Verbal-Linguistic Intelligence (Word Smart)

Description: Verbal-linguistic students love words and use them as a primary way of thinking and
solving problems. They are good writers, speakers, or both. They use words to persuade, argue,
entertain, and/or teach.
Learning Activities and Project Ideas

 Completing crossword puzzles with vocabulary words

 Playing games like Scrabble, Scrabble Junior, or Boggle
 Writing short stories for a classroom newsletter
 Writing feature articles for the school newspaper
 Writing a letter to the editor in response to articles
 Writing to state representatives about local issues
 Using digital resources such as electronic libraries, desktop publishing, word games, and word
processing
 Creating poems for a class poetry book
 Entering their original poems in a poetry contest
 Listening to a storyteller
 Studying the habits of good speakers
 Telling a story to the class
 Participating in debates

Logical-Mathematical Intelligence (Math Smart)

Description: Logical-mathematical students enjoy working with numbers. They can easily interpret
data and analyze abstract patterns. They have a well-developed ability to reason and are good at
chess and computer programming. They think in terms of cause and effect.
Learning Activities and Project Ideas

 Playing math games like mancala, dominoes, chess, checkers, and Monopoly
 Searching for patterns in the classroom, school, outdoors, and home
 Conducting experiments to demonstrate science concepts
 Using math and science software such as Math Blaster, which reinforces math skills, or King's
Rule, a logic game
 Using science tool kits for science programs
 Designing alphabetic and numeric codes
 Making up analogies

Spatial Intelligence (Picture Smart)

Description: Students strong in spatial intelligence think and process information in pictures and
images. They have excellent visual receptive skills and excellent fine motor skills. Students with this
intelligence use their eyes and hands to make artistic or creatively designed projects. They can build
with Legos, read maps, and put together 1,000-piece jigsaw puzzles.
Learning Activities and Project Ideas

 Taking photographs for assignments and classroom newsletters

 Taking photographs for the school yearbook, school newsletter, or science assignments
 Using clay or play dough to make objects or represent concepts from content-area lessons
  Using pictorial models such as flow charts, visual maps, Venn diagrams, and timelines to
connect new material to known information
 Taking notes using concept mapping, mind mapping, and clustering
 Using puppets to act out and reinforce concepts learned in class
 Using maps to study geographical locations discussed in class
 Illustrating poems for the class poetry book by drawing or using computer software
 Using virtual-reality system software

Musical Intelligence (Music Smart)

Description: Musical students think, feel, and process information primarily through sound. They
have a superior ability to perceive, compose, and/or perform music. Musically smart people
constantly hear musical notes in their head.
Learning Activities and Project Ideas

 Writing their own songs and music about content-area topics

 Putting original poems to music, and then performing them for the class
 Setting a poem to music, and then performing it for the class
 Incorporating a poem they have written with a melody they already know
 Listening to music from different historical periods
 Tape recording a poem over "appropriate" background music (i.e. soft music if describing a
kitten, loud music if they are mad about pollution)
 Using rhythm and clapping to memorize math facts and other content-area information
 Listening to CDs that teach concepts like the alphabet, parts of speech, and states and
capitals (i.e. Schoolhouse Rock!)

Bodily-Kinesthetic Intelligence (Body Smart)

Description: Bodily-kinesthetic students are highly aware of the world through touch and movement.
There is a special harmony between their bodies and their minds. They can control their bodies with
grace, expertise, and athleticism.
Learning Activities and Project Ideas

 Creating costumes for role-playing, skits, or simulations

 Performing skits or acting out scenes from books or key historical events
 Designing props for plays and skits
 Playing games like Twister and Simon Says
 Using charades to act out characters in a book, vocabulary words, animals, or other content-
area topics
 Participating in scavenger hunts, searching for items related to a theme or unit
 Acting out concepts. For example, "student planets" circle around a "student sun" or students
line up appropriately to demonstrate events in a history time line
 Participating in movement breaks during the day
 Building objects using blocks, cubes, or Legos to represent concepts from content-area
lessons
 Using electronic motion-simulation games and hands-on construction kits that interface with
computers

Interpersonal Intelligence (People Smart)

Description: Students strong in interpersonal intelligence have a natural ability to interact with, relate
to, and get along with others effectively. They are good leaders. They use their insights about others
to negotiate, persuade, and obtain information. They like to interact with others and usually have lots
of friends.
Learning Activities and Project Ideas

 Working in cooperative groups to design and complete projects

 Working in pairs to learn math facts
 Interviewing people with knowledge about content-area topics (such as a veteran to learn
about World War II, a lab technician to learn about life science, or a politician to understand the
election process)
 Tutoring younger students or classmates
 Using puppets to put on a puppet show

Intrapersonal Intelligence (Self Smart)

Description: People with a strong intrapersonal intelligence have a deep awareness of their feelings,
ideas, and goals. Students with this intelligence usually need time alone to process and create.
Learning Activities and Project Ideas

 Writing reflective papers on content-area topics

 Writing essays from the perspective of historical figures, such as Civil War soldiers or
suffragettes
 Writing a literary autobiography, reflecting on their reading life
 Writing goals for the future and planning ways to achieve them
 Using software that allows them to work alone, such as Decisions, Decisions, a personal
choice software; or the Perfect Career, a career choice software
 Keeping journals or logs throughout the year
 Making a scrapbook for their poems, papers, and reflections

Naturalistic Intelligence (Nature Smart)

Description: This intelligence refers to a person's natural interest in the environment. These people
enjoy being in nature and want to protect it from pollution. Students with strong naturalistic
intelligence easily recognize and categorize plants, animals, and rocks.

 Caring for classroom plants

 Caring for classroom pets
 Sorting and classifying natural objects, such as leaves and rocks
 Researching animal habitats
 Observing natural surroundings
 Organizing or participating in park/playground clean-ups, recycling drives, and beautification
projects
The term “learning styles” speaks to the understanding that every student learns
differently. Technically, an individual's learning style refers to the preferential way in
which the student absorbs, processes, comprehends and retains information.
Howard Gardner's theory of multiple intelligences gives us some insight to the way
students learn. The theory of multiple intelligences "emphasizes the highly
individualized way in which people learn and recognizes that each of us has unique
intellectual potential". Howard Gardner’s theory of Multiple Intelligences suggests there
are eight intelligences. They include verbal-linguistical, logical-mathematical, musical,
bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist. Some students
can fit into a few or many of the intelligences.

I believe that each student has his or her way of process information in terms of how
they learn and how they retain the knowledge. Majority of students learn and
understand a particular concept through traditional lecture. I think students learn best
when teacher adopts various instruction techniques. Some students learn best when
they can reflect the things they have learned. They learn by listening, brainstorming
and sharing ideas with others. On the other hand, some students learn best through
conceptual learning and logical thinking. Some students need to be actively involved in
their own learning by practicing hands-on problem solving.
Every person has strengths and challenges in abilities. No two people are the same.
As a result, it is not fair to assume every student will learn best with the same
instructional strategy. Each student has unique multiple intelligences and the different
ways to learn. In other words, not every person learns best from a single teaching
approach. As a teacher, I must constantly be aware of the learning styles of my
students in order to incorporate instructional strategies that will enhance their learning
potential.
Discussion processes. Students with good metacognitive
 How is Metacognition defined by different skills are at the helm of their own learning
authors/source? process, through which they can execute a
o Metacognition ([Link]) is, put simply, learning task more effectively.
thinking about one’s thinking. More precisely, it
refers to the process used to plan. Monitor. Why do teachers need an understanding of the
And assess one’s understanding and concept of metacognition?
performance. Metacognition includes a critical
awareness of, a) one’s thinking and learning Metacognition particularly assist students with
and b) oneself as a thinker and learner. additional needs in understanding learning
o Metacognition (Meriam – Webster) is tasks, in self-organizing and in regulating their
awareness or analysis of ones own learning or own learning. It allows them to become aware
thinking process. of their own thinking and to become proficient
o Metacognition (Wikipedia) is “cognition about in choosing appropriate thinking strategies for
cognition”, “Thinking about Thinking”, “Knowing different tasks.
about Knowing” becoming “aware of one’s
awareness” and higher-order thinking skills. What are metacognitive strategies?
o Metacognition (Flavell 1979, 1987) consist of There are a variety of metacognitive activities
both metacognitive knowledge and
that can help facilitate continual student
metacognitive experiences or regulation.
o Metacognition (Slide share) variously refers monitoring of their own progress such as:
to the study of memory-monitoring self quizzes with robust feedback, polls that survey
regulation. students about what they struggle with and
o Metacognition then utilize results to stimulate discussion as
([Link] is the ability well as journal assignments with prompts.
to examine how you process thought and
feelings. This ability encourages students to What are metacognitive strategies?
understand how they learn best. It also helps Metacognitive Strategies refers to methods
them to develop self-awareness skills that used to help students understand the way they
become important as they get older. learn; in other words, it means processes
designed for students to think about their
 How does metacognition affect learning? thinking.

Metacognition is a regulatory system that helps What are the Metacognitive Strategies?
a person understand and control his or her own
1. Identifying one’s own learning style and
cognitive performance. Learners often show an
needs.
increase on self-confidence when they build
metacognitive skills. Self-efficacy improves 2. Planning for a task.
motivation as well as learning success.
3. Organizing and gathering materials.
Is Metacognition a skill?
4. Arranging a study space and schedules
Metacognition pertains to the knowledge and
5. Monitoring mistakes.
skill for organizing, guiding, and controlling
one’s own thinking, actions, and learning 6. Evaluating task success
7. Evaluating the success of any learning meaningful. Coherent representation of
strategy and adjusting. knowledge.
3. Construction of Knowledge.
What are examples of metacognitive
- The successful learner can link new
strategies?
information with existing knowledge in
It includes: meaningful ways.
1. Planning how to approach a learning task. 4. Strategic Thinking.
2. Using appropriate skills and strategies to - The successful learner can create and use aa
solve a problem. repertoire of thinking and
3. Monitoring one’s own comprehension of text. 5. Thinking about Thinking.
4. Self-assessing and self-correcting in - Higher order strategies for selecting and
response to the self-assessment. monitoring mental operations,
5. Evaluating progress towards the completion facilitate creative and critical thinking.
of a task.
6. Context of Learning
- Learning is influenced by environmental
What are the four categories in which the factors including culture, technology and
fourteen learner-centered psychological instructional practices.
principles divided? What are the Principles under Motivational
Affective?
The 14 Principles divided into 4 categories
7. Motivational and Emotional Influences on
1. Cognitive and Metacognitive Principles.
Learning.
2. Motivational and Affective Principle
- What and how much is learned is influenced
3. Development and Social Principles. by the learner’s motivation. Motivation is
influenced by beliefs, emotional states,
4. Individual Difference Principles. interests, goals and
habits of thinking.
Learner-Centered Psychological 8. Intrinsic Motivation to learn
Principles - The learner’s creativity, HOTS, natural
What are the principles under Cognitive and curiosity all contribute to motivation to learn.
Metacognitive? Intrinsic motivation is stimulated by personal
interest and relevance.
1. Nature of the Learning Process.
9. Effects of Motivation on Effort.
- The learning of a complex subject matter is
most effective when it is meaning from - Learners motivation stimulates willingness to
information and experience. learn most especially in the acquisition of
complex knowledge and skills.
2. Goals of the Learning Process.
 What are the principles under Development
- The successful learner, overtime and with and Social?
support and instructional guidance, can create
10. Developmental Influences.
- Learning is most effective when the physical, 3. Vygotsky – Zone of Proximal Development
intellectual, emotional and social domains of
4. Kohlberg – Stages of Moral Development
development is taken into account.
5. Freud – Psychoanalytic Theory of
11. Social Influences on Learning.
Personality Development
- Learning is influenced by social by social
What is Erikson’s Psycho-social
interactions, interpersonal relations, and
Development about?
communication with others.
One of the main elements of Erikson’s
 What are the principles under Individual
psychological stage theory is the development
Differences?
of Ego identity. He emphasized that the ego
12. Individual Differences in Learning makes positive contribution to development by
mastering attitudes, ideas and skills at each
- Learners have different strategies,
stage of development.
approaches and capabilities for learning that
are a function of prior experience and heredity. The theory explained also that
personality develops in a predetermined order
13. Learning and Diversity.
through 8 stages of psychosocial development,
- Learning is most effective when differences in from infancy to adulthood. During each stage,
learners linguistic, cultural and social the person experiences a psychosocial crisis
backgrounds are take into account. which could have a positive or negative
outcome to personality development.
14. Standards and Assessment.
Teaching Erikson’s theory at the
- Setting appropriately high and challenging different grade levels is important to ensure
standards and assessing the learner and the that students will attain mastery of each stage
learning progress are integral parts of the in Erikson’s theory without conflict. There are
learning process, specific classroom activities that teachers can
(Anna Merin Adtani) reasoning strategies to incorporate into their classroom the three
achieve complex learning goals. stages that include school age children.
What is Piaget Theory of Cognitive
Development?
Theories on Learners Development
Piaget’s theory of cognitive development
Learning theories develop hypothesis that is a comprehensive theory about the nature
describe how this process takes place. The and development of human intelligence. The
major concepts and theories of learning include theory deals with the nature of knowledge itself
behaviorist theories, cognitive psychology, and how humans gradually come to acquire,
constructivism, social constructivism, construct and use it.
experiential learning, multiple intelligence and
Piaget proposed four major stages of
situated learning theory and community of
cognitive development, and called them, 1)
practice.
sensorimotor intelligence, 2) pre-operational
What are theories related to the learner’s thinking, 3) concrete operational thinking and
development? These are: 4) formal operational thinking. Each stage is
correlated with an age period of childhood, but
1. Erikson – Psycho-social of development.
only approximately.
2. Piaget – Cognitive Development
Piaget believed that our thinking
processes change from birth to maturity
because we are always trying to make sense four skills – summarizing, questioning,
of our world. These changes are radical but clarifying, and predicting – when reading a
slow and four factors influence them: biological passage of text. Gradually, students take over
maturation, activity, social experiences and the responsibility for utilizing these skills
equilibration. The theory suggests also that themselves.
children move through four different stages of
Meanwhile, the teacher continues to
mental development. His theory focuses not
offer assistance as need, reducing the amount
only on understanding how children acquire
of support they provide overtime.
knowledge, but also understanding the nature
of intelligence. What is Kohlberg’s theory of Moral
Development?
Applying Piaget in the classroom,
Kohlberg’s theory of Moral Development
1. Use concrete props and visual aids
stats what we progress through three
whenever possible.
levels of moral thinking that build on our
2. Make instructions relatively short, using
cognitive development. He defined three levels
actions as well as words.
of moral development: Pre-conventional,
3. Do not expect the students to consistently conventional, and post-conventional. Each
see the world from someone else’s point of level two distinct stages.
view.
What is Freud’s Psychoanalytic Theory of
What is Vygotsky Zone of Proximal Personality Development?
Development?
Sigmund Freud developed the
Vygotsky believed that when a student Psychoanalytic theory of personality
is in the zone of proximal development for a development, which argued that personality is
particular task, providing the appropriate formed through conflicts among three
assistance will give the student enough of a fundamental structures of human mind: the id,
“boost” to achieve the task. ego and superego.
Definition - id: the unorganized, inborn part of personality
who’s purposed is to immediately reduce
The zone of proximal development is the
tensions relating to hunger, sex, aggression
gap between what student can do
and other primitive impulses.
independently and what they can potentially do
with the help of a “more knowledgeable other”. - Ego: restrains instinctual energy in order to
maintain the safety of the individual and to help
Role in the classroom
the person to be a member of society.
The zone of proximal development is
- Superego: the rights and wrongs of society
useful concept for teachers. To ensure that
and consists of the conscience and the ego-
student are learning in their zone of proximal
ideal.
development, teacher must provide new
opportunities for students to work slightly The id is the most basic part of the personality.
beyond their current skills and provide ongoing, It also represents our most animalistic urges,
scaffolded support to all students. like the desire for food and sex. The id seeks
instant gratification for our wants and needs. If
The zone of proximal development has
these needs or wants are not met, a person
been applied to the practice of reciprocal
can become tense, anxious or angry.
teaching, a form of reading instruction. In this
method, teachers lead students in executing
Ego is defined as the view that person has of How is Student Diversity / Individual
himself. An example of ego is the way that you Differences defined by different
look at yourself. An example of ego is thinking authors/sources?
you are the smartest person on earth.
Diversity in the Classroom (NDT Resource
The superego incorporates the values and Center)
morals of society which are leaned from one’s
Having a diverse group of students simply
parents and others. The conscience can
means recognizing that all the people are
punish the ego through causing feelings of
unique in their own way. Their difference could
guilt. For example, if the ego gives in to the id’s
consist of their reading level, athletic ability,
demands, the superego may make the person
cultural background, personality, religious
feel bad through guilt.
beliefs and…
The id, ego and superego work together to
Individual Differences (Drever, James)
create human behavior. The id creates the
demands, the ego adds the needs of reality, “Variations or deviations from the average of
and the superego adds morality to the action the group, with respect to the menta lor
which is taken. physical characters, occurring in the individual
member of the group are individual
Pre-conventional
differences”.
During this level, a child’s sense of morally is
Individual Differences (Carter, Good)
externally controlled. Children accept and
believe the rules of authority figures, such as “Stand for the variations or deviations among
parents and teachers, and they judge an action individuals in regard to a single characteristic
based on its consequences. or number of characteristics”.
Conventional What are the main causes of individual
differences?
During this level, an individual’s sense of
morality is tied to personal and societal Some of the main causes are:
relationships. Children continue to accept the
rules of authority figure, but this is now 1. Heredity
because they believe that this is necessary to 2. Environment
ensure positive relationships and social order.
3. Sex Differences
Post-Conventional
4. Age and Intelligence
During this level, a person’s sense of morality
is defined in terms of more abstract principles 5. Temperament and Emotional Stability
and values. People now believe that some 6. Economic condition and Education
laws are unjust and should be changed or
eliminated. It is important for teachers to know variables
such as physical characteristics, intelligence,
Teachers can help to guide the moral perception, gender, ability, learning styles,
development of their students by using which are individual difference of the learners.
Kohlberg’s six stage theory of moral And effective productive learning-teaching
development and applying it to their own process can be planned by considering these
teaching methods. individual differences of the students.
Student Diversity – Individual How do teachers handle individual
Differences differences?
1. Differentiate instruction.
2. Capitalize on learning styles
3. Incorporate multiple intelligences into
curriculum
4. Capitalize on student interest
5. Involve students in educational goals
6. Use computerized instruction
7. Group students effectively
What are some strategies for aiding diverse
learners?
o Things you can do to teach diverse learners.
1. Encourage active learning
2. Embrace small group and learning stations.
3. Group by learning style, not ability.
4. Promote project-based learning
5. Incorporate ed-tech and adaptive learning
tools
6. Provide alternative testing options