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Multiple Intelligences and Learning Styles
The document discusses the concept of multiple intelligences as developed by Howard Gardner, emphasizing that everyone possesses various types of intelligences and that learning experiences can be enriched by tapping into all these areas. It provides resources and web tools for assessing and adapting learning environments to cater to diverse intelligences, promoting strategies like project-based learning and choice-driven activities. Additionally, it highlights suggested tools for creating multimedia educational content.
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Multiple Intelligences and Learning Styles
- 1. Teaching to MultipleIntelligences ShellyTerrell.com/learningstyles Tips, Resources, and Web Tools
- 2. Photo by DavidBlackwell, Flic.kr/p/a4srHq "An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.” - Howard Gardner
- 3. By Sajaganesandip CCBY-SA 4.0, via Wikimedia Commons
- 4. “Everyone has all8 types of intelligences … all learning experiences do not have to relate to a person's strongest area of intelligence.” Multiple Intelligences: What Does the Research Say? (April, 2015) Edutopia.org/multiple-intelligences-research
- 5. Learning styles arethe ways in which an individual approaches a range of tasks Multiple Intelligences: What Does the Research Say? (April, 2015) Edutopia.org/multiple-intelligences-research
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- 7. The Dunn &Dunn Model http://www.learningstyles.net
- 8. How do wediscover more about our intelligences & learning styles?
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- 12. CC Image bybloomsberries, Flic.kr/p/5TdTjt Adapt the learning environment!
- 13. Photo by MegStewart, Flic.kr/p/bgZPBX Take it outside!
- 14. Project & Problem BasedLearning
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- 16. Students dedicate part oftheir class time to exploring an interest in a project they later present Genius Hour & 20 % Time
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- 21. BookCreator Lite App https://itunes.apple.com/us/app/book-creator-free/id661166101?mt=8 • Easiestway to create multimedia books & publish to iBook store • Include audio, music, videos, images
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