· Web viewTell me word for word… Let’s talk about it later. The word you’re looking for is… I hear you but I’m not sure I agree. Let me spell it out for you. I follow

http://www.learning-styles-online.com/inventory/

Memletics learning style inventory and information on-line

http://www.learning-styles-online.com/inventory/

Learning Style Explanation Common Pursuits You often say…visual (spatial) If you use the visual style, you prefer

using images, pictures, colors, and maps to organize information and communicate with others. You can easily visualize objects, plans and outcomes in your mind’s eye. You also have a good spatial sense, which gives you a good sense of direction. You can easily find your way around using maps, and you rarely get lost. When you walk out of an elevator, you instinctively know which way to turn.

The whiteboard is a best friend (or would be if you had access to one). You love drawing, scribbling and doodling, especially with colors. You typically have a good dress sense and color balance (although not always!).

Some pursuits that make the most use of the visual style are visual art, architecture, photography, video or film, design, planning (especially strategic), and navigation.

Let’s look at it differently.

See how this works for you.

I can’t quite picture it. Let’s draw a diagram or map.

I’d like to get a different perspective.

I never forget a face.

Learning Style Explanation Common Pursuits You often say…aural (auditory-musical-rhythmic)

If you use the aural style, you like to work with sound and music. You have a good sense of pitch and rhythm. You typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. You notice the music playing in the background of movies, TV shows and other media. You often find yourself humming or tapping a song or jingle, or a theme or jingle pops into your head without prompting.

playing, conducting, or composing music, and sound engineering (mixing and audiovisual work)

That sounds about right.

That rings a bell.

It’s coming through loud and clear.

Tune in to what I’m saying.

Clear as a bell.

That’s music to my ears.

verbal (linguistic) The verbal style involves both the written and spoken word. If you use this style, you find it easy to express yourself, both in writing and verbally. You love reading and writing. You like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. You know the meaning of many words, and regularly make an effort to find the meaning of new words. You use these words, as well as phrases you have picked up recently, when talking to others.

public speaking, debating, politics, writing and journalism.

Tell me word for word…

Let’s talk about it later.

The word you’re looking for is…

I hear you but I’m not sure I agree.

Let me spell it out for you.

In other words…

Learning Style Explanation Common Pursuits You often say…physical (bodily-kinesthetic)

If the physical style is more like you, it’s likely that you use your body and sense of touch to learn about the world around you. It’s likely you like sports and exercise, and other physical activities such as gardening or woodworking. You like to think out issues, ideas and problems while you exercise. You would rather go for a run or walk if something is bothering you, rather than sitting at home. You are more sensitive to the physical world around you. You notice and appreciate textures, for example in clothes or furniture. You like “getting your hands dirty,” or making models, or working out jigsaws. You typically use larger hand gestures and other body language to communicate. You probably don’t mind getting up and dancing either, at least when the time is right. You either love the physical action of theme park rides, or they upset your inner body sense too much and so you avoid them altogether. When you are learning a new skill or topic, you would prefer to “jump in” and play with the physical parts as soon as possible. You would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works. The thought of sitting in a lecture listening to someone else talk is repulsive. In those circumstances, you fidget or can’t sit still for long. You want to get up and move around.

general physical work, mechanical, construction and repair work, sports and athletics, drama and dancing.

That doesn’t feel right to me.

That doesn’t sit right with me.

I can’t get a grip on this…

Stay in touch.

Get in touch with…

I have good feelings about this.

My gut is telling me …

I follow your drift.

Learning Style Explanation Common Pursuits You often say…logical (mathematical)

If you use the logical style, you like using your brain for logical and mathematical reasoning. You can recognize patterns easily, as well as connections between seemingly meaningless content. This also leads you to classify and group information to help you learn or understand it. You work well with numbers and you can perform complex calculations. You remember the basics of trigonometry and algebra, and you can do moderately complex calculations in your head. You typically work through problems and issues in a systematic way, and you like to create procedures for future use. You are happy setting numerical targets and budgets, and you track your progress towards these. You like creating agendas, itineraries, and to-do lists, and you typically number and rank them before putting them into action. Your scientific approach to thinking means you often support your points with logical examples or statistics. You pick up logic flaws in other peoples words, writing or actions, and you may point these out to people (not always to everyone’s amusement). You like working out strategies and using simulation. You may like games such as brainteasers, backgammon, and chess. You may also like PC games such as Dune II, Starcraft, Age of Empires, Sid Meier games and others.

sciences, mathematics, accounting, detective work, law and computer programming

Likely to use phrases that reflect your most dominant style out of the visual, aural or physical styles but may use these phrases, too:

That’s logical.

Follow the process, procedure or rules.

There’s no pattern to this.

Let’s make a list.

We can work it out.

Quantify it, or prove it!

Learning Style Explanation Common Pursuits You often say…social (interpersonal)

If you have a strong social style, you communicate well with people, both verbally and non-verbally. People listen to you or come to you for advice, and you are sensitive to their motivations, feelings or moods. You listen well and understand other’s views. You may enjoy mentoring or counseling others. You typically prefer learning in groups or classes, or you like to spend much one-on-one time with a teacher or an instructor. You heighten your learning by bouncing your thoughts off other people and listening to how they respond. You prefer to work through issues, ideas and problems with a group. You thoroughly enjoy working with a “clicking” or synergistic group of people. You prefer to stay around after class and talk with others. You prefer social activities, rather than doing your own thing. You typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey.

counseling, teaching, training and coaching, sales, politics, human resources, and others

Let’s work together on this.

Help me understand this.

We can work it out.

Tell me what you are thinking.

Let’s pull some people together to discuss.

Let’s explore our options.

Learning Style Explanation Common Pursuits You often say…solitary (intrapersonal)

If you have a solitary style, you are more private, introspective and independent. You can concentrate well, focusing your thoughts and feelings on your current topic. You are aware of your own thinking, and you may analyze the different ways you think and feel. You spend time on self-analysis, and often reflect on past events and the way you approached them. You take time to ponder and assess your own accomplishments or challenges. You may keep a journal, diary or personal log to record your personal thoughts and events. You like to spend time alone. You may have a personal hobby. You prefer traveling or holidaying in remote or places, away from crowds. You feel that you know yourself. You think independently, and you know your mind. You may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of yourself. You prefer to work on problems by retreating to somewhere quiet and working through possible solutions. You may sometimes spend too much time trying to solve a problem that you could more easily solve by talking to someone. You like to make plans and set goals. You know your direction in life and work. You prefer to work for yourself, or have thought a lot about it. If you don’t know your current direction in life, you feel a deep sense of dissatisfaction.

authors, researchers, park rangers and security guards. Peak performers in any field often have a good solitary style behind other more dominant styles.

You are more likely to use phrases that reflect your other dominant styles. Here are some other phrases you may also use:

I’d like some time to think it over.

This is what I think or feel about that.

I’d like to get away from every one for a while.

I’ll get back to you on that.

Learning Styles Activity Cards – You often say…

I’d like to get a different perspective.

Let’s look at it differently.

See how this works for you.

I can’t quite picture it. Let’s draw a diagram

or map. I never forget a face.

That’s music to my ears.

That sounds about right. That rings a bell. It’s coming through

loud and clear.Tune in to what I’m

saying.

Clear as a bell. In other words… Tell me word for word… Let’s talk about it later. The word you’re

looking for is…

I hear you but I’m not sure I agree. Let me spell it out for

you. I follow your drift.That doesn’t feel right

to me.That doesn’t sit right

with me.

I can’t get a grip on this…

Stay in touch. Get in touch with… I have good feelings about this.

My gut is telling me …

Quantify it, or prove it! That’s logical.Follow the process, procedure or rules.

There’s no pattern to this. Let’s make a list.

We can work it out. Let’s explore our options.

Let’s work together on this.

Help me understand this. We can work it out.

Tell me what you are thinking. Let’s pull some people

together to discuss. I’ll get back to you on that.

I’d like some time to think it over.

This is what I think or feel about that.

I’d like to get away from every one for a

while.

Learning Styles Activity Cards – You often say…

Shuffle the cards Working individually or with a

team, place the cards on the Learning Style circle that you think would often say that phrase

Check your work using the Learning Styles information in the center that is the same color

www.LdPride.net Explanations of learning styles and multiple intelligences with online inventories available. Interactive learning style test not working on 4/23/09.

Visual

learn through seeing... .

These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

Auditory

learn through listening...

They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

Kinesthetic

learn through , moving, doing and touching...

Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

http://www.LdPride.net/

What are the types of Multiple Intelligence?

Multiple Intelligence Abilities Skills Possible Career Paths

Visual/Spatial Intelligence

ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.

puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images

navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers

Verbal/Linguistic Intelligence

ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures

listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage

Poet, journalist, writer, teacher, lawyer, politician, translator

Logical/Mathematical Intelligence

ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments

problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes

Scientists, engineers, computer programmers, researchers, accountants, mathematicians

Bodily/Kinesthetic Intelligence

ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information

dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body

Athletes, physical education teachers, dancers, actors, firefighters, artisans

Multiple Intelligence Abilities Skills Possible Career Paths

Musical/Rhythmic Intelligence

ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).

singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music

musician, disc jockey, singer, composer

Interpersonal Intelligence

ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally, they try to maintain peace in group settings and encourage co-operation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.

seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.

Counselor, salesperson, politician, business person

Intrapersonal Intelligence

ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.

Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

Researchers, theorists, philosophers

This chart helps you determine your learning style; read the word in the left column and then answer the questions in the successive three columns to see how you respond to each situation. Your answers may fall into all three columns, but one column will likely contain the most answers. The dominant column indicates your primary learning style.

When you.. Visual Auditory Kinesthetic & Tactile

Spell Do you try to see the word? Do you sound out the word or use a phonetic approach?

Do you write the word down to find if it feels right?

TalkDo you sparingly but dislike listening for too long? Do you favor words such as see, picture, and imagine?

Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune, and think?

Do you gesture and use expressive movements? Do you use words such as feel, touch, and hold?

Concentrate Do you become distracted by untidiness or movement?

Do you become distracted by sounds or noises?

Do you become distracted by activity around you?

Meet someone again Do you forget names but remember faces or remember where you met?

Do you forget faces but remember names or remember what you talked about?

Do you remember best what you did together?

Contact people on business

Do you prefer direct, face-to-face, personal meetings? Do you prefer the telephone? Do you talk with them while walking or

participating in an activity?

Read Do you like descriptive scenes or pause to imagine the actions?

Do you enjoy dialog and conversation or hear the characters talk?

Do you prefer action stories or are not a keen reader?

Do something new at work

Do you like to see demonstrations, diagrams, slides, or posters?

Do you prefer verbal instructions or talking about it with someone else? Do you prefer to jump right in and try it?

Put something together Do you look at the directions and the picture? Do you ignore the directions and figure it

out as you go along?Need help with a

computer application Do you seek out pictures or diagrams? Do you call the help desk, ask a neighbor, or growl at the computer?

Do you keep trying to do it or try it on another computer?

Adapted from Colin Rose(1987). Accelerated Learning. Found at http://www.chaminade.org/INSPIRE/learnstl.htm on 4/23/2009.

From www.edutopia.org

http://www.edutopia.org/

http://www.chaminade.org/INSPIRE/learnstl.htm

Learning style Your mantra Explanation Tips for the way you learn

Naturalistic Let's investigate the natural world.

Naturalistic learners often understand the patterns of living things, and they apply scientific reasoning to the world. You recognize (and can classify) different types of plants or animals. You also empathize with animals. Some well-known careers for those with naturalistic intelligence are farmer, naturalist, animal behaviorist, and scientist.

Observe and record data.

Create a "living system" for the material you are trying to learn. Imagine the new material as an ecosystem or a pattern for you to figure out.

Write about nature, daily life, or people as a topic so you become engaged in your assignment.

Bodily-Kinesthetic Movement is fun-

damental.

Bodily-kinesthetic intelligence means you think in movements. The fundamental ability to use movements for either self-expression or precision to achieve a goal is crucial for surgeons, athletes, mimes, choreographers, and directors.

The best way for you to retain information is to associate it with an activity. Dance, acting, and sports are easy for you to master. Relate what you are trying to learn to one of these activities, and you will retain information and gain understanding.

Perform a skit to show the action of the idea you are trying to learn.

Make a game out of the materials.

Apply what you are learning to hands-on models or in-practice examples.

Stay active when you are in a situation in which you need to concentrate. You can squeeze a stress ball when talking with someone or walk around while reading a book.

Learning style Your mantra Explanation Tips for the way you learnMusical

That sounds good to me!

You probably sing to yourself while walking down the street. Keep it up! Musical intelligence is associated with enjoying music, singing (vocalists), making music (composers), and playing an instrument (instrumentalists). You are sensitive to sounds and the emotions music conveys. You have a unique ability to know when something is off key.

Listen to music while you study to connect its patterns and sounds with the subject you are studying. Replay the same song just before a test.

Create a rhyme, song, or chant for material you would like to memorize.

Associate what you're learning with a song you like.

Use your ability to distinguish sounds as well as hear the beat, tone, or chord in a song by learning an instrument or mixing sound.

Learning style Your mantra Explanation Tips for the way you learnInterpersonal

I understand what you mean.

Interpersonal learners thrive on social interaction. Friends often ask you for advice because you are understanding and in tune with the people around you and their motives, emotions, perspectives, and moods.

Your ability to manage relationships helps you understand situations and take a leadership role when necessary. You enjoy teaching and sharing your thoughts.

Careers that require insight and the ability to read what someone else is thinking or feeling -- such as teaching, psychology, or sales -- would be a great match for those with interpersonal intelligence.

Give and receive feedback.

Talk out problems.

Work on large-group projects so you can use your social abilities to divide up tasks and understand all aspects of the project.

Be a part of active learning through mentoring, tutoring, or an apprenticeship. This activity will reinforce your own knowledge or abilities.

Learning style Your mantra Explanation Tips for the way you learnIntrapersonal

To thy own self be true.

Intrapersonal intelligence has been said to be the road to achievement, learning, and personal satisfaction. You are connected to who you are and how you feel, and you know your own limits and abilities. You often set goals for yourself, self-manage, and reflect on results.

Those with intrapersonal intelligence do well in careers where self-management is important, such as being a writer, a teacher, a counselor, a police officer, or a pilot.

Study alone in a comfortable yet quiet environment.

Set goals for yourself, and monitor your progress regularly.

Reflect on what you have learned, and think through new material.

Create a connection between new material and subjects you already know, and gain understanding by finding their similarities.

Learning style Your mantra Explanation Tips for the way you learnVisual-Spatial

What you see is what you get.

Visual-spatial intelligence allows you to see and modify things in your mind. With an understanding of the visual world and its relation to physical items, you are good at solving spatial problems, designing, and doing crafts. Interior designers have remarkable spatial abilities, as do painters.

Use art projects to create representations of the content you are learning.

Draw related images next to your notes (along with arrows between ideas) to create connection and reference points.

Organize with color. Use different-colored highlighters, paper, index cards, folders, or tabs to create a visual system for finding things and grouping topics.

Visualize your topic. When you are learning something new, imagine what it looks like.

Learning style Your mantra Explanation Tips for the way you learnLogical-Mathematical Why? Well,

because it's logical.

Logical-mathematical intelligence is often what we refer to when we call someone -- such as a mathematician or an engineer -- smart. You possess the ability to understand complex problems, both logical and mathematical. This intelligence asks questions, finds solutions, and reflects on the problem-solving process.

Think about what you are trying to learn as a puzzle or a formula.

Ask questions and allow yourself to experiment with your own hypotheses to find solutions or new answers.

Concentrate on symbols, designs, and words to bridge mathematical and verbal logic.

Create an outline to understand your subject step by step. Doing so will allow you to stay organized and track what you're learning in a logical sequence.

Verbal-Linguistic Learner Tell me in words

-- written or spoken -- and I will understand.

Verbal-linguistic intelligence (along with logical-mathematical intelligence) is often associated with doing well in school. You have the ability to use words effectively for reading, writing, listening, and speaking. The poet has been described as the epitome of verbal-linguistic intelligence.

Use words to explain complicated subjects.

Ask questions.

Engage in the Socratic method, digesting information through a question-and-answer exchange.

Hone your native ability to tell a story.

Tell me in words -- written or spoken --

and I will understand.Mantra Card

Why? Well, because it's logical.

Mantra Card

What you see is what you get.

Mantra Card

To thy own self be true.

Mantra Card

I understand what you mean.

Mantra Card

That sounds good to me!

Mantra Card

Movement is fun-damental.

Mantra Card

Let's investigate the natural world.

Mantra Card

MI Mantras

MI Tips for the Way you Learn

Use your ability to distinguish sounds as well as hear the beat,

tone, or chord in a song by learning an instrument or mixing

sound.

Observe and record data.

Create a "living system" for the

material you are trying to learn. Imagine the new material as an

ecosystem or a pattern for you to figure out.

Write about nature, daily life, or people as a topic so you become

engaged in your assignment.

Perform a skit to show the action of the idea

you are trying to learn.

Make a game out of the materials.

Apply what you are learning to hands-on models or in-practice

examples.

Stay active when you are in a situation in which you need to

concentrate - squeeze a stress ball when

talking with someone or walk around while

reading a book.

Listen to music while you study to connect

its patterns and sounds with the subject you are

studying. Replay the same song just before

a test.

Create a rhyme, song, or chant for material

you would like to memorize.

Associate what you're learning with a song

you like.

Be a part of active learning through

mentoring, tutoring, or an apprenticeship. This activity will reinforce

your own knowledge or abilities.

Give and receive feedback. Talk out problems.

Work on large-group projects so you can

use your social abilities to divide up tasks and understand all aspects

of the project.

Create a connection between new material

and subjects you already know, and gain

understanding by finding their similarities.

Study alone in a comfortable yet quiet

environment.

Set goals for yourself, and monitor your

progress regularly.

Reflect on what you have learned, and think through new

material.

Visualize your topic. When you are learning

something new, imagine what it looks

like.

Use art projects to create representations of the content you are

learning.

Draw related images next to your notes (along with arrows between ideas) to

create connection and reference points.

Organize with color. Use different-colored highlighters, paper,

index cards, folders, or tabs to create a visual

system for finding things and grouping

topics.

Create an outline to understand your

subject step by step. Doing so will allow you to stay organized and

track what you're learning in a logical

sequence.

Think about what you are trying to learn as a

puzzle or a formula.

Ask questions and allow yourself to

experiment with your own hypotheses to find

solutions or new answers.

Concentrate on symbols, designs, and

words to bridge mathematical and

verbal logic.

Hone your native ability to tell a story. Ask questions. Use words to explain

complicated subjects.

Engage in the Socratic method, digesting

information through a question-and-answer

exchange.

MI Tips for the Way you Learn

MI Mantra Tips for the Way you

Learn

Naturalistic

Bodily-Kinesthetic

Musical

Interpersonal

Intrapersonal

Visual- Spatial

Logical-Mathematical

Verbal- Linguistic

INDEX OF LEARNING STYLES (ILS)The Index of Learning Styles is an on-line instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University.

The ILS may be used at no cost for non-commercial purposes by individuals who wish to determine their own learning style profile and by educators who wish to use it for teaching, advising, or research. Consultants and companies who wish to use the ILS in their work may license it from North Carolina State University. (Click below on "Frequently Asked Questions" for details.)

ILS users should be aware of two important points:

1. The ILS results provide an indication of an individual's learning preferences and an even better indication of the preference profile of a group of students (e.g. a class), but they should not be over-interpreted. If someone does not agree with the ILS assessment of his or her preferences, trust that individual's judgment over the instrument results.

2. A student's learning style profile provides an indication of possible strengths and possible tendencies or habits that might lead to difficulty in academic settings. The profile does not reflect a student's suitability or unsuitability for a particular subject, discipline, or profession. Labeling students in this way is at best misleading, and can be destructive if the student uses the label as justification for a major shift in curriculum or career goals. (A learning style preference also does not serve as an excuse for a bad grade on the student's last physics test.)

For more information go to http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

ADD IN ALL OF THE STUFF FROM LIZ!!!!!

Return all of this to Liz in Lexington

TIMI – Teele Inventory of MultipleIntelligences Based on Gardner’s Theory of Multiple Intelligences

oLinguisticoLogical-mathematicaloMusicaloSpatialoBodily-kinestheticoIntrapersonaloInterpersonal

A “forced choice” inventory

The Gifts of Intelligence

The Gift Characteristics How? Who are they?The gift of words

Linguistically intelligent people best understand the world through the spoken and written word.

They enjoy reading and writing, use expressive language, get pleasure from puns, riddles and word games, are interested in foreign languages, memorize easily and take notes in class.

They entertain, teach, argue, and persuade effectively through the spoken word. They are trivia masters, voracious readers, clear writers and masters of comprehension of all things word-oriented.

Journalists, poets, lawyers, storytellers…

Shakespeare, Maya Angelou, Amy Tan …

The gift of pictures

Visually intelligent people best understand the world through visualization and spatial orientation.

They enjoy taking things apart and putting them back together and playing with three-dimensional puzzles. They recall memories through visual images, and understand maps and blueprints easily.

They identify, modify and transform different aspects of the visual-spatial world. They have an extreme sensitivity to visual details and see images vividly, draw or sketch their ideas graphically, and can orient themselves easily in a three-dimensional world.

Architects, photographers, artists, pilots, mechanical engineers…

Ansel Adams, Ameila Earhart, Frieda Kahlo…

The gift of music

Musically intelligent people best understand the world through rhythm and melody.

They notice patterns quickly, easily move to a beat, enjoy different types of music. They hum and mimic music, sing or play an instrument, have difficulty concentrating when surrounded by music, and they enjoy the rhythm of poetry.

They perceive, appreciate, and create rhythms and melodies. They have a good ear, can sing in tune, keep time to music, and can easily differentiate different musical selections.

Composers, lyricists, pianists, rock stars …

Mozart, Elton John, Billie Holiday …

The gift of body

Physically intelligent people best understand the world through physicality.

They enjoy physical movement and tactile experiences. They believe animals and the physical environment are important. They enjoy studying biology and ecological issues. They write letters and numbers well, and like to choreograph and design new games.

They can easily control their body movements and skillfully handle objects. They are sewers, chefs, carpenters, and model-builders. They like to jog, camp, swim, ski, dance, and so on. They’re hands-on people who have good touch sensitivity, need to keep moving, and get :gut reactions” to things.

Athletes, craftspeople, mechanics, surgeons…

Michael Jordan, Bob Vila, Michele Kwan…

The gift of numbers and logic

Mathematically and Logically intelligent people best understand the world through cause and effect.

They like things to be orderly and neat and can get frustrated with unorganized people. They follow step-by-step instructions, an collect and use information to solve problems. They can often perform calculations quickly in their heads. They enjoy games and puzzles involving reasoning.

They have a keen ability to reason, order, think in terms of cause-and-effect, create hypotheses, look for regularities or patterns, and enjoy a general rational outlook on life.

Scientists, accountants, computer programmers…

Albert Einstein, Marie Curie, Isaac Newton…

The gift of people

Socially intelligent people best understand the world through the eyes of others.

They learn by and enjoy interacting with others. They compromise, negotiate, and empathize with others. They exhibit leadership skills and participate in politics. They are involved in extracurricular activities and like being a “team player.”

They are perceptive and responsive to the moods, dispositions, intentions and needs of others. They can “get under your skin” to view the world from your eyes.

Teachers, social directors, administrators, highly effective leaders…

Mahatma Gandhi, Cesar Chavez, Jaime Escalante…

The gift of self

Intrapersonally intelligent people best understand the world form their unique point of view.

They are keenly aware of their own beliefs, feelings and motivations. They enjoy working on their own, and are generally successful at self-motivating. They like to know why they are doing something. They can accurately assess their won skills and weaknesses and they take challenges.

They can easily access their own feelings and can differentiate between many different kinds of inner emotional states. They are self-understanding, introspective, contemplative, independent, self-driven, and self-disciplined.

Counselors, theologians, entrepreneurs…

Sigmund Freud, Jesse Jackson, Bill Gates…

The gift of nature

Environmentally intelligent people best understand the world through their own environment.

They enjoy working and being outdoors. They like to classify items into hierarchies. They believe that nature, ecological issues and animals are important.

They can easily understand and remember different species in their environment. They often have a “green thumb.” If raised in an urban environment, they may apply their skill in remembering and classifying objects in their “natural” surroundings such as cars, sports shoes or album covers.

Naturalists, farmers, environmentalists…

Charles Darwin, Jane Goodall, John Muir…

MI Activity Matrix

Linguistic Logical-Mathematica

l

Spatial Musical Bodily-Kinesthetic

Interpersonal Intrapersonal

Linguistic Read a book then write a

response

Examine a statistical chart

then write a response

Watch a movie then

write a response

Listen to a piece of

music then write a

response

Go on a field trip then write

a response

Play a cooperative game then

write a response

Think about a personal

experience then write a

responseLogical-

Mathematical

Read a book then develop a hypothesis

Examine a statistical chart then develop a

hypothesis

Watch a movie then develop a hypothesis


music then develop a hypothesis

Go on a field trip then develop a hypothesis

Play a cooperative game then develop a hypothesis


experience then develop a

hypothesisSpatial Read a book

then draw a picture


then draw a picture

Watch a movie then

draw a picture


music then draw a picture

Go on a field trip then draw

a picture


draw a picture


experience then draw a

pictureMusical Read a book

then create a song

Examine a statistical chart then create a

song

Watch a movie then

create a song


music then create a song

Go on a field trip then

create a song


create a song


experience then create a

songBodily-

KinestheticRead a book then build a

model


then build a model

Watch a movie then

build a model


music then build a model

Go on a field trip then build

a model


build a model


experience then build a

modelInterpersonal Read a book

then share with a friend

Examine a statistical chart then share with

a friend

Watch a movie then share with a

friend


music then share with a

friend

Go on a field trip then share with a friend


share with a friend


experience then share with

a friendIntrapersonal Read a book

then design your own response


then design your own response

Watch a movie then design your

own response


music then design your

own response

Go on a field trip then

design your own response

Play a cooperative game then design your

own response


experience then design

your own response

MI Activity Matrix

Linguistic Logical-Mathematical

Spatial Musical Bodily-Kinesthetic

Interpersonal Intrapersonal

Linguistic 1 - Linguistic Activity with

Linguistic Product

2 - Logical-Mathematical Activity with

Linguistic Product

3 - Spatial Activity with

Linguistic Product

4 - Musical Activity with

Linguistic Product

5 - Bodily-Kinesthetic Activity with

Linguistic Product

6 - Interpersonal Activity with

Linguistic Product

7 - Intrapersonal Activity with

Linguistic Product

Logical-Mathematica

l

8 - Linguistic Activity with

Logical-Mathematica

l Product


Logical-Mathematical

Product


Logical- Mathematical

Product



Product



Product



Product



ProductSpatial 15 -

Linguistic Activity with

Spatial Product


Spatial Product


Spatial Product


Spatial Product


Spatial Product

20 -Interpersonal Activity with

Spatial Product


Spatial Product

Musical 22 - Linguistic

Activity with Musical Product


Musical Product


Musical Product


Musical Product


Musical Product


Musical Product


Musical Product

Bodily-Kinesthetic

29 - Linguistic

Activity with Bodily-

Kinesthetic Product


Bodily-Kinesthetic

Product


Bodily-Kinesthetic

Product


Bodily-Kinesthetic

Product


Bodily-Kinesthetic

Product


Bodily-Kinesthetic

Product


Bodily-Kinesthetic

ProductInterpersonal 36 -

Linguistic Activity with Interpersonal

Product

37 - Logical-Mathematical Activity with Interpersonal

Product

38 - Spatial Activity with Interpersonal

Product

39 - Musical Activity with Interpersonal

Product

40 - Bodily-Kinesthetic Activity with Interpersonal

Product

41 - Interpersonal Activity with Interpersonal

Product

42 - Intrapersonal Activity with Interpersonal

ProductIntrapersonal 43 -

Linguistic Activity with Intrapersonal

Product

44 - Logical-Mathematical Activity with Intrapersonal

Product

45 - Spatial Activity with Intrapersonal

Product

46 - Musical Activity with Intrapersonal

Product

47 - Bodily-Kinesthetic Activity with Intrapersonal

Product

48 - Interpersonal Activity with Intrapersonal

Product

49 - Intrapersonal Activity with Intrapersonal

Product

Using the MI Activity Matrix With students:

Provide each student with a copy of the MI Task Matrix Challenge Grid After giving students a basic understanding of MI and completing a learning style inventory

challenge the students to do complete their grid At random times throughout the year offer prizes (stickers, pencils, homework pass, etc) for

students completing an entire row, column, diagonal, or so many in a row.

With teachers: Creating choice for student products that match the various Multiple Intelligences does not

have to be an over whelming task.o Create one activity for each of the MI areas you want to addresso Create one product for each of the MI areas you want to addresso Pair each activity with each product

If you are using the MI Task Challenge place the number of the corresponding square on the matrix in a circle in the upper right corner of the task.

MI Task Matrix ChallengeThroughout the year, you will complete many tasks. Keep track of the ones you prefer and challenge yourself to complete at least one activity/product in each square.

On each assignment eligible for this challenge you will find a circled number in the upper right corner. When you have successfully completed that task, place a tally mark in the square with the same number.

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31 32 33 34 35

36 37 38 39 40 41 42

43 44 45 46 47 48 49

Thoughtful Education Press – Silver Strong & Associates, LLCwww.silverstrong.com and/or www.ThoughtfulEd.com and/or

www.ThoughtfulClassroom.com

Thoughtful Ed Thoughtful Education requires answering five questions:

o What skills do students need to achieve at high levels?o What strategies enable gains in performance?o How do you address diversity in a way that is manageable and

provides equal opportunity?o How do you design units that motivate different kinds of learners

while addressing skills and core content?o How do schools become professional learning communities?

The Five Pillars to Thoughtful Educationo Hidden skills that separate top achievers, such as reading and

studying, thinking, communicating and reflectingo Sixteen research-based instructional strategies and a set of

classroom toolso Manageable system for differentiating instruction based on four

learning styles, including a learning-style inventory for studentso Practical unit design that aligns standards, diversity, research

and hidden skills to meet the needs of all learnerso Professional learning communities

Mastery – Interpersonal – Self-Expressive – Understandingo All areas addressed through task rotation

“While its’ true that there are four distinct math learning styles, it is also true that learning styles are not pigeon-holes. No student has just one style. Different kinds of problems and different kinds of classrooms call for different kinds of thinking. All students rely on all four styles to help them learn mathematics. However, it is also true that we all tend to develop strengths so that one or two styles may be much easier for use to use than the others. The deepest and best understanding of how you learn mathematics will come when you build a learning profile, which shows your preferences for all four learning styles.” (from The Math Learning Style Inventory for Secondary Students (Grades 6-12), Thoughtful Education Press, LLC)

Learning Style Inventory for Students Ages 10 and Up (LSIS) copyright 2004

http://www.ThoughtfulClassroom.com/

http://www.ThoughtfulEd.com/

http://www.silverstrong.com/

o A paper pencil based inventory that is sent elsewhere to be scored. Reports can be developed at the classroom, building and/or district level. The reports assist the teacher with individualizing instruction, creating classroom-wide differentiation and teaching student about themselves and how they learn. For more information go to www.ThoughtfulEd.com/lsis.

The Math Learning Style Inventory for Secondary Students (Grades 6-12) copyright 2003

A self-scoring tool for secondary students to use in identifying their preferred style of learning when studying mathematics. Based on Carl Gustav Jung’s Theory of Psychological Types.

http://www.ThoughtfulEd.com/lsis

Resource List The Art and Science of Teaching: A Comprehensive Framework for

Effective Instruction by Robert J. Marzano Classroom Management That Works: Research-Based Strategies for

Every Teacher by Robert Marzano Classroom Instruction That Works: Research-Based Strategies for

Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock

Learning Styles and Strategies by Harvey F. Silver and J. R. Hanson Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and

Increase Student Engagement by Harvey F. Silver, John R. Brunsting, and Terry Walsh

Multiple Intelligences New Horizons by Howard Gardner Reading for Academic Success, Grades 2-6: Differentiated Strategies

for Struggling, Average, and Advanced Readers by Richard Strong, Harvey F. Silver, and Matthew J. Perini

Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12 by Richard W. Strong, Harvey F. Silver, Matthew J. Perini, and Gregory M. Tuculescu

7 Kinds of Smart by Thomas Armstrong So Each May Learn: Integrating Learning Styles and Multiple

Intelligences by Harvey F. Silver, Richard W. Strong, and Matthew J. Perini

The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson by Harvey F. Silver, Richard W. Strong and Matthew J. Perini

Styles and Strategies for Teaching Mathematics by Ed Thomas – Note: there are two versions of this book – High School and Middle School

Sternberg’s Three Intelligences

Intelligences are developing abilities rather than fixed characteristics

Analytical The ability to analyze and evaluate ideas, solve problems and make

decisionsPractical

The ability that individuals use to find the best fit between themselves and the demands of the environment

Creative Involves going beyond what is given to generate novel and interesting

ideas

One area is not better than the others. The perfect student is a balance of all three areas.

If a student keeps doing the same thing, they may be rehearsing what they were born to be. Don’t always push students out of their comfort zone. Use a strength to build a weakness.

Don’t worry about using an inventory to decide which learning style fits the student; offer three choices and see what a student self-selects.

Notes from “A Bakers Half-Dozen Indicators of Quality Instruction” by Carol Ann Tomlinson, presented at Western Kentucky University, 2/25/2009

Stenberg’s Three Intelligences

Analytical Practical

Creative

“school smarts”

“street smarts”

“imaginative problem solving”

Documents

· Web viewTell me word for word… Let’s talk about it later. The word you’re looking for is… I hear you but I’m not sure I agree. Let me spell it out for you. I follow