Integrating learning styles and multiple intelligences

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Integrating learning styles and multiple intelligences

So each may learn integrating learning styles and multiple intelligences.

From emerging perspectives on learning, teaching and technology Emily Giles, Sarah Pitre, Sara Womack Department of Educational Psychology and Educational Technology, University of Georgia Independent Chapter That's where you'd see an independent review of this chapter, but no one wrote it yet. If you want to be the one who writes this review, you can send me an email directly to your review. If you suggest changes and I can do them, I will do it and then I will delete that part of your review. Make sure you include the following information: your name, ph.d. Your affiliation Your title Introduction Various learning theories have been developed with increasing frequency in recent decades. To understand the relationship between these theories, the onion model of Curry (Curry, 1983) was developed with four layers - personality learning theories, information processing theories, social learning theories and multidimensional and didactic theories. Personality learning theories define the influences of the basic personality on preferences for the acquisition and integration of information. Models used in this theory include the Myers-Briggs type indicator, which measures personality in dichotom terms - extroversion against introversion, detection against intuition, thinking against feeling and judging against perception and Keirsey Temperament Sorter, which classifies people as rational, idealistic, artisans or guardians. Information processing theories include the individual preferred intellectual approach to information assimilation and include the information processing model of David Kolb, which identifies two separate learning activities: perception and processing. Social learning theories determine how students interact in class and include the types of Reichmann and Grasha students: independent, dependent, collaborative, competitive, participants and avoidants. Multidimensional and didactic theories address the student's environmental preference for learning and include Dunn and Dunn's learning style model and Howard Gardner's multiple intelligence theory. This chapter focuses on this type of learning theory of Howard Gardner. Multiple intelligence section caption: this is a questionnaire created with the flash to offer users a profile of their most intelligence. Evaluate the eight intelligences that are fully accepted by educators in class. The eight intelligences are verbal, logical, spatial, cynesthetic, musical, interpersonal, intrapersonal and naturalistic. The ninth would be existential, but this is not a confirmed intelligence. This is not a scientific assessment. There is no validity to this test. We simply include it to help you think about your skills. By Myung Hwa Koh, Li Zhu and Seow Chong Wong (2003). Ms. Cunningham, a 7th-degree American history teacher, is preparing a unity on the American Civil Rights movement of the 1950s and 1960s. The teacher created a succession of lessons to be completed over a two-week period to improve the understanding of his students of the crucial events, organizations and people who were crucial to the movement. When the unit is over, Mrs. Cunningham wants her students to have a complete picture of the historical period. Draw a variety of activities that give students the opportunity to explore historical and cultural aspects of the 1950s and 1960s, and to fully identify with those involved in the movement. To achieve its educational goals, students will read the extracts selected by the textbook and listen to various teachers on the movement. In addition tostudents will also complete several exploratory tasks on the movement of civil rights. To start the unit The teacher uses a KWL chart on the overload to stimulate discussion and start the students' "succhi" . A KWL chart is a visual representation of what students already know, what theirsKnow, and what they learned at the end of a lesson. This activity has been completed as a class. Students, in turn, sharing morsels of information that already knows the movement of civil rights. This information is on important figures, events and places involved in the movement for civil rights. After establishing which basic prior knowledge of students in possession, it is time to start discovering new information and confirms the information previously held on the movement of civil rights. Mrs. Cunningham Lessons then on the fundamental events, people and places involved in most of the movement of civil rights, in order to provide students with a framework of reference within which to start by putting their new information. She closes the first lesson asking students to create a timeline using the dates of events you have provided. This will be a work outline to use throughout the unit. During a later lesson, students are invited to share their contours with their classmates in small groups. They should make corrections and comments on the contours, if necessary. Mrs. Cunningham earns consensus class of the right order for their contour to work as you put an enlarged version on the class wall. The culmination of this unit will be a final project in which students create a portfolio containing work on three mini-projects. All students will listen to the same guest teachers, view the same video recorded videos and participate in the same threads in the classroom during the first half of each class. The rest of each class period will be reserved for work on personal exploration relating to their portfolio pieces. Ms. Cunningham provided a list of possible activities and a column for each suggested activity in order to support and guide the student's work. You also organized her room of her so that "art" materials are in a central location; Mapping and information graphically are grouped together and there is a full section with reading and research materials. Mrs. Cunningham's students will have many options for creating something chat can be included in their wallets. Students will have the opportunity to write letters to members of the community that were adolescents during the movement for civil rights, asking them to share their memories and experiences about life during the period of time. Students can work in a team to prepare speeches based on term issues for their classmates. Students can consult with the Media Specialist School or more aware of more to find resources for the class, including popular music from time period. They can also learn and share the dances that were popular during 1950 and 1960. If they choose, students can include music in games they write and act for their classmates. With the assistance of the art professor, students can choose to work together to create a mural that represents the key figures of the movement of civil rights, such as Pink Parks and Martin Luther King Jr., with accompaniment of biographical information on each garment . Students can also create a map that represents key events. Students can also work in a group to prepare theatrical courts to implement the class based on the readings and what they learn from the speakers. Later, Mrs Cunningham will moderate discussion sessions on games. All students can keep a record of their thoughts and feelings about mini-lessons completed. This Journal process will provide a synthesis of the materials with which they were addressed. Like a final measure, students Their wallets to their classmates. James, a student whose inclinational inclination towards creative visual projects manifest interest in working on the leading civil rights mural. Mrs. Cunningham believes that James needs to change gear and focus on other class activities. The teacher suggests that James's work on the creation of the map and / or temporal. At the teacher's encouragement, James starts working on other projects, but his own Continue to wander towards students who paint the mural. He contributes some excellent ideas and shows so much interest in the details and in the creation of the mural, that the teacher allows him to move his attention to the visual project. In another seventh-degree class, Mr. Smith taught a unit on the movement of civil rights by assigning textbook readings and letting students on historical events surrounding movement. Students were given the completion of Pop Quizizze sentence during the course of the lesson. The teacher showed videotaped programs to the class and each student wrote a short search document on a leader of civil rights or prominent figure. At the end of the unit, students were given a multiple choice and essay tests. What is the theory of multiple intelligences? The Howard Gardner theory of multiple intelligences uses aspects of cognitive psychology and development, anthropology and sociology to explain human intellect. Although Gardner was working at the concept of multiple intelligence for many years earlier, the theory was introduced in 1983, with the book of Gardner, Frames of Mind. Gardner's research consisted of the brain research and interviews with stroke victims, prodigies and individuals with autism. Based on the results of him, Gardner has established eight criteria to identify the seven (he subsequently added an eighth and is considering a ninth) separate intelligence. The eight criteria used by Gardner to identify the information are listed below: isolation from brain damage / neurological tests The existence of wonders, idiots and exceptional individuals Set of basic operations distinguishable development stages with an end-of-state evolutionary history expert and Plausibility susceptibility to code in a symbol of symbols support from experimental psychological tasks support from psychometric research for a more detailed look at these eight criteria, visit originally, the theory represented seven intelligence Separate. Subsequently, with the publication of the restructuring of the intelligence of Gardner in 1999, two more information has been added. The intelligences are verbal / linguistic, logic / mathematics, visual / spatia, bodily-kinesthetics, musical, interpersonal, intrapersonal, naturalistic and existential. Gardner's theory challenges the traditional and narrow vision of intelligence. The previously accepted ideas of human intellectual capacity claim that an individual's intelligence is a fixed entity throughout his life and that intelligence can be measured through the logical and linguistic capabilities of an individual. According to Gardner's theory, an intelligence includes the ability to create and solve problems, create products or provide services that are enhanced within a culture or society. Originally, the theory represented seven separate intelligences. Subsequently, with the publication of the restructuring of the intelligence of Gardner in 1999, two more information has been added. The nine intelligences are outlined in more detail in the section below. Below are the key points of the Gardner theory: all human beings have all nine intelligence in various degrees. Every individual has a different intelligence profile. The instruction can be improved by evaluating student intelligence profiles and designing the activities accordingly. Every intelligence occupies a different area of the brain. The nine intelligences can operate in Consorts or regardless of each other. These nine intelligences can define human species. Gardner, Professor of Education at Harvard University, and other researchers and educators continue to work for a more holistic approach to education The zero project. For more information on projects and research involved in the Zero project, visit the website . Although the theory was originally designed for use in a class application, it was widely embraced by And enjoying numerous adaptations in a variety of educational settings. Teachers have always known that students had different strengths and weaknesses in class. Gardner's search was able to articulate and provide direction on how to improve a student's ability to intelligence. Teachers have been encouraged to start thinking about lessons planning in terms of meeting the needs of a variety of intelligence. From this new thought, schools like New York Ross school, an independent educational institution, and the key learning community, a school of public magnets at Indianapolis emerged to try teaching using a multiple intelligence curriculum. The focus of this part of the chapter will be on the design of the lessons using the theory of more intelligence and providing various resources that educators can use to implement the theory in their activities in the classroom. The eight intelligence intelligence verbal / linguistic linguistics / linguistics refer to the ability of a person to understand and manipulate words and languages. Everyone is designed to own this intelligence at a certain level. This includes reading, writing, language and other forms of verbal and written communication. Teachers can improve the verbal / linguistic intelligence of their students having maintained magazines, playing word games and encouraging discussion. People with strong rhetorical and oratory capacities like poets, authors and lawyers show strong linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou and Martin Luther King Jr. Traditionally, linguistic intelligence and logical / mathematical / mathematics intelligence were highly appreciated in education and learning environments. Logic / mathematic logical / mathematical intelligence refers to the capacity of an individual to do things with data: collect and organize, analyze and interpret, conclude and predict. Strong people in this intelligence see models and relationships. These individuals are thought-oriented: inductive and deductive logic, numbering and abstract models. They would have been a contemplative problematic solvent; One who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies a great scientific capacity. This is the type of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical thinking activities, linear outlines, pygg cognitive stretching exercises, science fiction scenarios, logic puzzles and through the use of the logical / sequential presentation of the object . Some examples of real life People who are equipped with this intelligence are Albert Einstein, Niehls Bohr and John Dewey. The visual / spatial / spatial intelligence refers to the ability to form and manipulate a mental model. Individuals strongly in this area depend on visual thinking and are very imaginative. People with this type of intelligence tend to learn more promptly from visual presentations such as films, images, videos and demonstrations using patterns and objects. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often dream of open eyes, imagine and pretend. They are good at reading diagrams and maps and have fun solving mazes and puzzle puzzles. Teachers can promote this intelligence using graphics, graphs, diagrams, graphic organizers, videotapes, colors, artistic activities, doodling, microscopes and computer graphics. It could be characterized as a right activity of the Pablo Picasso, Bobby Fischer and Georgia O'Keefe are some examples of people with this intelligence. Body intelligence / body cynics / cynics, the intelligent cynics refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch people they talk to and behave with. They are good at small and large muscle capacity; of which they enjoyTypes of sports and physical activities. They often express themselves through dance. Teachers can encourage growth in this area of intelligence through the use of contact, feeling, movement, improvisation, "practical" activities, the permission to twist and swing, facial expressions and physical relaxation exercises. Some examples of people with this intelligence are Michael Jordan, Martina Navratolova and Jim Carrey. The naturalistic natural intelligence is seen in someone who recognizes and classifies plants, animals and minerals including a mastery of the taxonomies. They are holistic thinkers that recognize unusual specimens and value. They are aware of species like flora and fauna around them. Note natural and artificial taxonomies like algae dinosaurs and cars for clothes. Teachers can better promote this intelligence by using relationships between species systems and classification activities. Encourages the study of relationships as patterns and order and sets of comparison and comparison groups and looks at connections to real life and science issues. Charles Darwin and John Muir are examples of people endowed in this way. Musical intelligence refers to the ability to understand, create, and interpret music, stamp, rhythm and tones and the ability to compose music. Teachers can integrate activities into their lessons that encourage students' musical intelligence by playing music for the classroom and assigning tasks that involve students creating texts on the taught material. Composers and instrumentalists are strong individuals in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples. Interpersonal Although Gardner ranks separately interpersonal intelligences and undertaken separately, there is a lot of interaction between the two and are often grouped together. Interpersonal Intelligence is the ability to interpret and respond to moods, emotions, motivations and actions of others. Interpersonal Intelligence also requires good communication and interaction skills and skill shows empathy towards feelings of other individuals. Teachers can encourage the growth of interpersonal intelligence by designing lessons that include group work and planning cooperative learning activities. Counsellors and social workers are the professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Ronald Reagan and Bill Clinton. Intrapersonal intelligence, set simply, is the ability to know yourself. It's an internalized version of Interpersonal Intelligence. Exposing strength in intrapersonal intelligence, an individual must be able to understand their emotions, motivations and be aware of their strengths and weaknesses. Teachers can assign reflective activities, such as journaling to awaken the students' intrapersonal intelligence. It is important to note that this intelligence involves the use of all others. An individual should exploit their other intelligences to fully express their intrapersonal intelligence. Those who are often associated with this intelligence are Sigmund Freud, Plato or Virginia Woolf. There is a ninth intelligence that must still experience full acceptance by educators in class. This is existential intelligence, which includes the ability to pose and reflect issues concerning existence, including life and death. This would be in the domain of philosophers and religious leaders. The following table summarizes the strengths, learning preferences and needs correspond to intelligence. Table 1. Summary of the eight intelligencesPreferences Leaders Through Word Necessity / Linguistic Writing, Reading, Memorizing Dates, Thinking in words, telling stories Writing, reading, telling stories, talking, memorizing, working to solve puzzles hearing and seeing words, speaking, reading, writing, writing, writing,and discussing books, tapes, paperwork, writing tools, discussion, discussion, stories, etc. Mathematics mathematics/logic, logic, problem-solving, reasoning, question, work with numbers, experiment, solve problems working with relationships and motifs, classifying, working with abstract things to think about and explore, scientific materials, manipulatives, travel to Planetarium and Museum of Science Music collection, remembering melodies, rhythms, singing, playing an instrument, listening to music, hum rhythm, singing, melody, listening to music and melodies Sing-Lungo now, trips to concerts, music playing at home and at school, musical instruments, etc. Some teachers have set up learning centers with resources and materials that promote involving different intelligences. For example, in the above scenario, Mrs. Cunningham creates an area with artistic supplies in her class. Other instructors design simulations that immerse students in real life situations. Accurate planning during the course design process will help ensure quality instructions and valuable student experiences in the classroom. Other learning models, such as project-based learning and collaborative learning can be easily integrated into lessons with multiple intelligence. Collaborative learning allows students to explore their interpersonal intelligence, while project-based learning can help structure the activities designed to cultivate the nine intelligences. For example, Mrs. Cunningham uses project-based learning aspects in her classroom, allowing students to plan, create and process (through reflection) information throughout the civil rights unit, and also integrating the activities that teach intelligence. This particular educational model allows students to work together to explore a topic and create something like the final product. This works well with more intelligence theories, which puts value on capacitycreate products. Working with the media specialist to give students the opportunity to choose from a variety of resources to complete their tasks, Mrs. Cunningham uses resource-based learning aspects, a didactic model that places the utmost responsibility to choose resources on the student. It is important for teachersSelect tasks that not only teach intelligence, but also realistically knit with the topic of lesson or unity. More intelligence The theory should improve, not diminish what is taught. The Disney website has the right to touch more intelligences suggests two approaches to the implementation of smarter theories in the classroom. One is a teacher-centered approach, in which the instructor incorporates materials, resources and activities in the lesson that teaches different intelligences. The other is a student-centered approach where students actually create a variety of different materials that demonstrate their understanding of the object. The student-centered approach allows students to actively use their various forms of intelligence. In a teacher-centered lesson, the number of intelligence explored should be limited to two or three. To teach less than two is almost impossible since the use of speech will always require the use of its verbal / linguistic intelligence. In a student-centered lesson, the instructor can incorporate aspects of learning, collaborative learning or other survey models. In this case, the activities involving all nine intelligence may be presented as options for the class, but each student participates only one or two of the tasks. Mrs. Cunningham incorporates both student-centered activities and teachers-centered in her unit on the civil rights movement. The lesson of the led teacher is a standard example of an activity centered as a teacher. The conference teaches the students' verbal / linguistic intelligence. Video cassette is another example of a teacher-centered activity. This activity incorporates visual / spatial intelligence into how unity is learned. It is important to note that many activities, even if designed to address a particular intelligence, can also use other intelligences. For example, in Mrs. Cunningham's classroom, students can work together on creating a mural of civil rights leaders. This is an activity centered for students who directly implies visual/space intelligence, but also offers students the opportunity to exercise their interpersonal intelligence. The assignment of the journal, also an activity centered for students, is designed to improve the intrapersonal intelligence of students, prompting them to reflect on their feelings and experiences in relation to the movement of civil rights. This activity is also affected by verbal / linguistic intelligence. The map's history and assignments are student-centered activities that are designed to improve the student's logical/mathematic intelligence, but also exceed a visual/space intelligence. Students must collect and organize information for both timeline and map accordingly with their logical/mathematical intelligence. In creating these articles, students must think visually. Incorporating dance into one lesson, Mrs. Cunningham is able to promote awareness of the body-synthetics the intelligence of her students. Showing popular dance videos from time to time, or inviting a community expert to talk about the social aspects of dance, Mrs. Cunningham could incorporate a teacher-centered activity. Having students learn and perform dances is a way centered on the student teaching through body-synthetic intelligence. The theatrical courts that students prepare involve body-synthetics intelligence, as well as interpersonal and verbal/language intelligence. Class discussions offer the opportunity for students to exercise both areas of their personal intelligence, as well asmatter. Design and implementation centered on the student Lessons This type of wheel around Lesson Materials for students created. The types of activities and assignments that lessons to students, in support can be easily designed in concert with many of the survey based models discussed in the text of this book. One of the most important aspects of the Lessons are allowing students to make choices. Teachers should encourage students to exercise their weakest intelligences, but allow them to explore their strongest areas as well. In the class of Mrs. Cunningham, the student named James is very strong in Visual / Space Intelligence and always leans towards this type of project. The teacher encourages James to participate in other activities, but when it is obvious that his lies interest in working on the mural Mrs Cunningham allows him to work on the project. The following are measures to implement a lesson or unit centered on the student: accurately identify teaching goals, objectives and educational results. Consider the activities that you can integrate into the lesson or units that teach different intelligences. Teachers should not incorporate all nine intelligences into one lesson. When collecting resources and materials, consider those that will allow students to explore their multiple intelligences. Specify a time frame for lesson or drive. Leave for a remarkable element of student choice during the design of tasks and tasks for intelligence design tasks that are centered on the student, using models based on the education survey. Provide a column for students' activities. You might consider that students help create rubrics. evaluation integrate into the learning process. In an effort to maximise student interest both the object and its learning inclinations, teachers may want to teach their students a bit of multiple intelligence. Teachers can inform the class about any kind of intelligence and then follow with a self-assessment for each student. In this way, students will be able to capitalize their strengths and work on their weakest areas. Drawing site multiple intelligences Disney includes a self-assesment. Design and implementation of a teacher-Centered structured lessons, centred teaching activities offer the opportunity for teachers to introduce material and establish knowledge and students prior conceptions. Teachers can hold a conference to students, show informative videos and posters, perform exercises, pose problem-solving exercises, arrange visits to museums, and scheduled concert trips. There are all examples of centred teaching. All these activities integrate multiple intelligences into the subject matter is taught. Centered teacher lessons should be limited to some activities that provide a basis for students and then complete more exploratory tasks where they can demonstrate the understanding of the material. A teacher can choose to start a teaching unit or lesson with teaching-centered activities and then follow with subsequent student lessons. Teachers can follow these steps during the design and implementation of a teacher-centered lesson: Identify the objectives and educational objectives in consideration teaching-centered activities that teach to multiple students intelligence. In a teacher-centered lesson, limit the number of activities for two or three. Consider which resources and materials you will need to implement the lesson. For example, do you need to plan a visit to the museum or consult the Media Specialist for videos or other media? Specify a time frame for lesson or drive. Providing a moment of reflection by students Provide a column for the activities of the patibula students Integrating the assessment into the evaluation learning process is one of the biggest challenges that incorporates multiple intelligence in the classroom. students of theCunningham is given the possibility of working on different mini-projects during the group of civil rights. At the end of the group, their performance is evaluated through a portfolio that represents their work on these projects. It is very important for the evaluation to be integrated into the learning process. The evaluation should give students the opportunity to demonstrate their understanding of matter. One of the main goals to recognize and use use Intelligence in class is to increase the understanding of the students of the material, allowing them to demonstrate the ways in which they understand the material. Teachers must make their expectations clear and can do so in the form of a detailed rubric. Advantages of Multiple Intelligence Using Multiple The theory of intelligence in class has many advantages: As a teacher and learners realize that there are many ways to be intelligent All forms of intelligence are equally celebrated. Having students create work that is displayed to parents and other community members, your school may see more involvement of parents and community. A sense of greater self-esteem can be seen as students rely on their strengths and work to become an expert in some areas Students can develop strong problem solving skills that can use real life situations Multiple intelligences: Classroom Application (Addtable by Brandy Bellamy and Camille Baker, 2005) Table 2. Multiple intelligences: Application of Classroom (Tabella added by Brandy Bellamy and Camille Baker, 2005) Teacher Central Student Centre Verbal/Linguistic Current Content verbally Ask aloud questions and search for student feedback Interviews Students Present material Students read the content and prepare a presentation for their classmates Students debate on a Logical/Mathematical problem Provide brain teaser or challenging questions to start lessons. Make logical connections between subject matter and authentic situations to answer the question why? Students classify information in logical sequences for the organization. Students create graphs or graphs to explain written information. Students participate in webquests associated with Bodily/Kinesthetic Content Use prop objects during the lesson Provide tangible elements related to the content for students to review using examples related to sports (mandate a ball to someone to answer a question) Students use computers for research. Students create objects of their own explanation topic (shade boxes, furniture, etc.) Students create review games. Visual/Spatia When submitting information, use images to explain the content: PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards Work students individually or in groups to create images related to information: Poster; timeline; models; powerpoint slides; maps; illustrations, graphs; View examples or create musical rhythms for students to remember things Create a song or melody with the embedded content for memory Use well-known songs to store formulas, skills or test contents Interpersonal Be aware of body language and facial expressions Offer every time you need Encourage aula discussion Encourage peerage feedback group strengthens interpersonal connections Ask individual questions welcome Create a positive environment. Individual content research Students create personal portfolios of Naturalistic work Take students outside to enjoy nature while in the learning process (lection) Compare authentic matter to natural events. Relaxing the phased matter occurring in nature (plants, time, etc.) Students organize thoughts using natural cyclesDo relationships between content and natural environment (how did nature's impact)? Students carry out Community service Learning Styles Scenario section A group of four urbanists in Boston is working on a project to improve road repair methods. They spent a lot of time to look at the streets and learn about the stress they receive, as engineers currently face those problems, and the perceptions of the public of Conditions. Some improvements have been completed a new system of diagnosis of problems and new road repair methods. The final phase of their project is to determine how to educate city employees on these improvements. Jessica believes that the maps of where the various sidewalks would have been useful in various decadence states. You also want to use a flowchart to represent the new repair process. Perhaps a computer education guide could be used in the employee education program. Patrick feels that planners must discuss these improvements with city employees. A session of questions and answers could also be implemented in an attempt to answer any questions regarding the new system to diagnose problems and new way repair methods. You will already begun to work on a wide training manual, which will provide a concrete resource to guide employees in training and for the next reference. The manual will be available in paper copy and on the web. Claire thinks that city employees would benefit more from a multimedia presentation and a CD-ROM with links to other useful information. You also want employees to enter the field and see some of the roads that have been used as models in the new program. If this is not possible, images could be provided as examples to give employees a concrete idea of improvements. Learning styles The term "learning styles" is commonly used in various educational fields and therefore has many connotations. In general, it refers to unique on how each student receives and processes new information through their senses. The National Association of Secondary School Principles defines the style of learning as "the composite of the characteristic cognitive, emotional and physiological factors that serve as relatively stable indicators of how a student perceives, interacts and responds to the learning environment". Other sentences are used interchangeably with learning styles. Some include perceptive styles, learning methods and learning preferences. Every person arises with certain preferences to particular styles, but culture, experience and development influence these preferences. The four most common learning styles are visual, auricles, reading / writing and kinesthetic / tactile. Most people who learn through all the modalities, but have some strengths and weaknesses in a specific mode. Some people have a propensity parity for more than one style, which is titled as the multimodal style. This preference can be determined through various test tools. Once a person's learning style is ascertained, housing can be made to increase academic achievement and creativity, as well as improve attitudes for learning. What is your learning style? Take the VARK questionnaire! Visual learning visual students process more effectively information when the information is seen. The depictions may include charts, graphs, flow charts and all symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in worlds. These students think in images and have vivid imaginations. Most people are classified as visual students. Jessica is a visual student. Her suggestions focus on the use of visual aid to increase information processing. Aural Learning Style students are more effectively effectively effectively if spoken or heard. These students respond well to lessons and discussions and are excellent listeners. They also like to talk and enjoy music and drama. When trying to remember information, auric students can often "feel" the way someone told them the information. Patrick's an ear school student. Its need to discuss new improvements indicates the advantages of getting information in an oral language format. Reading/writing learning style reading/writing students to process information more effectively when presented in a written written languageThis type of benefits learns from masters who use blackboard to accentuate important points or provide contours of conference material. When searching for recall information, learning / writing learns remember the information from their "mind of the mind". Many academics have a strong preference for reading / writing style. Will is a student reading / writing. Its complete training manual allows employees to use the written language format. The kinesthetic / tactile Learning style Kinesthetic / tactile students process information actively through physical means. Kinesthetic learning refers to the whole body movement while tactile learning refers only to the sense of touch. These students gesture when it comes to, they are poor listeners and losing interest for long speeches. Most students who do not work well at school are kinesthetic students / tactile. The crucial point of this learning style is that the student is connected to real situations through experience, for example, practice, or simulation. Claire is a kinesthetic / tactile learners. The education method of you use "hands on" demonstrations and field experiences. Learning strategies for every style of learning the style of visual learning replace words with symbols or initials. Translate concepts into images and diagrams. Stressed or highlight notes or textbooks with different colors. Practice transform your images back into words. Make key information flashcards with words, symbols and diagrams. Aural style learning attending lessons and exercises. Discuss topics with your instructor and other students. Put the synthesis notes on tape and listen to them. He participates in a study group or having a "studies companion." Ribbon Record lessons. When recalling information or solving problems, speak aloud. Reading learning style writing yet IMPORTANT INFORMATION yet. Read the notes in silence. Organize any diagrams in instructions. Rewriting ideas and principles in other words. Make word flashcards and concepts that need to be stored. The kinesthetic / tactile learning style sit near the instructor in classroom situations. Read aloud from the textbook and notes. Copy key points on large writing surfaces (ie blackboard or easel stand). Copy the key points that use text processing software. Listen to audio tapes of the notes during physical activity. Take in information through tours, workshops, trial and error, exhibitions, collections, and practical examples. Put real-life examples in your summaries. Recall experiments and role-playing games. Use images and photographs that illustrate an idea. Click here to play the Show Caption: This PowerPoint presentation shows some concrete examples of learning styles VARK applied mathematics, language arts, social studies and science .. By Rebecca Homan, Troy Perkins, Jean Pirkle, and Kathy Traylor (2005 ) Educational implications for learning styles teachers are based on learning styles have opened their classrooms to more of an intellectual work approach. The activities provided by these teachers are more activities for students than traditional and engaged in learning education-based style. The first step in the implementation of education based on learning styles is to diagnose individual learning styles of each student. A variety of methods exist to test learning styles relatively quickly. Many are available online, as the Questionnaire VARK listed above. The second step is profiling preferences and group weaknesses. Are students most visual students? Does your class have very few cynesthetics / tactile students? the third step is evaluating current teaching methods to determine whether they are appropriate or if they require greater flexibility. if the changes must be made, the various activities can be developed and/or adapted to conform with learning styles. three techniques have been proposed. Teachers can add alternative activities that could replace or supplement activities. This could create greaterper gli studenti di uszare stili diversi. Ad esempio, le mani sulle attivit? podeno essere condotte dopo una conferenza per confermare concetti astratti. Gli insegnanti canno anche sfidare gli studenti a sviluppare competenze in altre aree completing incarichi che uszano tutti gli stili di apprendimento. Ad esempio, gli studenti podeno completere pacchetti multidimensionali, che contengono attivit? da ogni stile di apprendimento. Un altro approccio per includere gli stili di apprendimento in un curriculum educa ? quello di organizzare attivit? intorno a progetti complessi. Questi progetti richiederebbero che gli studenti uszino tutti gli stili di apprendimento. Un esempio di attivit? complessa sarebbe un progetto di apprendimento basato sul progetto. When it is insegna un individuo, gli insegnanti dovrebbero presentare i concetti pi? difficili nello stile preferito. I concetti pi? facili devono essere presentati in uno stile diverso. When insegnano un'intera class, gli insegnanti dovrebbero uszare tutti gli stili di apprendimento nelle loro presentazioni se sono per raggiungere ogni studente. Question pu? essere abbastanza semplice. Per esempio, signora Erwin, un insegnante di quinta elementare insegner? un'unit? sul Web di Charlotte. Al fine di ospitare tutti gli stili di apprendimento, avr? gli studenti leggere le sezioni del libro silenzimente e ad alta you per gli altri, acte diverse scene, and completere una linea temporale di eventi sulla scheda del bollettino. La signora Erwin capisce che gli studenti devono essere esposti ai concetti in vari modi per Garante la piena comprensione. Referenze Armstrong, T. (1994). Intelligenze multiple in class. Alexandria, VA: Associazione per la Supervisione e lo Sviluppo del Curriculum. Campbell, L., & Campbell, B. (1992). Insegnament and apprendiment attraverso le Intelligenze Multiple. Seattle, WA: Nuovi orizzonti per l'apprendimento. Curry, Lynn. Un'organizzazione di theory dello stile di apprendimento e costrutti. ERIC Document, 235, 185. Dunn, R. and Dunn, K. (1978). Insegnare gli studenti attraverso i loro stili di apprendimento individuali. Reston, VA: Reston Publishing Company, Inc. Fogarty, R. (1997). Apprendimento basato sui problemi e altri modelli di curriculum per la class Multiple Intelligences. Arlington Heights, IL: IRI/Skylight Training and Publishing. Gardner, H. (1983). Cornici della Mind: la theory delle Intelligenze Multiple. New York, NY: Basic Books. Gardner, H. (1999). Intelligenza ristrutturata: Intelligenze multiple per il XXI secolo. New York, NY: Basic Books. Zhang, Li-Fang. (2002). stili di pensiero: Le loro relazioni con modalit? di pensiero e renderzioni accademiche. Siti web di Ps educativi: una spiegazione degli stili di apprendimento (grazie a Molly Parker per condividere questo) Concept to Classroom: Concept di apprendimento cooperativo e collaborativeivo a Classroom: Tapping in Intelligence Multiple Education World: Multiple Intelligenze: Una Theory per tutti gli otto criteri di Gardner per l'identificazione di Intelligenze multiple Progetto Zero Technology and Multiple Intelligences Citation APA Citation: Giles, E., Pitre, S., Womack, S. (2003). Intelligenze multiple e stili di apprendimento. In M. Orey (Ed.), Prospettive emergenti sull'apprendimento, l'insegnamento e la tecnolog?a. Data di inerzia: . coe.uga.edu/ . coe.uga.edu/

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