DAY 3 Flashcards
(128 cards)
1
Q
Who is the proponent of the ‘Multiple Intelligences’ Theory?
A
Howard Gardner
2
Q
How many intelligences are there according to the theory of Howard Gardner?
A
9 intelligences
3
Q
The Nine (9) Multiple Intelligences
A
- Verbal Linguistic Skills
- Logical-Mathematical Skills
- Bodily-Kinesthetic Skills
- Visual-Spatial Skills
- Interpersonal Abilities
- Intrapersonal Abilities
- Musical Abilities
- Naturalistic Abilities
- Existential Abilities
4
Q
this theory suggests that abilities seem to cluster in nine different areas
A
multiple intelligences theory
5
Q
word smart
A
verbal-linguistic skills
6
Q
enjoys reading, writing, discussing
A
verbal-linguistic skills
6
Q
think in words
A
verbal-linguistic skills
7
Q
write a poem
A
verbal-linguistic skills
8
Q
keep a journal (formal/scholarly)
A
verbal-linguistic skills
8
Q
create ads
A
verbal-linguistic skills
9
Q
concept of time, quantity
A
logical-mathematical skills
10
Q
cause and effect
A
logical-mathematical skills
10
Q
- problem solving
- mental calculations
A
logical-mathematical skills
11
Q
teach concept mapping
A
verbal-linguistic skills
12
Q
number smart/logic smart
A
logical-mathematical skills
13
Q
science experiment
A
logical-mathematical skills
14
Q
construct a model
A
bodily-kinesthetic skills
14
Q
number games
A
logical-mathematical skills
15
Q
body smart
A
bodily-kinesthetic skills
16
Q
manipulate what is to be learned
A
bodily-kinesthetic skills
17
Q
sports
A
bodily-kinesthetic skills
18
Q
- dance
- drama
A
bodily-kinesthetic skills
19
Q
picture smart
A
visual-spatial skills
20
Q
graph results of a survey
A
visual-spatial skills
20
thinks in picture
visual-spatial skills
21
create a visual diagram
visual-spatial skills
22
anagrams
verbal-linguistic skills
23
draw a map
visual-spatial skills
24
create a poster
visual-spatial skills
25
people smart
interpersonal abilities
26
group work and team work
interpersonal abilities
27
talking to people
interpersonal abilities
28
cooperating
interpersonal abilities
29
soiree
interpersonal abilities
30
interviewing people
interpersonal abilities
31
self-smart
intrapersonal abilities
32
works independently
intrapersonal abilities
33
working alone
intrapersonal abilities
34
Journal (informal/personal) and diaries
intrapersonal abilities
35
doing self-paced projects
intrapersonal abilities
36
reflecting
intrapersonal abilities
37
having space
intrapersonal abilities
38
music smart
musical abilities
39
ear for good music
musical abilities
40
write a jingle
musical abilities
41
use an instrument
musical abilities
42
create a rhyme
musical abilities
43
rapping
musical abilities
44
nature smart
naturalistic abilities
45
love for nature
naturalistic abilities
46
nature study
naturalistic abilities
47
categorize and classify (with relation to nature)
naturalistic abilities
48
care for animals
naturalistic abilities
48
spirit smart
existential abilities
49
Who am I?
existential abilities
50
ask deep questions
existential abilities
50
think philosophy/ically
existential abilities
51
look at the big picture
existential abilities
51
seek meaningful learning
existential abilities
52
describes a person's typical mode of thinking, remembering or problem solving
learning style
52
Sensory Preferences
1. Visual Learners
2. Auditory Learners
3. Tactile Learners
53
refers to the way an individual process information processes information
learning style
53
PERSPECTIVE ABOUT LEARNING-THINKING STYLES
1. sensory preferences
2. global-analytic continuum
54
These learners must see their teacher's actions and facial expressions to fully understand the content of a lesson.
visual learners
55
They may think in pictures and learn best from visual aids including diagrams, illustrated textbooks, overhead transparencies, videos, flipcharts, and handouts
visual learners
55
2 types of visual learners
1. visual iconic
2. visual symbolic
56
more interested in visual imagery such as film, graphic displays or pictures in order to solidify learning
visual iconic
57
usually have a good "picture memory" and attend to pictorial detail
visual-iconic
58
read about things than hear them
visual symbolic
58
they feel comfortable with abstract symbolism such as mathematical formulae or written word
visual symbolic
59
they would like to read a map better than read a book
visual iconic
59
prefer to read a book than a map
visual symbolic
59
tend to be good abstract thinkers who do not require practical means
visual symbolic
60
(type of auditory learners)
- Find themselves talking to those around them.
talkers
60
(type of auditory learners)
- they can even carry-on mental conversations and figure out how to extend what they learned by reviewing in their heads what they heard other say.
listeners
60
learn best through verbal lectures,discussions, talking things through listening to what others have to say
auditory learners
60
(type of auditory learners)
- in class setting, when the instruction is not asking questions, auditory-verbal processors tend to whisper comments to themselves
talkers
61
2 types of auditory learners
1. listeners
2. talkers
61
(type of auditory learners)
- they remember things said to them and make information their own
listeners
62
(type of auditory learners)
- they prefer to talk and discuss
| `
talkers
63
learns through touch
tactile learners
63
they prefer to move, build or draw what they learn
tactile learners
63
tend to see finite elements of patterns rather than whole
analytic
63
Tend toward linear, step-by-step processing of learning
analytic
64
also known as 'hands-on learners'
tactile learners
65
they are "tree seers"
- meaning view small details/particular/specific details
analytic
65
lean towards non-liner though
global
65
tend to see the whole pattern rather than particle elements
global
66
more comfortable in a world of details and hierarchies of information
| `
analytic
66
they are 'forest seers' who give attention only to overall structure and sometimes ignore details
global
67
Roger's Sperry's Model
Left Brain (Analytic) and Right Brain (Global)
68
(left or right brain)
- analytic
left brain
68
(left or right brain)
- global
right brain
68
other name for global (right brain)
Simultaneous Hemispheric Style
68
Other name for analytic (left brain)
Successive Hemispheric Style
68
(analytic or global)
- responds to tone of voice
- responds to word meaning
1. global
2. analytic
68
(analytic or global)
- sequential
- random
1. analytic
2. global
68
(analytic or global)
- processes information instantly
- processes information in varied order
1. analytic
2. global
68
(analytic or global)
- verbal
- visual
1. analytic
2. global
68
(analytic or global)
1. plans ahead
2. impulsive
1. analytic
2. gloabal
68
(analytic or global)
1. responds to emotion
2. responds to logic
1. global
2. analytic
68
(analytic or global)
1. recalls people's faces
2. recalls people's name
1. global
2. analytic
68
(analytic or global)
1. gestures when talking
2. speaks with few gestures
1. global
2. analytic
68
(analytic or global)
1. puntual
2. less punctual
1. analytic
2. global
68
(analytic or global)
1. prefers sound/music background while studying
2. prefers formal study design/ prefers bright lights while studying
1. global
2. analytic
68
This is a teaching theory based on the premise that intructional approaches should vary and be adapted in relation to individual and diverse students in the classroom
Differentiated Instruction
68
Kang kins ang perspective sa 'Principle of Learning'?
perspective sa teacher
68
(principle of learning)
- concrete examples
learning is the discovery of the **personal meaning** and relevance of ideas
68
learning by doing
Learning is an experience which occurs inside the learner and is activated by the learner (principle 1)
- learning is an active process
69
(principle of learning)
- real-life situations
learning is the discovery of the **personal meaning** and relevance of ideas
69
(principle of learning)
- experience is the best teacher
learning (behavior change) is a **consequence of experience**
69
(principle of learning)
- overtchange in behavior
learning (behavior change) is a **consequence of experience**
70
(principle of learning)
- should be relatable
learning is the discovery of the **personal meaning** and relevance of ideas
71
(principle of learning)
- group work
- work interdependently
learning is a **cooperative and collaborative process**
71
(principle of learning)
- be patient
learning is an **evolutionary process**
72
(principle of learning)
- learning is gradual
learning is an **evolutionary process**
73
(principle of learning)
- learning takes time
learning is an **evolutionary process**
74
(principle of learning)
- no pain, no gain
learning is sometimes painful process
74
(principle of learning)
- cognitive and affective
the process of learning is **emotional as well as intellectual**
74
(principle of learning)
- learning style
- multiple intelligences
The process of problem solving and learning are** highly unique and individual **
74
(principle of learning)
- TAP the learners ideas, knowledge, experiences and feelings
one of the **richest resources** for learning is the learner himself
75
Who is the proponent of 'COGNITIVE STRUCTURE'?
Charles Letteri
75
the ability to breakdown information into component parts for the purpose of identification and categorization
analysis (field dependence-independence)
76
the ability to select relevant or important information without being distracted or confused by irrelevant secondary information
focusing (scanning/concentration)
77
the ability to select a correct item from among several alternatives and compare by irrelevant secondary information
comparative-analysis (breadth of categorization)
77
the ability to maintain distinctions between cognitive structure (including old and new information) and avoid confusion overlap.
sharpening (sharpening-leveling)
78
the ability to monitor and modify thinking, the ability to deal with ambiguous or unclear information without getting frustrated.
tolerance (tolerant-intolerant)
78
the ability to identify and place new information into existing cognitive structures (long -term memory)
complex cognitive (complexity-simplicity)
