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.