Interpersonal Intelligence

Interpersonal intelligence is the ability to make distinctions among other individuals in regard to their moods, motivations and temperaments and to communicate with others. Interpersonal intelligence would emphasize the ability of students to work as part of a group, which requires verbal and non verbal communication skills, co-operation and empathy within a group. The focus would be on learning in groups or in pairs. Students should be encouraged to use the knowledge and skills to help the group or partner succeed. Brainstorming, coaching, demonstration of certain skills, carrying out surveys and writing a report on the findings, projects, discussion and debates would be some of the activities under interpersonal intelligence.

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.

Visual/ Spatial Career

People with Visual intelligence are artistic. They are very aware of their surroundings and are good at remembering images. They have a great sense of direction. They like to draw, paint and read maps. They learn best through drawings and visual aids

Common Characteristics:

Good at solving visual puzzles
Enjoyed geometry in school
Good at drawing
Can visualize pictures in head
Notices colors and shapes
Enjoys photography
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

Visual/Spatial Activities

Do you find your students thinking in pictures and images, have a good eye for detail and color, and like to draw and create? If so, your kids may perform well in visual and spatial activities. These types of children are known to be Art Smart or Space Smart, according to Howard Gardner.

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

•Take photographs
•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

Visual Activities

•Guided Imagery
•Pretend or imagine
•Create a mind map
•Watch a movie or educational video

Spatial Activities

•Draw or build something three dimensional
•Estimate in size or amount in math
•Create or read a map
•Play with geometry shapes
•Puzzles
•Mazes - Create Your Own Maze Activity
•Graphic Organizers

Strengths of Visual Spatial Learners

Visual Spatial Learners are adept at:

Puzzles & mazes
Block Counting – 3D arrays with hidden blocks
Visual Transformations
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
Finding problems

Visual Spatial Learners often enjoy:

Blocks
Boxes
Computers
Daydreaming
Gears
Legos
Mazes
Movies
Puzzles
Tinker Toys
Taking stuff apart

Visual/Spatial Intelligence

Hi There!

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.

For this intelligence, students should be able to demonstrate visual perception, which would include the use of images, designs, colours, pictures, visual symbols, patterns designs and shapes. Drawing and painting pictures have to be considered in this category, as would drawing a map. Finding our way from one place to another or visualizing activities are also important. Mappings, as well as activities like sculpting are also suitable activities. Many activities involve an individual’s spatial intelligence. Instructors can employ the use of visual/spatial learning environment equipped with access to visual tools, intentional display areas and changing perspectives through rotating seating. (Campbell, Campbell, Dickinson,1996).

Armstrong(1994) also suggests using charts, graphs, and diagrams, visualization, photography, videos/DVDs, slides and movies, visual puzzles and mazes, art appreciation, imaginative storytelling, picture metaphors, creative daydreaming, idea sketching, visual thinking exercises, mind mapping, visual pattern seeking, optical illusions, and color cueing.

Bodily-kinesthetic Career

Careers that suit those with this intelligence include:

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


Common Characteristics

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
Athletic

Bodily-kinesthetic Activities

People with this type of intelligence learn best through bodily movement and usually excel in physical activities such as dancing and sports. They have excellent motor skills and balance. They often have a difficult time sitting still in traditional classrooms and want to get up and "do" the activity. Athletes, doctors, soldiers, dancers and actors are strong in this intelligence. This may be one of your strongest intelligences if you...

• 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

•Role-play an event.
•Make a castle of cards or a sand castle.
•Build or construct a model of some structure.
•Repair a mechanical equipment.
•Plan and go on a field trip.
•Demonstrate a hands-on activity
•Dance.
•Learn martial arts.
•Play games.
•Do physical exercises.
•Trekking or mountain climbing.

Bodily/Kinesthetic Inteligence

Bodily/ kinesthetic is the ability to use and understand physical movement, a mastery over body movement or the ability to manipulate objects with finesse. For bodily/kinesthetic intelligence, the emphasis is on practical demonstration or action such as physical exercises, sports, games, martial arts and drama.

Students should be able to demonstrate control of various motor activities through activities like games, athletics and exercise, dance, drama, gestures and mime. Students would have ample opportunities to show their creativity and originality by inventing a new game or an original dance sequence. To include those students who have many strengths with “hands-on” material, instructors might try using creative movement, hands-on thinking, field trips, classroom theatre, competitive and cooperative games, use of kinesthetic imagery, tactile materials and experiences and using communicative body language. (Armstrong, 1994; Campbell, Campbell, Dickinson, 1996).

Musical Intelligences Career

Hi.....

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

•Musician
•Composer
•Singer
•Music Teacher
•Conductor
•Recording engineers
•Piano tuner
•Music therapist
•Choral director

FAMOUS EXAMPLES: Mozart, Leonard Bernstein, Ray Charles

Musical Intelligence Activities

People with this intelligence typically have good pitch, can sing, and play different musical instruments. They like to have music playing in the background and often use music and rhythms to help memorize information. Musicians, composers and singers have this type of intelligence. This may be one of your strongest intelligences if you...

• 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:

•Sing songs.
•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.

Musical Intelligences

Do you love music? Musical Intelligence is the ability to discern meaning in or to communicate with tonal patterns, sounds, rhythms and beats. Musical/rhythmic intelligence calls for students to display auditory skills, which basically includes hearing and producing sounds. So, students would have to produce sounds with their vocal chords and the body (e.g. clapping using their hands or tapping with their feet). They can also produce sounds using a variety of musical instruments or produce sounds occurring in the environment like a bird sounds, the wind or sounds produced by a train using their imagination and creativity.

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.

Logical/Mathematic Career.

Hi! Everyone know that people with Logical intelligence are abstract thinkers and are attracted to logic and reasoning. They are good at investigation and scientific processes.They learn best by logic.

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
7.Abstract thinker
8.Look for a rational explanations
9.Wonder how things work

Career Matches for this intelligence :

1.Scientist
2.Mathematician
3.Lawyer/Attorney
4.Doctor
5.Accountant
6.Bookkeeper
7.Computer Programmer
8.Researcher
9.Financial Planner

Now, we can define either we have this intelligence or not.

Logical/ Mathematic Activities

At home, here are some ideas and things children can do to further develop and enjoy their Logical-Mathematical intelligence, whether it is one of their stronger intelligences or not:

· Play logical-mathematical games such as chess, backgammon, or cribbage with family
and friends.
· Work on logic puzzles and brain teasers.
· Become proficient at using a computer (keyboarding and understanding how computers
work.
· 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.

Try This! Balancing The Scales

Hi everybody... try this activity....and i will give the answer tomorrow.....

Logical/Mathematical Intelligence

Hello There!

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).

Logical or mathematical intelligence would involve skills such as being able to recognize abstract patterns, establishing relationships and setting priorities. While it is true that logical/mathematical intelligence is usually observable in science and mathematics, with thought and planning logical/mathematical intelligence can be used in all the subjects in the curriculum. It is also not confined to activities that include the use of abstract symbols, formulas, calculations and the use of codes.

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!

Verbal Linguistic Career

HI there!
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:

•Actor/Actress
•Advocates
•Broadcaster
•Editor
•Interpreters
•Journalist
•Politician
•Preacher
•Public Speaker
•Teacher
•Tourist Guides
•Writer
•Writing Tutor

Verbal/Linguistic Activities

Every student is unique and has his/her own style of understanding and comprehending. It is easy to identify them. Their characteristics are:


•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,
News Reports;
•Encouraging - Debates, Declamations, Impromptu Speech (on current affairs, life,
practically everything);
•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!

Verbal/ Linguistic Intelligence

hi there!

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...

Multiple Intelligences and Learning Styles

Hello everybody....

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.