Saturday, November 30, 2013
Why do you think the knowledge of "Multiple Intelligence Theory" is essential for a teacher ?
What is Multiple Intelligence?
Conceived by Howard Gardner, Multiple Intelligences are seven different ways to demonstrate intellectual ability.
What are the types of Multiple Intelligence?
Visual/Spatial Intelligence: ability to perceive the
visual.
These learners tend to think in pictures and need to create vivid mental images
to retain information. They enjoy looking at maps, charts, pictures, videos,
and movies.
Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers
Verbal/Linguistic Intelligence: ability
to use words and language. These learners have highly developed auditory skills
and are generally elegant speakers. They think in words rather than pictures.
Their skills include: listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
Possible career interests: Poet, journalist, writer, teacher, lawyer, politician, translator
Logical/Mathematical Intelligence: ability
to use reason, logic and numbers. These learners think conceptually in logical and
numerical patterns making connections between pieces of information. Always
curious about the world around them, these learner ask lots of questions and
like to do experiments.
Their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes
Possible career paths: Scientists, engineers, computer programmers, researchers, accountants, mathematicians
Bodily/Kinesthetic Intelligence: ability
to control body movements and handle objects skillfully. These learners express
themselves through movement. They have a good sense of balance and eye-hand
co-ordination. (e.g. ball play, balancing beams). Through interacting with the
space around them, they are able to remember and process information.
Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body
Possible career paths: Athletes, physical education teachers, dancers, actors, firefighters, artisans
Musical/Rhythmic Intelligence: ability
to produce and appreciate music. These musically inclined learners think in sounds,
rhythms and patterns. They immediately respond to music either appreciating or
criticizing what they hear. Many of these learners are extremely sensitive to
environmental sounds (e.g. crickets, bells, dripping taps).
Their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music
Possible career paths: musician, disc jockey, singer, composer
Interpersonal Intelligence: ability
to relate and understand others. These learners try to see things from other
people's point of view in order to understand how they think and feel. They
often have an uncanny ability to sense feelings, intentions and motivations.
They are great organizers, although they sometimes resort to manipulation.
Generally they try to maintain peace in group settings and encourage
co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g.
eye contact, body language) to open communication channels with others.
Their skills include: seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
Possible Career Paths: Counselor, salesperson, politician, business person
Intrapersonal Intelligence: ability
to self-reflect and be aware of one's inner state of being. These learners try to
understand their inner feelings, dreams, relationships with others, and
strengths and weaknesses.
Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others
Possible Career Paths: Researchers, theorists, philosophers
Conceived by Howard Gardner, Multiple Intelligences are seven different ways to demonstrate intellectual ability.
What are the types of Multiple Intelligence?
Visual/Spatial Intelligence: ability to perceive the
visual.
These learners tend to think in pictures and need to create vivid mental images
to retain information. They enjoy looking at maps, charts, pictures, videos,
and movies.Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Possible career interests: navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers
Verbal/Linguistic Intelligence: ability
to use words and language. These learners have highly developed auditory skills
and are generally elegant speakers. They think in words rather than pictures. Their skills include: listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
Possible career interests: Poet, journalist, writer, teacher, lawyer, politician, translator
Logical/Mathematical Intelligence: ability
to use reason, logic and numbers. These learners think conceptually in logical and
numerical patterns making connections between pieces of information. Always
curious about the world around them, these learner ask lots of questions and
like to do experiments. Their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes
Possible career paths: Scientists, engineers, computer programmers, researchers, accountants, mathematicians
Bodily/Kinesthetic Intelligence: ability
to control body movements and handle objects skillfully. These learners express
themselves through movement. They have a good sense of balance and eye-hand
co-ordination. (e.g. ball play, balancing beams). Through interacting with the
space around them, they are able to remember and process information. Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body
Possible career paths: Athletes, physical education teachers, dancers, actors, firefighters, artisans
Musical/Rhythmic Intelligence: ability
to produce and appreciate music. These musically inclined learners think in sounds,
rhythms and patterns. They immediately respond to music either appreciating or
criticizing what they hear. Many of these learners are extremely sensitive to
environmental sounds (e.g. crickets, bells, dripping taps). Their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music
Possible career paths: musician, disc jockey, singer, composer
Interpersonal Intelligence: ability
to relate and understand others. These learners try to see things from other
people's point of view in order to understand how they think and feel. They
often have an uncanny ability to sense feelings, intentions and motivations.
They are great organizers, although they sometimes resort to manipulation.
Generally they try to maintain peace in group settings and encourage
co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g.
eye contact, body language) to open communication channels with others.Their skills include: seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
Possible Career Paths: Counselor, salesperson, politician, business person
Intrapersonal Intelligence: ability
to self-reflect and be aware of one's inner state of being. These learners try to
understand their inner feelings, dreams, relationships with others, and
strengths and weaknesses.Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others
Possible Career Paths: Researchers, theorists, philosophers
Friday, November 15, 2013
Sunday, November 10, 2013
Saturday, November 9, 2013
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http://ed.sc.edu/ite/dickey/nassp/nassp.html
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http://www.epa.gov/ozone/science/q_a.html http://www.epa.gov/ozone/science/effects/index.html For Further Reading http://www.met.sjs...
