METHODS AND STRAT DAY3 Flashcards
WHO CREATED MULTIPLE INTELLIGENCES
HOWARD GARDNER
MULTIPLE INTELLIGENCE
WORD smart
reading, writing, discussing
verbal-linguistic
MULTIPLE INTELLIGENCE
number/logic smart
time, quantity, cause and effect
logical-mathematical
MULTIPLE INTELLIGENCE
body smart
manipulate what is to be learned
bodily-kinesthetic
MULTIPLE INTELLIGENCE
picture smart
graph results of a survey
visual-spatial
MULTIPLE INTELLIGENCE
people smart
group work
interpersonal
MULTIPLE INTELLIGENCE
self-smart
journal and diaries
intrapersonal
MULTIPLE INTELLIGENCE
music smart
musical abilities
MULTIPLE INTELLIGENCE
nature smart
care for animals
naturalistic
MULTIPLE INTELLIGENCE
spirit smart
who am I?
think philosophy
look at big picture
seek meaningful learning
existential
refers to the preferred way an individual processes information. describes a person’s typical mode of thinking, remembering or problem solving
learning style
perspective about LEARNING-THINKING STYLES: SENSORY PREFERENCES
these learners must see their teacher’s actions and facial expressions.
visual learners
type of visual learner
more interested in visual imagery such as FILMS, GRAPHIC DISPLAYS, PICTURES
usually have good PICTURE MEMORY
VISUAL-ICONIC
type of visual learner
feel comfortable with ABSTRACT SYMBOLISM such as mathematical formulae or written word
visual symbolic
perspective about LEARNING-THINKING STYLES: SENSORY PREFERENCES
learn best through VERBAL LECTURES, DISCUSSIONS, TALKING THINGS
Auditory learners
type of auditory learner
remember things SAID TO THEM
carry on MENTAL CONVERSATIONS
LISTENERS
type of auditory learner
prefer to TALK AND DISCUSS
TALKERS
perspective about LEARNING-THINKING STYLES: SENSORY PREFERENCES
Learns through touch (HAND)
tactile learners
*tend toward the linear, step by step processing of learning
*FINITE ELEMENTS of patterns rather than the whole
*TREE SEERS
*ORGANIZED
*LEFT BRAIN
ANALYTIC
*MULTITASKER
*Lean towards NON-LINEAR THOUGHT
*WHOLE PATTERN rather than particle elements
*FOREST SEERS
GLOBAL
a teaching theory base on the premise that INSTRUCTIONAL APPROACHES SHOULD VARY
DIFFERENTIATED INSTRUCTION
LAWS OF LEARNING
students learn best when they are physically, mentally, and emotionally ready
law of readiness
LAWS OF LEARNING
things most often REPEATED ARE BEST REMEMBERED
LAW OF EXERCISE
LAWS OF LEARNING
learning is strengthened when accompanied by a pleasant or satisfying feeling
law of effect
LAWS OF LEARNING
things freely learned are best learned
law of freedom
LAWS OF LEARNING
the more intense the material taught, the more it is likely learned
law of intensity
LAWS OF LEARNING
things most recently learned are best remembered
law of recency
LAWS OF LEARNING
things learned first create a strong impression
law of primacy
Cognitive Structures by CHARLES LETTERI
Ability to breakdown information into component parts for the purpose of identification and categorization
Analysis (field dependence-independence)
Cognitive Structures by CHARLES LETTERI
Ability to select relevant information WITHOUT BEING DISTRACTED OR CONFUSED by irrelevant secondary information
Focusing (scanning/concentration)
Cognitive Structures by CHARLES LETTERI
Ability to SELECT CORRECT ITEM FROM AMONG SEVERAL ALTERNATIVES and to COMPARE INFORMATION AND MAKE PROPER CHOICES
Comparative Analysis (reflective-impulsivity
Cognitive Structures by CHARLES LETTERI
Ability to IDENTIFY AND PLACE NEW INFORMATION INTO CATEGORIES THROUGH ITS ATTRIBUTES
Narrowing (breadth of categorization)
Cognitive Structures by CHARLES LETTERI
Ability to INTEGRATE COMPLEX INFORMATION INTO EXISTING COGNITIVE STRUCTURES (long term memory)
Complex Cognitive (complexity-simplicity)
Cognitive Structures by CHARLES LETTERI
Ability to MAINTAIN DISTINCTIONS between cognitive Structures (including old and new information) and to avoid confusion or overlap
Sharpening (sharpening-leveling)
Cognitive Structures by CHARLES LETTERI
Ability to monitor and modify thinking, the ability to DEAL WITH AMBIGUOUS OR UNCLEAR INFORMATION WITHOUT GETTING FRUSTRATED
Tolerance (tolerant-intolerant)
