Friday, July 2, 2010
Thursday, June 24, 2010
Have keen sensory skills - sight, sound, smell, taste and touch.
Readily use heightened sensory skills to notice and categorize things from the natural world.
Like to be outside, or like outside activities like gardening, nature walks or field trips geared toward observing nature or natural phenomena.
Notice patterns easily from their surroundings -- likes, differences, similarities, anomalies.
Are interested and care about animals or plants.
Notice things in the environment others often miss.
Create, keep or have collections, scrapbooks, logs, or journals about natural objects -- these may include written observations, drawings, pictures and photographs or specimens.
Are very interested, from an early age, in television shows, videos, books, or objects from or about nature, science or animals.
Show heightened awareness and concern of the environment and/or for endangered species.
Easily learn characteristics, names, categorizations and data about objects or species found in the natural world.
Activities that children with naturalistic intelligence will enjoy
To collect leaves, stones, bugs, flowers etc.
To identify the types of flowers and trees in your back yard or neighborhood.
To learn the different types of animals (e.g., types of dogs and cats, wildlife, squirrels, birds, etc.).
To develop an interest in collecting pictures of animals such as eagles, horses, or dogs or plants etc.
To do outdoor activities such as camping, fishing, gardening etc.
To watch National Geographic, the Discover Channel, or other programming that examines wildlife, fish, whales, and other animals.
Friday, June 18, 2010
Naturalistic intelligence is the ability to recognize patterns in nature and to classify according to minute detail. For those students in tune with nature, the inclusion of the following activities may help them learn material by creating a naturalist inclusive atmosphere: nature walks, pet or plant in the classroom, and nature films (Amstrong, 1994). Armstrong also suggests using plants as props, this is where natural things or elements are used to explain course concepts and it also invokes learning from observation from class windows. To incorporate the naturalist intelligence, Kagan and Kagan(1998) suggest using categorization of class concepts. Activities such as blindfolded walks (for the purpose of relying on different senses), inferring, theorizing, keeping field logs, noting distinctions among similar items, understanding interdependence, hypothesizing, and experimenting all engage with the naturalist intelligence as well (Campbell, Campbell, Dickinson,1996).
Wednesday, June 16, 2010
•Good at analyzing their strengths and weaknesses
•Enjoys analyzing theories and ideas
•Clearly understands the basis for their own motivations and feelings
Potential Career Choices
Friday, June 11, 2010
Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings and motivations. They tend to enjoy self-reflection and analysis, including day-dreaming, exploring relationships with others and assessing their personal strengths.
Intrapersonal Intelligence Involves Being Aware of Self
•Keep a diary/journal about what they learn each day & what it means to them
•Share meaningful personal experience.
•Write about your perceptions.
•Focus on some particular weakness and strengthen it.
•keep track of his/her moods and feelings when working in a given area of study.
•imagine & create having a dialog with a famous figure, historical or otherwise.
Tuesday, June 8, 2010
Some people who agree with Gardner’s theories believe that those who possess intrapersonal intelligence in great degree need opportunities to work alone, but may require some extra care because of a high level of perfectionism associated with this form of intelligence. Children who seem very self-reflective but that lack interpersonal skills might be served by being encouraged to work in group settings from time to time to develop other intelligences. The inherent danger of intrapersonal intelligence is that the person becomes too reclusive because he or she is most satisfied by his own thoughts or work. Helping such people learn not to isolate themselves and to tolerate others who may have different goals can be valuable.
In college, students are given an opportunity to reflect and express themselves through the materials they are learning. Students need to examine their belief systems and values in relation to the materials being studied or discussed and may call for higher-order thinking and reasoning such as synthesizing. Meta-cognitive processing where students need to think about and analyze their own patterns of thinking would play a pivotal role in the acquisition of intrapersonal intelligence. Activities such as autobiographical reporting, or reflective exercises which explore how certain issues or events have changed one's life lend themselves effectively to developing interpersonal intelligence.
Instructors can include the intrapersonal intelligence through activities such as independent study, self-paced instruction, individualized projects and games, private spaces for study, one minute reflection periods, encouraging personal connections, options for assignments or projects, exposure to inspirational/motivational curricula, journal keeping, self-esteem activities, and goal setting (Armstrong, 1994). Campbell, Campbell, and Dickinson(1996) also add the following activities for the inclusion of intrapersonal intelligence: compliment circles, individual acknowledgement, peer support, challenging students to learn, metacognition and encouraging the identification and expression of feelings.
Saturday, June 5, 2010
Enjoy social events
Love groups and crowds
Enjoying teaching others
Have many friends
Enjoy team sports
Like to counsel others
Love meeting new people
Cooperative in groups
Sensitive to others' moods
Tuesday, June 1, 2010
•Participate in group projects.
•Party in a group.
•Conduct a meeting to solve problems.
•Discuss and debate an issue.
•Brainstorm on any subject.
•Interpret others' feelings.
•Join a sports activity group.
•Form activity or social clubs.
•Participate in group book reading and share views.
Sunday, May 30, 2010
To help students learn with and from others, instructors can incorporate cooperative groups, interpersonal interaction, conflict mediation, peer teaching, group brainstorming, peer sharing, community involvement, and parties or social gatherings as context for learning (Armstrong, 1994). Approaches such as encouraging the development of social skills and service learning are also interpersonally grounded (Campbell, Campbell, Dickinson,1996), as well as interviewing for knowledge and finding individuals with like interests. (Kagan and Kagan ,1998). To encourage interpersonal interaction in my classes, students often work in small groups that I assign. Later in the semester, students have become comfortable enough to choose their own groups.
Friday, May 28, 2010
Good at solving visual puzzles
Enjoyed geometry in school
Good at drawing
Can visualize pictures in head
Notices colors and shapes
Good with directions
Can remember places vividly
Good at artistic composition
Likes books with pictures
Careers for Visual Thinkers
Here are some careers that use strength in visual-spatial thinking:
• scientist • advertising
• inventor • designer
• poet • chef
• musician • entrepreneur
• artist • self-employment
• sports-person • coach/teacher
• architect • mathematician
• computer systems• marketing
Wednesday, May 26, 2010
When your students use their visual spatial intelligence, like young artist Marla Olmstead, they have good artistic abilities, an eye for detail, and they may enjoy painting, coloring, drawing, and sculpting. You can use these visual spatial activities with your lesson plans in the classroom.
Arts and Crafts Activities
•Make puppets for puppet show
•Paint, draw or color
•Make a poster or advertisement
•Make a mobile
•Play with colors
•Design clothing and accessories
•Design a logo
•Draw a picture from a math problem
•Illustrate a book
•Pretend or imagine
•Create a mind map
•Watch a movie or educational video
•Draw or build something three dimensional
•Estimate in size or amount in math
•Create or read a map
•Play with geometry shapes
•Mazes - Create Your Own Maze Activity
Monday, May 24, 2010
Puzzles & mazes
Block Counting – 3D arrays with hidden blocks
Envisioning a folded & cut piece of paper when opened
Spelling words forward and backwards
Getting around in unfamiliar territory
Reading charts, maps, diagrams
Picturing objects from different angles
Recalling a series of numbers/letters
Numerical relations & mathematical reasoning
Pulling everything apart
Discovering visual models of reality
Visual Spatial Learners often enjoy:
Taking stuff apart
Friday, May 21, 2010
Today we learn about visual/ spatial intelligence. Visual/Spatial is the ability to perceive and recreate the visual world accurately, to visualize in one’s head and to give some kind of order and meaning to objects in space. Visual/Spatial Intelligences call upon our creative and artistic elements, particularly a vivid imagination and can be effectively used in the classroom in a variety of ways.
Wednesday, May 19, 2010
acrobat - dancer - aerobic teacher - coach
physical education teacher - athlete - ballet dancer
actor - actress - drama coach
jockey - rodeo rider - equestrian
assembler - building trade person
carpenter - choreographer - clown
massage therapist – gymnast - pianist
commercial artist - construction worker - craftsperson
inventor - juggler - magician - manual laborer
mechanic - mime - physical therapist
sculptor - stunt people - surgeon - trainer - architect
Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence
Learns by "doing"
Would rather touch than just look
Well-coordinated withgood motor skills
Likes figuring out how things work
Enjoys the outdoors
Likes to work with hands
Can't sit still for too long
Enjoys sports and exhilarating experiences
Likes to be active
Has a lot of physical energy
Sunday, May 16, 2010
• Excel in sports.
• Are a good dancer.
• Are expressive and skilled at acting.
• Can build things.
• Can accurately throw or hit a ball.
Bodily-Kinesthetic Intelligence Involves Physical Activity
Friday, May 14, 2010
Tuesday, May 11, 2010
People who have strong musical intelligence are good and thinking in patterns, rhythms and sounds. They have a strong appreciation for music and are often good at musical composition and performance.
Potential Career Choices
FAMOUS EXAMPLES: Mozart, Leonard Bernstein, Ray Charles
Monday, May 10, 2010
• Can perform well in a band.
• Can read music and remember old songs.
• Will analyze a new song critically.
• Can figure out how to play a tune on an instrument.
• Are able to compose music.
Musical Intelligence activities:
•Play or compose music.
•Write lyrics or short jingles.
•Create rhythmic patterns.
•Play different musical instruments in a group.
•Partcipate in choir or solo singing.
•Hum and rap.
•Demonstrate the working of a musical instrument.
•Explain differences and similarities in tones and sounds.
•Practice singing in a group.
Saturday, May 8, 2010
Through music, students can be taught the structure of music, schema for hearing music and sensitivity to the quality of various sounds. Activities which require students to create melody and rhythm as well as expression of thoughts through song or music are integral to the development of musical/rhythmic intelligence.
To incorporate the musical intelligence, instructors can play mood and background music, linking tunes with class concepts and giving students musical options for their projects or assignments (Armstrong,1994). Campbell, Campbell, Dickinson(1996) suggest that background and mood music helps set an engaging climate for students to work in, as well as providing supportive technology. Even having a portable compact disc player in class gives students options.
Common Characteristics for this people are:
1.Can easily do math in their head
2.Good at strategy games
3.Have a mind "like a computer"
4.Really like math
5.Enjoy science experiments
6.Organize things by category
8.Look for a rational explanations
9.Wonder how things work
Career Matches for this intelligence :
Now, we can define either we have this intelligence or not.
Friday, May 7, 2010
· Play logical-mathematical games such as chess, backgammon, or cribbage with family
· Work on logic puzzles and brain teasers.
· Become proficient at using a computer (keyboarding and understanding how computers
· Perform experiments using a chemistry set or other scientific activities.
· Make up math problems and then try solving them in their head, and then use a
calculator to check their answer.
· Pretend they own stock in a company, and then check in the daily newspaper to see
if they have gained or lost money.
· Read about famous scientists and others who use their Logical-Mathematical
intelligence in their career.
· Subscribe to a magazine that features scientific news, such as Omni.
· Help with family finances such as budgets and balancing the checkbook.
· Use a telescope or microscope to explore their surroundings.
· Use Lego’s, K-Nex or other such building toys to build creative structures.
· Learn to play a musical instrument (which research has shown improves math skills).
Students use the Logical-Mathematical intelligence in school, not just in math or science, but in almost all subjects. Just as with all intelligences, there are many ways to be number/logic smart. Some students will demonstrate it through science fair projects, yet may not do as well on science tests. Others may struggle on math assignments because their teacher wants them to show their work, but they do the computations quickly in their head, and don’t feel as though they should have to show them on paper. Still others will do very well in drafting classes where they can “draw” with a ruler, but may do poorly in art, because they cannot draw freehand.
Thursday, May 6, 2010
Wednesday, May 5, 2010
As we already know, there are 7 types of multiple intelligences that proposed by Howard Gardner. Logical/Mathematical intelligence is the ability to use inductive and deductive thinking, numbers and abstract patterns. This intelligence is often referred to as scientific thinking such as comparing, contrasting and synthesizing information. We use logical/mathematical intelligence so often in our daily lives in activities such as making shopping lists and budgeting. All forms of problem solving come under this category. This intelligence is some-times dubbed "scientific thinking" (Lazear, 1994).
Other activities such as graphic organizers, number sequences, establishing relationships, and pattern games are also suitable. Problem solving, outlining and syllogisms are suitable for logical and mathematical intelligence. To include the mathematical-logical intelligence, Campbell, Campbell and Dickinson (1996) offer many great ideas such as diverse questioning strategies, posing open-ended problems, applying math to real world situations and using concrete objects to demonstrate understanding. They also suggest using prediction and verifying logical outcomes, discerning patterns and connections in diverse phenomena, justifying or verifying
statements or opinions, providing opportunities for observation and investigation, using technology to teach, learn, and extend student understanding, and connecting mathematical concepts to other subject matter areas. These approaches were in and personal blog, requirements for students to visit workshops and/or presentations that apply to class material with the purpose of students reflecting and connecting and writing about the subject matter.
So... did you use this intelligence in your life? Think about it. Have a good day & enjoy your reading!
Tuesday, May 4, 2010
Today we continue with verbal/ linguitic career.
Verbal Linguistic learners enjoy activities that include words in any form that is oral or written their career choice should be made accordingly. They can opt for the following careers:
Monday, May 3, 2010
•Enjoy Talking and Asking Questions;
•Love to read, write and listen;
•Enjoy rhymes and sounds;
•Good memory for general knowledge, names, places;
•Appreciate grammar and meaning;
•Good with spellings;
•Enjoy word games, jokes, puns, riddles;
•Are self reflective, understand philosophy and abstract reasoning;
•Like to acquire new words and new languages;
•Enjoy possessing books.
and below are the best activities that we can apply in classroom :
•Reading, Writing, Narrating - Stories, Sequels, Poems, Drama, Jokes, Descriptions,
•Encouraging - Debates, Declamations, Impromptu Speech (on current affairs, life,
•Starting - a Newsletter, Magazine, Journal;
•Conducting - Mock Interviews, Chat Shows, Role Plays, Dramas, Story Telling;
•Solve - Puzzles, Crosswords, Vocabulary Games;
•Preparing and Giving Presentations;
•Creating Slogans, Defense, Case Studies etc;
•Initiating Vocabulary Banks
In my class, my students love to do crossword puzzles, play vocabulary games and enjoy talking and asking questions.... with this tips,hope you can apply the activities to your students.
See you again!
Sunday, May 2, 2010
Do you have this intelligence? Sometimes we didn't know that we have this intelligence. Today i will explain about the verbal/linguistic intelligence.
Verbal/Linguistic intelligences is the ability to understand and use language, both written and spoken, sensitivity to the meaning of words and the different functions of language. Verbal/linguistic intelligence is most commonly used as we use it in daily communication, whether formal or informal, written or spoken. Students are called upon to use verbal/linguistic intelligence when they write essays or poetry. To tell a story or a joke, solve a word puzzle or word game also use verbal and linguistic skills. Some of the activities that facilitate the development of this intelligence include reading, vocabulary, writing and making speeches, journal or diary keeping, creative and poetry writing, debates, impromptu speaking, or story telling (Lazear, 1994).
Armstrong( 1994) proposes using worksheets, manuals, brainstorming, word games, sharing time, student speeches, storytelling, talking books and cassettes, extemporaneous speaking, debates, journal keeping, individualized reading, reading to the class, memorizing linguistic facts, tape recording one’s works, publishing, and writing. Campbell, Campbell, and Dickinson (1996) also suggest using all the activities listed above by Armstrong, but also list others such as teaching and expanding upon effective listening skills, interviewing others for knowledge, developing a classroom library, nurturing an appreciation for the process of writing, and including computer programs to learn linguistic concepts. More narrowly, to engage student’s linguistic intelligence, Kagan and Kagan (1998) suggest an activity they term “Round Robin,” which can be easily applied to college instruction. It entails having students share their written work with their peers for the purposes of either sharing or generating ideas or publishing their work.
As a teacher, we must know about student intelligence. Also to parents.. please identify your children intelligences....
Thanks for reading this article...
Saturday, May 1, 2010
Do you know what are the different between multiple intelligences and learning styles.Learning styles is a term used to describe the attitudes and behaviours, which determine an individual's preferred way of learning. Most people are not aware of their learning style preferences (Honey & Mumford, 1992). Learning styles are usually more intrinsic, part of the learner’s inherent personal traits, whereas learning approaches are more externally driven by other factors, i.e. overload, assessment method, etc. This however does not mean that learning styles cannot be modified. Students can easily become bored and frustrated if the teaching method is only tapping into one types of learning style, as most classes have students with a range of learning style preferences.
In addition to intelligence, personality is the second dimension of individual traits. Students have different natures and personalities, each having a set of specific qualities. The concept of style is associated with individuality and invariably used to describe an individual quality, form, activity or behaviour sustained over time. Just as students have different personalities, they also have different styles of learning. For example, students differ in the way they learn the names of people they meet. If they learn better when they see it written down, they may be a visual learner, a person who learns best by seeing or reading, they may be linguistic learner. If they learn a name better by hearing it they may be an auditory learner. The manner in which a person habitually approaches or responds to learning tasks is defined as their personal learning style (Riding & Rayner, 1998).
Two main categories of individual traits in learning that are consistent over the long term can be identified: intelligences and style. Comparing intelligences to style, individual differences in intelligence refer to the ability with which one can do something, whereas styles refer to preferences in the use of abilities. Much research has been conducted on the integration of learning styles in the design of adaptive educational systems. In contrast, there is much evidence to support the concept of intelligence as a predictor of learning performance. Instead with intelligence, there is much debate about how intelligence can be measured and on the concept of a single general intelligence level where all abilities are correlated. Critics argue that good or poor performance in one area in no way guarantees similar performance in another and that the full range of intelligent behaviour is not completely captured by any single general ability (Snow, 1992; Sternberg, 1996).
With the explanation above, i hope you will understand about the learning styles.... bye... see you again.
Friday, April 30, 2010
According to multiple intelligences theory each person is born with a full range of capabilities and aptitudes, though some are naturally stronger and some naturally weaker in each individual. These differences do not indicate that one person is more or less intelligent than the next but simply that each one learns, thinks, processes and produces differently. Howard Gardner (1993) is a psychologist and professor at Harvard University's Graduate School of Education. Based on his study of many people from many different walks of life in everyday circumstances and professions, Gardner developed the theory of multiple intelligences. In brief, Gardner suggested that all human beings possess all nine intelligences in varying amounts and each person has a different intellectual composition. These intelligences are located in different areas of the brain and can either work independently or together. These intelligences may define the human species.
Each person has two or three dominant intelligences that he or she uses to complete daily tasks, solve problems and respond in stressful situations. In addition, most all people have the ability to develop skills in each of the intelligences and to learn through them. Gardner (1999) previously defined eight intelligences and has recently considered an ninth. He implies that everyone has the capacity for all of the intelligences but develops each intelligence to varying levels. There is current debate about the existence of a ninth intelligence, the existential or spiritual intelligence but Gardner has not formally included it in his model yet (Gardner, 2000).
Multiple Intelligences theory, when applied in the classroom, suggested that any subject matter can be approached in multiple ways, using the eight distinct pathways. Teachers are capable to expand the traditional modes of teaching, such as lecturing and explaining, by using visual art to illustrate geometric principles or using drama and dance to enhance reading comprehension. Educators are in the position of deciding the best way to help their students. Studies also found that learners can strengthen their learning preferences and at the same time, strengthen their weaker skill areas (Seay, 2004).