteristics within
themselves.
Back
31. Verbal/Linguistic
Verbal/Linguistic intelligence refers to an individual's
ability to understand and manipulate words and
languages. Everyone is thought to possess this intelligence
at some level. This includes reading, writing, speaking, and
other forms of verbal and written communication.
Teachers can enhance their students' verbal/linguistic
intelligence by having them keep journals, play word
games, and by encouraging discussion. People with strong
rhetorical and oratory skills such as poets, authors, and
attorneys exhibit strong Linguistic intelligence. Some
examples are T.S. Elliot, Maya Angelou, and Martin Luther
King Jr. Traditionally, Linguistic intelligence and
Logical/Mathematical intelligence have been highly valued
in education and learning environments
Back
32. Logical/Mathematical
Logical/Mathematical intelligence refers to an individual's ability
to do things with data: collect, and organize, analyze and
interpret, conclude and predict. Individuals strong in this
intelligence see patterns and relationships. These individuals are
oriented toward thinking: inductive and deductive logic,
numeration, and abstract patterns. They would be a
contemplative problem solver; one who likes to play strategy
games and to solve mathematical problems. Being strong in this
intelligence often implies great scientific ability. This is the kind
of intelligence studied and documented by Piaget. Teachers can
strengthen this intelligence by encouraging the use of computer
programming languages, critical-thinking activities, linear
outlining, Piagetian cognitive stretching exercises, science-
fiction scenarios, logic puzzles, and through the use of
logical/sequential presentation of subject matter. Some real life
examples people who are gifted with this intelligence are Albert
Einstein, Niehls Bohr, and John Dewey.
Back
33. Visual/Spatial
Visual/Spatial intelligence refers to the ability to form and
manipulate a mental model. Individuals with strength in this area
depend on visual thinking and are very imaginative. People with
this kind of intelligence tend to learn most readily from visual
presentations such as movies, pictures, videos, and
demonstrations using models and props. They like to draw, paint,
or sculpt their ideas and often express their feelings and moods
through art. These individuals often daydream, imagine and
pretend. They are good at reading diagrams and maps and enjoy
solving mazes and jigsaw puzzles. Teachers can foster this
intelligence by utilizing charts, graphs, diagrams, graphic
organizers, videotapes, color, art activities, doodling,
microscopes and computer graphics software. It could be
characterized as right-brain activity. Pablo Picasso, Bobby Fischer,
and Georgia O'Keefe are some examples of people gifted with
this intelligence.
Back
34. Bodily/Kinesthetic
Bodily/Kinesthetic intelligence refers to people who process
information through the sensations they feel in their bodies. These
people like to move around, touch the people they are talking to
and act things out. They are good at small and large muscle skills;
they enjoy all types of sports and physical activities. They often
express themselves through dance. Teachers may encourage
growth in this area of intelligence through the use of touching,
feeling, movement, improvisation, "hands-on" activities,
permission to squirm and wiggle, facial expressions and physical
relaxation exercises. Some examples of people who are gifted with
this intelligence are Michael Jordan, Martina Navratilova, and Jim
Carrey.
Back
35. Naturalistic
Naturalistic intelligence is seen in someone who recognizes
and classifies plants, animals, and minerals including a
mastery of taxonomies. They are holistic thinkers who
recognize specimens and value the unusual. They are aware
of species such as the flora and fauna around them. They
notice natural and artificial taxonomies such as dinosaurs to
algae and cars to clothes. Teachers can best foster this
intelligence by using relationships among systems of species,
and classification activities. Encourage the study of
relationships such as patterns and order, and compare-and-
contrast sets of groups or look at connections to real life and
science issues. Charles Darwin and John Muir are examples of
people gifted in this way.
Back
36. Musical Intelligence
Musical intelligence refers to the ability to understand, create, and
interpret musical pitches, timbre, rhythm, and tones and the
capability to compose music. Teachers can integrate activities into
their lessons that encourage students' musical intelligence by
playing music for the class and assigning tasks that involve
students creating lyrics about the material being taught.
Composers and instrumentalists are individuals with strength in
this area. Wolfgang Amadeus Mozart and Louis Armstrong are
examples
Back
37. Interpersonal
Although Gardner classifies interpersonal and intrapersonal
intelligences separately, there is a lot of interplay between the two
and they are often grouped together. Interpersonal intelligence is
the ability to interpret and respond to the moods, emotions,
motivations, and actions of others. Interpersonal intelligence also
requires good communication and interaction skills, and the ability
show empathy towards the feelings of other individuals. Teachers
can encourage the growth of Interpersonal Intelligences by
designing lessons that include group work and by planning
cooperative learning activities. Counselors and social workers are
professions that require strength in this area. Some examples of
people with this intelligence include Gandhi, Ronald Reagan, and
Bill Clinton.
Back
38. Intrapersonal
Intrapersonal Intelligence, simply put, is the ability to know oneself. It
is an internalized version of Interpersonal Intelligence. To exhibit
strength in Intrapersonal Intelligence, an individual must be able to
understand their own emotions, motivations, and be aware of their
own strengths and weaknesses. Teachers can assign reflective
activities, such as journaling to awaken students' Intrapersonal
Intelligence. Its important to note that this intelligence involves the
use of all others. An individual should tap into their other
intelligences to completely express their Intrapersonal Intelligence.
Authors of classic autobiographies such as Jean Paul Satre and
Frederick Douglas are examples of individuals who exhibited strong
Interpersonal Intelligence in their lifetimes.
Back
39. The teacher’s role is very important to this type of program.
Teacher should develop skills different from those he would
develop by standing in front of a class lecturing each day. He
needs to observe his students from seven new perspectives.
In planning the centers, he should push his students from
behind rather than pulling them from in front. Also he
should work with them, rather than for them. He should
explore what they explore, discover what they discover, and
often learn what they learn. He would find satisfaction in
their enthusiasm for learning and independence, rather
than in their test scores and ability to sit quietly. And most
importantly, because of planning for such a diversity of
activities, he might become more creative and multimodal
in his own thinking and his own learning.He could see
growth and development within himself.
Back
40. The teacher’s role is very important to this type of program.
Teacher should develop skills different from those he would
develop by standing in front of a class lecturing each day. He
needs to observe his students from seven new perspectives. In
planning the centers, he should push his students from behind
rather than pulling them from in front. Also he should work with
them, rather than for them. He should explore what they
explore, discover what they discover, and often learn what they
learn. He would find satisfaction in their enthusiasm for learning
and independence, rather than in their test scores and ability to
sit quietly. And most importantly, because of planning for such a
diversity of activities, he might become more creative and
multimodal in his own thinking and his own learning.He could
see growth and development within himself.
Back