Think about how is he/she learning
Is organized
and active
Good concentration
Is willing to
experiment
and take risk
Is independent
Has a balanced concern for communication and accuracy
Is realistic
What makes a good learner?
• How Do We Learn Best?We arrive at school every day, greet our
friends, unpack our bags and get ready for a day of new learning opportunities.
• Well that’s why we come to school isn’t it?
True, but learning is not the same for everyone. In a class of 28 students there will be 28 different learners. Schools today recognise that every child has unique learning needs. Understanding the needs of each child determines how the class will function.
There are several different styles of intelligences and we possess them all in varying degrees. By taking a test we were able to create a graph which helped us to understand our preferred ways of learning. We discovered that we could use this understanding to recognize and share our strengths with others in the classroom. We were surprised to find out that with practice, we could actually improve our less dominant intelligences
• Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. ( Writers, poets, lawyers and speakers)
• Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
• Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
• Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
• Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
• Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
• Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Verbal-Linguistic Logical-Mathematical Visual-Spatial Bodily-Kinesthetic
choral speaking
declarizing
storytelling
retelling
speaking
debating
presenting
reading aloud
dramatizing
book making
nonfiction reading
researching
listening
process writing
writing journals
problem solving
measuring
coding
sequencing
critical thinking
predicting
playing logic games
collecting data
experimenting
solving puzzles
classifying
using manipulatives
learning the scientific model
using money
using geometry
graphing
photographing
making visual metaphors
making visual analogies
mapping stories
making 3D projects
painting
illustrating
using charts
using organizers
visualizing
sketching
patterning
visual puzzles
hands on experiments
activities
changing room arrangement
creative movement
going on field trips
physical education activities
crafts
dramatizing
using cooperative groups
dancing
Musical Interpersonal Intrapersonal Naturalistic
humming
rapping
playing background music
patterns
form
playing instruments
tapping out poetic rhythms
rhyming
singing
classroom parties
peer editing
cooperative learning
sharing
group work
forming clubs
peer teaching
social awareness
conflict mediation
discussing
cross age tutoring
study group
brainstorming
personal response
individual study
personal goal setting
individual projects
journal log keeping
personal choice in projects
independent reading
reading outside
cloud watching
identifying insects
building habitats
identifying plants
using a microscope
dissecting
going on a nature walk
build a garden
studying the stars
bird watching
collecting rocks
making bird feeders
going to the zoo
• ACTIVITY.Bring material in order to start an album with
multiple intelligence activities.