Not everyone learns the same way. . . Visual (watchers) • Auditory (talkers) • Kinesthetic

(doers)

Not everyone learns the same way. . . Visual (watchers) • Auditory (talkers) • Kinesthetic

(doers)Visual Learners Audio Learners Kinesthetic Learners

Characteristics of Learners

-Remember written directions well.-Need to see material to learn it.-May be artistic.-May have difficulties focusing on lectures if there are few visuals.

-Very good at remembering what they hear.-May have difficulties remembering things that they have read. Also may have difficulties reading and/or writing.-Can find it hard to read facial and body language.

-Need hands-on/active learning (touch and movement).-Don’t require instructions to assemble something.-Can have difficulties if have to remain seated for a long period of time.-May be athletic.

Strategies to use with students

-Use visual aids -Make eye contact when explaining something.-Minimize lots of sound, easily distracted-Use color coding-Give simple, clear directions-Review, repeat, demonstrate, remind

-These students respond well to repeated words describing the movement-If appropriate, have students say the word or element as they are doing it-Choose your music carefully - make sure it reinforces what you are trying to teach

-Use visual aids-Vary the movement-Use color coding-Appropriate music choices help to reinforce the movement

Source Unknown

Researchers in child development, education and dance education

Researchers in child development, education and dance education

Jean Piaget (1896-1980), a biologist/ psychologist from Switzerland, demonstrated that “young children are sensori-motor and concrete learners” - “the child’s thought process is his physical action”. (Piaget, 1928)

Howard Gardner, professor of education at Harvard University developed the theory of Multiple Intelligences. This theory, proposed in 1983, suggests that people possess different types of intelligences and that we may measure the “intelligence” of a person in many different ways

Rima Faber, Ph.D., Executive Director, Research in Dance Education and Executive Director, National Dance Education Organization

Jean Piaget (1896-1980), a biologist/ psychologist from Switzerland, demonstrated that “young children are sensori-motor and concrete learners” - “the child’s thought process is his physical action”. (Piaget, 1928)

Howard Gardner, professor of education at Harvard University developed the theory of Multiple Intelligences. This theory, proposed in 1983, suggests that people possess different types of intelligences and that we may measure the “intelligence” of a person in many different ways

Rima Faber, Ph.D., Executive Director, Research in Dance Education and Executive Director, National Dance Education Organization

Howard GardnerTheory of Multiple Intelligences

Howard GardnerTheory of Multiple Intelligences

Howard Gardner: Hobbs Professor of Cognition and Education at Harvard Graduate School of Education

THEORY: All people possess several types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal, intrapersonal, spatial, and naturalist.

• Why would a theory like this come about?

• How is it being implemented in our educational system?

• What kinds of effects has this new learning method had on student performance - improved test scores, discipline issues, parent participation, success for students with learning disabilities?

Howard Gardner: Hobbs Professor of Cognition and Education at Harvard Graduate School of Education

THEORY: All people possess several types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal, intrapersonal, spatial, and naturalist.

• Why would a theory like this come about?

• How is it being implemented in our educational system?

• What kinds of effects has this new learning method had on student performance - improved test scores, discipline issues, parent participation, success for students with learning disabilities?

LINGUISTICLINGUISTIC To think in words and to use language to express and

understand complex meanings Sensitivity to the meaning of words as well as the order of

words, their sounds, rhythms, and inflections To reflect on the use of language in everyday life Linguistic Sensitivity: Skill in the use of words for expressive

and practical purposes Reading: Skill in reading Writing: Ability and interest in writing projects such as poems,

stories, books, or letters Speaking: Skill in oral communication for persuasion,

memorization, and description

© 2002, Corporation for Public Broadcasting

To think in words and to use language to express and understand complex meanings

Sensitivity to the meaning of words as well as the order of words, their sounds, rhythms, and inflections

To reflect on the use of language in everyday life Linguistic Sensitivity: Skill in the use of words for expressive

and practical purposes Reading: Skill in reading Writing: Ability and interest in writing projects such as poems,

stories, books, or letters Speaking: Skill in oral communication for persuasion,

memorization, and description

© 2002, Corporation for Public Broadcasting

LOGICAL/MATHEMATICALLOGICAL/MATHEMATICAL

To think of cause and effect and to understand relationships among actions, objects, or ideas

To be able to calculate, quantify, consider propositions, and perform complex mathematical or logical operations

Inductive and deductive reasoning skills, as well as critical and creative problem-solving

Problem Solving: Skill in organization, problem solving, and logical reasoning; curiosity and investigation

Calculations: Ability to work with numbers for mathematical operations such as addition and division

© 2002, Corporation for Public Broadcasting

To think of cause and effect and to understand relationships among actions, objects, or ideas

To be able to calculate, quantify, consider propositions, and perform complex mathematical or logical operations

Inductive and deductive reasoning skills, as well as critical and creative problem-solving

Problem Solving: Skill in organization, problem solving, and logical reasoning; curiosity and investigation

Calculations: Ability to work with numbers for mathematical operations such as addition and division

© 2002, Corporation for Public Broadcasting

MUSICALMUSICAL

To think in sounds, rhythms, melodies, and rhymes To be sensitive to pitch, rhythm, timbre, and tone To be able to recognize, create, and reproduce music by using an

instrument or the voice To listen actively Musical Ability: Awareness of and sensitivity to music, rhythms,

tunes, and melody Instrument: Skill and experience in playing a musical instrument Vocal: A good voice for singing in tune and along with other

people Appreciation: Actively enjoys listening to music

© 2002, Corporation for Public Broadcasting

To think in sounds, rhythms, melodies, and rhymes To be sensitive to pitch, rhythm, timbre, and tone To be able to recognize, create, and reproduce music by using an

instrument or the voice To listen actively Musical Ability: Awareness of and sensitivity to music, rhythms,

tunes, and melody Instrument: Skill and experience in playing a musical instrument Vocal: A good voice for singing in tune and along with other

people Appreciation: Actively enjoys listening to music

© 2002, Corporation for Public Broadcasting

BODILY-KINESTHETICBODILY-KINESTHETIC

To have control over one’s body and work skillfully, with objects. To have good reflexes and a keen sense of timing in physical

activity. Individuals with strong bodily-kinesthetic intelligence:

- learn best when muscles are activated and involved.- use muscle memory- feel more comfortable communicating with gesture- are “do-ers”, are engaged physically and excel in physical sports- experience the world through tactile experiences.

© 2002, Corporation for Public Broadcasting

To have control over one’s body and work skillfully, with objects. To have good reflexes and a keen sense of timing in physical

activity. Individuals with strong bodily-kinesthetic intelligence:

- learn best when muscles are activated and involved.- use muscle memory- feel more comfortable communicating with gesture- are “do-ers”, are engaged physically and excel in physical sports- experience the world through tactile experiences.

© 2002, Corporation for Public Broadcasting

INTERPERSONALINTERPERSONAL To think about and understand another person To have empathy and recognize distinctions among people

and to appreciate their perspectives with a sensitivity to their motives, moods, and intentions

Includes interacting effectively with one or more people among family, friends, or working relationships

Understanding People: Sensitivity to and understanding of other people's moods, feelings, and point of view

Getting Along with Others: Able to maintain good relationships with other people, especially friends and siblings

Leadership: To take a leadership role among people through problem solving and influence

© 2002, Corporation for Public Broadcasting

To think about and understand another person To have empathy and recognize distinctions among people

and to appreciate their perspectives with a sensitivity to their motives, moods, and intentions

Includes interacting effectively with one or more people among family, friends, or working relationships

Understanding People: Sensitivity to and understanding of other people's moods, feelings, and point of view

Getting Along with Others: Able to maintain good relationships with other people, especially friends and siblings

Leadership: To take a leadership role among people through problem solving and influence

© 2002, Corporation for Public Broadcasting

INTRAPERSONALINTRAPERSONAL To think about and understand one's self To be aware of one's strengths and weaknesses and to plan

effectively to achieve personal goals Includes reflecting on and monitoring one's thoughts and feelings and

regulating them effectively Knowing Myself: Awareness of one's own ideas, abilities; personal

decision-making skills Goal Awareness: Awareness of goals and self-correction and

monitoring in light of a goal Managing Feelings: Ability to regulate one's feelings, moods and

emotional responses Managing Behavior: Ability to regulate one's mental activities and

behavior

© 2002, Corporation for Public Broadcasting

To think about and understand one's self To be aware of one's strengths and weaknesses and to plan

effectively to achieve personal goals Includes reflecting on and monitoring one's thoughts and feelings and

regulating them effectively Knowing Myself: Awareness of one's own ideas, abilities; personal

decision-making skills Goal Awareness: Awareness of goals and self-correction and

monitoring in light of a goal Managing Feelings: Ability to regulate one's feelings, moods and

emotional responses Managing Behavior: Ability to regulate one's mental activities and

behavior

© 2002, Corporation for Public Broadcasting

SPATIALSPATIAL To think in pictures and to perceive the visual world accurately To be able to think in three dimensions and to transform one's

perceptions and recreate aspects of one's visual experience via imagination

To work with objects Imagery: Use of mental imagery for observation, artistic,

creative, and other visual activities Artistic Design: To create artistic designs, drawings, paintings,

or other crafts Construction: To be able to make, build, or assemble things

© 2002, Corporation for Public Broadcasting

To think in pictures and to perceive the visual world accurately To be able to think in three dimensions and to transform one's

perceptions and recreate aspects of one's visual experience via imagination

To work with objects Imagery: Use of mental imagery for observation, artistic,

creative, and other visual activities Artistic Design: To create artistic designs, drawings, paintings,

or other crafts Construction: To be able to make, build, or assemble things

© 2002, Corporation for Public Broadcasting

NATURALISTICNATURALISTIC

To understand the natural world including plants, animals, and scientific studies

To be able to recognize and classify individuals, species, and ecological relationships

To interact effectively with living creatures and discern patterns of life and natural forces

Animal Care: Skill for understanding animal behavior, needs, characteristics

Plant Care: Ability to work with plants, (i.e., gardening, farming, and horticulture)

Science: Knowledge of natural living energy forces, including cooking, weather, and physics

© 2002, Corporation for Public Broadcasting

To understand the natural world including plants, animals, and scientific studies

To be able to recognize and classify individuals, species, and ecological relationships

To interact effectively with living creatures and discern patterns of life and natural forces

Animal Care: Skill for understanding animal behavior, needs, characteristics

Plant Care: Ability to work with plants, (i.e., gardening, farming, and horticulture)

Science: Knowledge of natural living energy forces, including cooking, weather, and physics

© 2002, Corporation for Public Broadcasting