Gifted Children – LEARNING STYLES

I HAVE MY OWN WAY
of doing things

PREVIOUS : Gifted #2

SITELIST of articles re. Learning Styles 

TYPES of GIFTEDNESS
More than three-fifths of a person’s learning style is biologically imposed (Restak 1979, Thies 1979). According to Joseph Renzulli:  “Gifted behavior occurs when there is an interaction among 3 basic clusters of human traits: Above-average general &/or specific abilities, High levels of task commitment (motivation), and High levels of creativity

The most prominent unique personal characteristics of the G&T are: being Critical, Persistent & Independent of thought & judgement. Studies conclude that there are at least 18 areas of sensitivity. (CHART by Dunn & Price)

Existential – these thinkers are focused on issues too deep for other kids to understand, & may be prone to depression as they ponder the meaning of life. Careers involving philosophy & spirituality are a good fit

Kinesthetic – those kids who are highly skilled with their hands. As they develop control of their body, they may become hyperactive. Always on the move, these students must find physically active careers

Logical – those who excel in problem-solving & number manipulation. They may be easily frustrated with anything illogical. These students love to analyze everything, often becoming accountants or programmers

Verbal – masters of word manipulation, they can be quite persuasive. Their command of language gives then a love for storytelling, & a tendency to
arguing. These students can have careers in marketing or politics

Visual – creating vivid mental pictures, these students thrive in the arts. Seeing the beauty in places where others may not, they can seem ‘overly’ emotional & dramatic. With imagination that never stops, these students make prime graphic designers.

In their BOOK “Teaching Gifted Students Through Independent Study,”  Johnsen & Goree recommend independent study as one of the most effective ways to differentiate and individualize (S & I) learning for the G&T, allowing those students to delve deeply into any topic of interest. (MORE..).

Rita Dunn, with colleagues, has done extensive research on all forms of learning styles. BOOK: How to Implement and Supervise a Learning Style Program, 1996
In Chp 1 Dunn writes that adolescents gifted in a particular area – athletics, dance, leadership, literature, music & math – have similar learning styles across 9 cultures. Her work showed that most of those G&T students preferred to learn either by themselves or with an authoritative teacher, & only a few with classmates. Even in primary grades, gifted 1st & 2nd-graders got higher achievement & attitude test scores when allowed to learn in their preferred way. (See ‘Social’ in chart above).

Research also documented the influence of time-of-day energy patterns on achievement. Conventional school hours appear to be poorly time for the majority of G&T adolescents, because while a few learn well early in the morning, many more prefer late morning, afternoon, or evening for concentrating on challenging academic studies.

The Gifted Development Center, created by Dr. Linda Silverman 30 years, found two main learning profiles, based on brain hemisphere preference: • Right side dominant ‘Visual-Spatial’ Learners (VSL)
• Left side dominant ‘Auditory-Sequential’ Learners (ASL) (MORE...)

Dr. Silverman’s validated research of children ages 9-13 shows that about 60% are mainly VS : — 33% are strongly Visual-Spatial Learners (VSL)
— 23% are strongly Auditory-Sequential Learners (ASL)
— 44% use both learning styles, with about 30% leaning toward VSL and 15% leaning toward ASL.

QUIZ by Jade Ann Rivera, to help identify a child’s type + other info

 

 

Gifted Children – Types (Part 2 )

IT’S GREAT TO KNOW
the ways we’re unique

PREVIOUS: Gifted Children (Part 1)

SITE:Intellectual Giftedness

See ACRONYM page for abbrev.


CATEGORIES of ‘Gifted & Talented’ (G&T)
(cont.)

NOTE: Gifted children types I & VI (Autonomous & Successful) are usually easy to recognize and deal with. The achievements of these children cannot go unnoticed.
— The other four types (Challenging, Under-grounders, Double-labeled & Dropouts) require special attention. They should be recognized as early as possible, so parents can find out what is needed to help these children thrive.

Type III: The Under-grounders
• Many of these children are never identified as gifted since they tend to be quiet & anxious. Usually female, these girls show the need-to-belong starting in late primary school, & suppress their brains to be accepted by peers. An unfortunate consequence is that they can end up becoming insecure adults.
If they’re in a ‘gifted’ school program, they hide their talents & resist challenges because of shyness. Originally passionate about school, they’re put in conflict with parents & teachers when they want to drop out.

• At home, they need emotional support, freedom to choose activities & the time to spend with their friends their own age. Ideally, parents should provide them with gifted role models of life-long learning

Type IV: The Dropouts
• They are the angry ones. The system doesn’t recognize their abilities nor address their special educational needs, so they feel rejected. They refuse to complete school assignments or even bother attending

• Like most angry people, they express anger in one of two ways: Either internalized, becoming withdrawn & depressed OR acting out & being ‘difficult’. This usually leads to being labeled as average or below average, causing poor self-esteem, defensiveness & self-abuse. They will ‘drop out’ emotionally & mentally long before they do so physically

• Type IVs tend to fall more at the ‘Talented’ end of G&T spectrum (see chart below), with creative interests outside of school – where they can get validation for their exceptional abilities. They see school as irrelevant & a hindrance to what they really want to do – which is to exercise their talent.
Professional counseling is recommended for such children

Type V: The Double-Labeled
• ‘Double-Labeled’ (‘Twice Exceptional / dual diagnosis’) – are kids whose giftedness is masked by a physical or emotional handicap, or learning disabilities such as ADD & Dyslexia, which do not impact actual capacity to think, only the style.
Given that school systems tend to focus on strengthening weaknesses rather than nurturing existing strengths, Type V’s are often not recognized as gifted until well into their academic careers – if at all.

• Type Vs can easily show symptoms of stress – feeling discouraged, frustrated, rejected, helpless & isolated. Their self-esteem suffers, and – rather than admit they are having a problem learning – they may claim that school work is boring or stupid. While impatient, they can be highly skilled at using the defense of intellectualization as a way of coping with their feelings of inadequacy.

• At home of such children need advocacy, recognition for their abilities, & family activities to challenge them. Family counseling & medication may be needed.

TYPE VI: The Autonomous Learner
• These are self-confident and independent children that are successful academically, motivated, goal-oriented, and responsible.
Unlike Type Is, these children have learned how to manipulate the existing school system to work for them – to get their needs met – which indicates their strong, positive self-concept.
• Independent and self-directed, they will often have a small social circle and show strong leadership skills

• This style of learning is not usually seen in young children, but parents may have an inkling of it by how they play. These G&Ts also need family support, advocacy, family activities and opportunities related to their interests. But they should also be allowed to have friends of all ages, with no time or space restrictions. (MORE….)

IQ LEVELS
A different way of identifying the G&Ts comes from Dr Ruf’s’ Estimates™ of Levels of Gifted   CHART using IQs as an indicator. The article gives an overview of the various levels of giftedness, with milestones common to each. Also, the number of children at each Level likely found in an average elementary class of 28.

MATURITY
Parents & teachers of the G&Ts often make the mistake of assuming that an exceptionally bright child is just as advanced emotionally. However, the reality is that their intellectual, physical, emotional and social abilities develop at different rates and to different extents. This uneven growth is called asynchronous development.

There are 2 broad groupings with regard to emotional sensitivity & development:
☁︎ The young geniuses who are emotionally appropriate to their chronological age, but are incorrectly considered immature because of their mental abilities. They may even sometimes throw tantrums when highly frustrated, a normal reaction for a child.
( “…..Develop Asynchronously“// “….Mistaken expectations“)
 AND
🤔 those who are especially sensitive to their environment because of their giftedness – an intensified ability to respond to stimuli, called over-excitability (OE) – seen in 5 areas: the psychomotor, sensual, imaginational, intellectual & emotional. (MORE…..)

SITEs:  Emotional Sensitivities // The Child with Poor Social Relations  

NEXT: Gifted Children Learning styles

Gifted Children – Types (Part 1)


WE WANT TO UNDERSTAND
our child & help her/him blossom

PREVIOUS:
 Multiple Intellig. #3e

SITE: “Characteristics & Behaviors of the Gifted” (excellent)

See ACRONYM page or abbrev.

BOOK: “The Drama of the Gifted Child”~ Alice Miller (Comments)

UNIQUENESS
Parents know that their children are different from each other – but not all are aware of it consciously. We can tell this by how differently they treat each child – because of birth order, gender, inborn characteristics, & the type most like each of the parents.
Healthy: In reasonably functional homes parents notice & respond appropriately of the variations in their children’s personalities. While trying to be fair & balances, they form their relationships & type of guidance based on what’s best suited to each child’s style.

Unhealthy: Damaged parents don’t even try to be fair or balanced with their various children. Instead they ONLY use those existing differences in the service of the family dis-ease & their own sick personal needs – especially the very smart & perceptive children, who are:
a. either scapegoated in order to dis-empower them because their sensitivity & intelligence is a threat to maintaining the abusive structure, & so are systematically destroyed
b. or their strength & cleverness is used to take care of everyone else, while the child’s needs are neglected & negated. OR both.

ACoAs: Even though we are in fact quite smart – to have figured out how to survive so much chaos & cruelty – we don’t know who we are inside. So it’s not surprising that we seem oblivious to fundamental differences in the personalities of people we meet or live with. We act as if they are all the same – but more specifically – the same as us (symbiosis). This is the crux of our emotional & psychological blindness: Our WIC narcissistically wants everyone to be a carbon copy of ourselves, as if that would validate us & give us permission to be ourselves. It’s the only way it thinks it can be safe.
▶︎ Studying the various Styles of children & adults (in the previous 7 posts) allows us to distinguish ourselves from others, & be better able to interact with with them based on who they are.

RECOVERY: But first we need to find our who we truly are (via our inventories, plus mirroring & validation from others) to get comfortable with ourselves, so that it’s OK to see who other people are, without it threatening us. Another irony – the more we can do that the safer we actually feel!
REVIEW: As listed in many other posts – there are a number of ways to find out who we are, such as: Al-anon, Dream Interpretation, Enneagram, Journaling,  Myers-Briggs Inventory, MMPI, Multiple Intelligences,  Personality tests, Prayer & Meditation, Psychotherapy, Numerology & Astrology, 2-handed Inner Child dialogues, Trauma Release body work…..
For ACoAs – all these tools are needed in various combinations in oder to form a rounded picture of our Inner Self, since we are complex beings and because our upbringing gave us a very distorted view of ourselves.

Re. very bright children – the following categories are conclusions drawn from many year of observation by George Betts & Maureen Neihart (Davidson Institute for Talent Development), based on Howard Gadner’s 1983 proposed Multiple Intelligences.
Re. this List:  As with other kinds of descriptions, a child may be a combination of 2 or more, & their type may change or be modified with time as they grow & develop. Healthy parents will want to stay aware of their gifted child’s progress, to keep up with changes in needed help & guidance.

NOTE: Some Gifted Children have hidden learning disabilities that often go undiscovered, because fearing ridicule & the ignorance of others, their cleverness allows G&Ts to compensate for problems in their early years. Untreated, eventually it becomes harder & harder for them to excel, which can lead to behavior problems, depression & giving up.  (MORE…..)

CATEGORIES of ‘Gifted & Talented’ (G&T)
Type I: The Successful – 90%
• In school they are identified as gifted – being perfectionists, & academically high achievers. They are the kids who conform to the rules, behave appropriately, get good grades & score high on IQ tests. They’ve learned the system – keen to earn approval from parents, educators & other adults, & are usually well liked and included in social groups.

• At home gifted children need independence, freedom of choice, time for personal interests, and opportunity for risk-taking experiences.

• However, if they’re in an ‘average’ environment, gradually some Type Is can become bored, & use the system to get by with as little effort as possible. They’ll go through the motions & end up coasting or under-achieving in both grade school & college.

Type II: The Challenging
• Many school systems fail to identify them as gifted, even tho they are ‘divergently gifted’ (multi-talented), therefore highly creative. But they are  also non-conformists, which doesn’t go over well in school, & can come across as obstinate, tactless, or sarcastic

• Not being ‘seen’, they can become rebellious – questioning authority & the system, challenging teachers in class. They’re impatient, too direct & competitive, which often leads to conflict. Frustrated because school doesn’t acknowledge their natural talents & acquired skills, Type IIs struggle with low self-esteem

• At home they need acceptance, understanding & advocacy from parents. Also family activities & examples of positive behavior
• Socially, some may find themselves excluded as ‘weird’, while others will earn peer approval & friendship because of their creativity & sense of humor

NEXT: Gifted Children (Part 2)

MULTIPLE Intelligences (Part 3e)

Spiritual growth 

THE DEEPER MY INSIGHT,
the more I connect with the universal

PREVIOUS: M.I. (Part 3d)

SITE: Gardner’s M.I. apps for iPads

NOTE: See ACRONYM page for abbrev.
MULTIPLE INTELLIGENCES cont. (Howard Gardner)
9. SPIRITUAL / EXISTENTIAL (spirit-smart) – seeing the big picture, likely a whole-brain function, which is increased by prayer & meditation, because they lessen the blood flow to the parietal lobes, which normally gives us a sense of time & space.

This group is concerned with the morals, ethics & values of life, looking for real-world understanding, & the application of new learning. They have the sensitivity & capacity to tackle deep questions about human existence, such as the meaning of life, how did we get here, what’s our purpose, & why do we die. They’re not afraid to look into the depths of truth to find the hidden answers, to think of other possibilities.

Being particularly aware of their own existence & introspective, they’re drawn to exploring existential & philosophical questions, including what may lie beyond death. Even as ‘every-day’ people, they have deep thoughts. They understand their role in others’ lives, and how they play a small but important part of the whole game. They are in constant search of their purpose of living.
They:SPIRITUAL
— see their role in the ‘big picture’ of things
— learn new things better when it’s value is known
— value truth & justice
— enjoy discussing questions @ life & death
— religion or spirituality is important to them
— find relaxation or meditation exercises rewarding
— are sensitive to different cultural environments
— want to make a difference in the world
— seem “wise beyond their years”, peaceful
— are “universalistic”, more tolerant  & respectful of diversity

For centuries philosophers have been debating the nature of human intelligence. We are different from the other animals, but why? Do we have a soul? Is there some sort of duality between the corporeal flesh and the mind or spirit? Did we acquire our unique capacity for rational thought and all that goes with it as a result of some special act of creation or did it just happen as a result of evolution through natural selection?

Dr. Gardner divided this category into:
Existential Intelligence
— concerned with ultimate issues – the larger spiritual concerns of life
— an ability to intuitively sense & gather clues from the environment – (people, places, things), contributing to the whole picture
— the ability to pick up energies & have access to information without actually being able explain exactly why or how we know these things.

Moral-Ethical Intelligence
— focused on the highest realization of human nature.
— an innate sense of morality – not necessarily associated with religion – but as a statement about the kind of personality, individuality, will, and/or character that a person has developed

VIRTUES:
Conscience – know the right, decent way to act, & act in that way8 virtues
Empathy – identify with and feeling other people’s concerns
Fairness – choose to be open-minded, & act in a just, fair way
Kindness – show concern for the welfare & feelings of others
Respect – value others by treating them in a courteous, considerate way
Self-control – regulate thoughts & actions , to stop internal pressure & external reactions, to acting in the right way
Tolerance – respect everyone’s dignity & rights, even if they have beliefs & behaviors we disagree with

CAREERS: life coaches, cosmologists, prophets, philosophers, religious teachers, poets
INCREASE ability: make connections between book-learning in & the world outside, to see the big picture, look at every issue from different points of view, relate specific topics with national & global concerns

TECH ideas: Google earth, Discovery Education, Podcasts, GarageBand, Powerpoint, Keynote
FAMOUS People: Jesus, Aristotle, Plato, Socrates,Martin Heidegger, Buddha, St. Augustine, Wayne Dyer.

BOOK: “Ethical Intelligence” by Bruce Weinstein, PhD   // REVIEW  //  QUIZ

* * * * * * * * * * *
WORK: There’s a natural correlation between the M.I. categories of human learning
& the knowledge & skills needed for 21st century workplace productivity.  This CHART shows the way each mental style contributes it’s specialty to modern-day tasks. wok & M.I.s

MULTIPLE Intelligences (Part 3d)

nature lovers 

I LOVE OPEN SPACES
inside & outside!

PREVIOUS: Multiple intelligences (Part 3c)

SITE: “The Heart’s Code – tapping the wisdom & power of our hear energy”
~ Paul P. Pearsall

MULTIPLE INTELLIGENCES cont. (Howard Gardner)
7. NATURALIST (nature-smart) – respond to the natural environment.
This group is sensitive to all living things (plants, animals) & other features of the natural world (clouds, rock formations, minerals) – due to a highly developed sensory perception. This ability was clearly of value in our evolutionary past as hunters-gatherers & farmers, and continues into today for chefs, horticulturists, scientists….. and is also used by consumers to make choices from the overwhelming variety of brands in the marketplace.

As young people they enjoy shows & stories about animals or natural phenomena. May show a strong interest in astronomy, biology, botany, geology, meteorology, paleontology or zoology. They feel most alive when in contact with nature, & so are interested in exploring, nurturing & preserving the environment.

The repetition & boredom of office, factory & other workplaces can stifle creative thinking. This is because the brain-area that stores routines / patterns based on daily activities (basal ganglia), does not encourage new thinking. To give imagination a boost, we can tap into our latent Naturalistic I. whenever /wherever possible – like going barefoot sometimes. Nature helps stir insights & connections, so we can let it nurture our mind & encourage sensory awareness!
They:NATURALIST
— highly aware of surrounding, even subtle changes
— bothered by pollution, sensitive to weather
— prefer being in nature preserves, parks, forests
— walk in the woods, follow animal footprints
— automatically categorize or collect things
— collect natural things (rocks, feathers, shells….)
— keep notebooks, dry flowers, create specimens
— like to learn names of all kinds of living things
— enjoy studying plant parts & reading about nature
— have a green thumb, garden, photograph landscapes
— passionate about animals, pets, zoos
— like to play in/live by water, be in the wilderness

ENJOY: being outdoors & with animals
LEARN: Thru using the senses, watching animal behavior, experiencing, identifying & recording ecological principles
TOOLS: binoculars, magnifying glass, use microscopes, telescopes

CAREERS: Scientist, ecologist, animal trainer, farmer, traditional medicine man using herbal remedies (MORE….)
INCREASE ability: be in the great outdoors: plant a seed, volunteer at an animal shelter, take a walk with a naturalist, read about animal classifications (start with kids’ books). Study relationships in the natural world, compare/contrast groups or make connections to real life issues

TECH ideas: Discovery Education, online encyclopedias, Google earth, virtual explorations, iMovie, digital cameras, iPods, video cameras
FAMOUS People: Charles Darwin, John Muir, George Washington Carver, Rachel Carson, J.J. Audubon, Jacques Cousteau

* * * * * * * * * * * *
8. SPACIAL/VISUAL (picture-smart) – think in images & pictures.
This group has the ability to think in three dimensions – imagine, understand & represent the visual-spatial world. They can orient themselves in their environment with either vision or touch, navigate in the world as well as to determine the perspective of others.

As young adults they may be fascinated with mazes, jigsaw puzzles, or spend free time drawing or daydreaming. Compared to Auditory-Sequential learners, they tend to be late-bloomers.
Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills & an active imagination.  EXP: know exactly how furniture will fit into a room without measuring, or buy a scarf that beautifully matches/complements the blue in a blouse you have at home (perfect “chromatic pitch”).
This mental activity includes street smarts & common sense, by making decisions based on matching a variety of situations & contexts. This requires learning & remembering almost simultaneously (fluid & crystalline – see Part 1) which is possible because of a switchboard in the brain.
They:SPACIAL : VISUAL
— daydream, imagine & pretend more than others
— enjoy art & other visual activities
— like machines, drawing figures
— build interesting 3-dimensional objects
— have good hand-eye coordination
— need to doodle or draw
— prefer geometry over algebra
— notice details, good with maps & directions
— good at formulating hypotheses
— can rotate, transform & otherwise manipulate objects

ENJOY: art, designing, drawing, imagination games, illustrated books, movies, puzzles, trips to art galleries / museums, visualizing
LEARN: visually & by organizing ideas spatially, verbal & physical imagery. Need to see concepts in action in order to understand them.
TOOLS: charts, 3-D modeling, drawings, graphics, photographs, TV/ video, multimedia

CAREERS: architect, film director, chess player, painter, pilot, sailor, sculptor (MORE….)
INCREASE ability: change main color of work or home environment, be a backseat driver & provide directions for a trip, fit groceries in the back of car, do jigsaw puzzles & mazes, sculpt clay, play chess. Capture ideas on video. Take an architecture course. Use Pecha Kucha presentations to stimulate & challenge (embraced by designers of all types)

TECH ideas: Kid Pix, Draw and paint programs, Excel, Create A Graph, United Streaming, Visual brainstorming, organizational tools, charting, and diagramming, bubbl.us, gliffy, YouTube, Discovery Education, Comic Life, Quicktime, add music to presentations and movies, Podcasts, iPhoto, Photo Booth, Read Write Think: timeline

FAMOUS People: Winston Churchill, Einstein, Picasso, Stanley Kubrick, Anatoly Karpov (chess master), Georgia O’Keefe

NEXT: Multiple intelligences (Part 3e)

MULTIPLE Intelligences (Part 3c)

music / math 

I’M GOOD AT CALCULATING
the odds & ‘hearing’ patterns!

PREVIOUS:

 Multiple Is (Part 3b)

SITE:World needs all kinds of music
~ TED talk by Temple Grandin

NOTE: See ACRONYM page for abbrev.

 

MULTIPLE INTELLIGENCES cont. (Howard Gardner)
5. LOGICAL-MATHEMATICAL (number/reasoning-smart) – learn by reasoning things thru.
This group has the ability to look for patterns, making connections between many & diverse pieces of information. They can then calculate & quantify that info in order to carry out complex mathematical operations, & create hypotheses or propositions. To foster creative problem solving they analyze, predict & manipulate real-world models.

They ask lots of questions, are always curious about natural events & the world around them, like to carry out studies & can handle long chains of reasoning to predict ‘local progressions’ (an increase in something). As young adults they’re drawn to arithmetic problems, strategy games & experiments. This is a less commonly seen Intelligence – since not everyone is automatically good at math, or they don’t give themselves the chance to develop their math-reasoning potential.
They:math / logic
— generate and use abstract thoughts
— try to find logical solutions to problems
— use sequential reasoning skills
— usually good with computers & lots of gadgets
— use inductive & deductive logic
— have a sense of cause & effect
— like reading about scientific discoveries
— like to solve mysteries & ask cosmic questions
— enjoy putting things in order, creating schedules
— get frustrated by disorganization
— better at budgeting, balancing the checkbook
— can reason their way into winning every argument
— are comfortable with numbers, logic, reasoning, abstractions
— will try to figure out how broken things work or untangle messes

ENJOY: calculating, experimenting, logic puzzles, questioning, science museums, things to explore and think about
LEARN: through logic games, investigations, mysteries. Need to learn & form broad concepts before dealing with details
TOOLS: pencil/paper, computers

CAREERS: accountant, computer programmer, detective, engineer, mathematician, researcher /scientist (MORE….)
INCREASE ability: get a book of logic games, knit a sweater, watch a movie on video & stop it to predict what will happen. Learn computer programming languages, try critical-thinking activities, linear outlining, Piaget’s cognitive stretching exercises, science-fiction scenarios, logic puzzles. Article: “Your brain on numbers

TECH ideas: Excel, Numbers, Logo, create a survey with Survey Monkey
FAMOUS People: Albert Einstein, Niels Bohr, John Dewey, Stephen Hawking,
Leonhard Euler, Alan Turing (WWII computer genius)

* * * * * * * * * * * * * *
6. MUSICAL/RHYTHMIC (musical-smart) – think in rhythms & melodies.
This group can recognize, reflect on, create & reproduce music. It’s the capacity to discern pitch, rhythm, timbre & tone. As young adults they’re usually singing or drumming to themselves, very aware of sounds others may miss.
As we know, there’s a connection between music and emotions, & between music and math – which have shared thinking processes. Playing, singing, dancing or even listening to music can help the brain form or combine ideas in new ways.
Moving to music is beneficial, since music moves our brain waves. At Karaoke, our brain anticipates songs on the CD we’ve chosen, so that “excitatory signals pass from the prefrontal cortex to the premotor cortex, preparing the body to act”.

Playing an instrument makes us better at associative thinking, helping to choose our actions – from a variety of options – which requires accessing stored info about a great many ‘sequences’ of activities (crystalline – see Part 1), allowing us to predict possible outcomes.
Music can be used to improve work productivity or change our mood – any time. Interestingly, some rhythms trigger brain enzymes to give an amazing feeling of well-being. Other tunes leave us punchy, unable to focus. (Different types of music produce.….)
They:MUSIC:Rhythm
— enjoy & respond to many types of music
— like to hum or sing when on their own
— can tell if music is off-key or ‘off’ in other ways
— easily remember scores & melodies
— remembers info better if in rhyme or rhythm
— more effected by noise & sound than others
— can read music, play a variety of instruments
— use all the sense to identify musical patterns
— may study better with music in the background
— know the structure of songs (from songs to symphonies)
— can naturally figure out how to play a tune on an instrument

ENJOY: humming, listening, singing, tapping hands & feet, whistling
LEARN: by turning lessons into lyrics, speaking rhythmically.
TOOLS: musical instruments, musical scores, multimedia

CAREERS: audio recording, disc jockey, composer, conductor, musical performer, (MORE….) http://gshsjillwilson.weebly.com/multiple-intelligences-definedcareer-chart.html
INCREASE ability: attend concerts, play an instrument, hum melodies, sing to iPod or with others. Listen to a wide variety of music, be quiet and listen to all the sounds everywhere

TECH ideas: iMovie, GarageBand, Audacity, iTunes, iPod, Media Player
FAMOUS People: Beethoven, Mozart, Stevie Wonder, Joni Mitchell, Louis Armstrong, Senegalese musician Youssou N’dour, Yo-Yo Ma

NEXT: Multiple intelligences (Part 3d)

MULTIPLE Intelligences (Part 3b)

liguistic / alone 

THE BETTER I KNOW MYSELF
the happier I am & so get along

PREVIOUS: Multiple intelligences (#3a)


SITEs: M.I. TESTS
Which I. is your dominant one?

NOTE: See ACRONYM page for abbrev.

MULTIPLE INTELLIGENCES cont. (Howard Gardner)

3. INTRA-PERSONAL (self-smart) – learn by thinking alone
This group has the capacity to understand themselves – their thoughts & feelings – & to use that knowledge plan & guide their life. It’s an internal version of the external Inter-personal style – the ability to be self-aware, explore emotions, goals & motivations, but which also requires a wider understanding of the human condition. Sometimes called ‘learned common sense’, because these people intuitively cultivate their values & learn from ‘teachable’ moments. Even as young adults they are self-motivated, tend to be shy & very aware of their emotions.

NOTE: To fully express this style all the intelligences have to be tapped into & woven together. Self-growth activities build more dendrite brain cells for this Intelligence – the brain being rewired at night as we sleep on what we’ve done during the day
They:INTRA-P
— try to understand their own interests & goals
— think a lot & deeply, are good at analyzing things
— are highly aware of their strengths & weaknesses
— often keep a journal, being in tune with Inner Self
— have wisdom, intuition, drive, self-reliance
— a strong will, opinions & confidence
— do well when left alone, don’t like crowds
— see the world realistically, not idealistically
–‘march to the beat of a different drummer’
— can ‘show the way’ to deeper awareness by EXP
— work on unraveling dreams, relationships with others

ENJOY: being quiet/ time alone, dreaming, having choices, meditating,
planning, self-paced projects, setting goals
LEARN: through study & introspection – the most independent type
TOOLS: books, creative materials, diaries, privacy, time

CAREERS: writers, psychologist, spiritual leaders, philosopher (MORE….)
INCREASE ability: to “know thyself” – keep a journal, meditate, take personality tests, ask an expert re. something you wonder about. Give a talk to an unfamiliar audience about self-improvement or strategies for accomplishing a task. Work on conquering a problem & a keeping a diary of growth. Reward yourself when you’ve reached a goal.

TECH ideas:
Word processing, Tutorials, Bubbl.us, create slide shows using Powerpoint or Keynote, collaborative Wiki or Blog, Wikispaces, Blogger, Inspiration
FAMOUS People: Jean Paul Sartre, Frederick Douglas, Helen Keller, Malcolm X, Emily Dickinson, Dalai Lama, Mother Theresa

Emotional (EQ), (heart-smart) – learn thru emotions.
This category fits into Walter McKenzie’sIntrospective learning’ profile, considered part of both the Intra- and Inter-personal styles. RULE: Any event that generate strong emotion is more likely to be remembered. If pleasurable, we want to repeat it, physically, or by mentally reliving the atmosphere, context, people involved, what was said…. If the experience was unpleasant or painful our emotional memory will prefer to skip all information related to it. BUT if the harmful events are repeated too often – especially in childhood – we become unconsciously addicted to repeating it.

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4. LINGUISTIC (word-smart) – learn by thinking in words.
This group has the ability to use language to form & express complex ideas. It is the most widely shared human competence – allowing us to make ourselves understood. Traditionally, Linguistic & Logical Is have been highly valued in educational environments. Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.
They:LANGUAGE
— have highly developed auditory skills
— are generally elegant speakers
— think in words rather than pictures
— enjoy listening to the spoken word
— are great at storytelling, explaining
— can learn languages, grammar & syntax
— good memory for names, events, situations
— can convince others of their point of view
— are aware of others’ moods & motivations
— good with body language, speaking and acting
— appreciate puns, tongue twisters, nonsense rhymes
— are natural leaders, good at organizing people

ENJOY: dialogue, debate, reading, telling stories, writing, word games
LEARN: by saying & seeing words, reading & discussing books
TOOLS: books, computers, games, classes, multimedia, tape recorders

CAREERS: author, comedian, journalist, lawyer, poet, politician, speaker, teacher, translator (MORE….)
INCREASE ability: learn a new language, expand vocabulary, create metaphors (making the strange familiar & the familiar strange), do interviews, talk to strangers. To help with the flow writing, read On Writing Well, & to help with the flow – avoid editing as you write. (MORE…..)

TECH ideas
: PowerPoint, Microsoft Word, Pages, Podcasts, GarageBand, Audacity, Skype, ThinkQuest, Wikispaces, photo editing software, Text to Speech, VoiceThread, podcasts, Blogger, Digital books, Storytelling
FAMOUS People: Shakespeare, T.S. Elliot, Maya Angelou, Martin Luther King Jr., Agatha Christie, Hemingway, Robin Williams

NEXT: M.I. (Part 3c)