2. What makes a good learner?
Is
independent

5. • How Do We Learn Best?
We arrive at school every day, greet our
friends, unpack our bags and get ready for a
day of new learning opportunities.
• Well that’s why we come to school isn’t it?

6. True, but learning is not the same for everyone. In a class of 28
students there will be 28 different learners.
Schools today recognise that every child has unique learning
needs.
Understanding the needs of each child determines how the class
will function.
There are several different styles of intelligences
and we possess them all in varying degrees. By
taking a test we were able to create a graph which
helped us to understand our preferred ways of
learning. We discovered that we could use this
understanding to recognize and share our
strengths with others in the classroom. We were
surprised to find out that with practice, we could
actually improve our less dominant intelligences

8. • Linguistic intelligence involves sensitivity to spoken and written
language, the ability to learn languages, and the capacity to use
language to accomplish certain goals. This intelligence includes the
ability to effectively use language to express oneself rhetorically or
poetically; and language as a means to remember information. (
Writers, poets, lawyers and speakers)
• Logical-mathematical intelligence consists of the capacity to
analyze problems logically, carry out mathematical operations, and
investigate issues scientifically. In Howard Gardner's words, it
entails the ability to detect patterns, reason deductively and think
logically. This intelligence is most often associated with scientific
and mathematical thinking.
• Musical intelligence involves skill in the performance, composition,
and appreciation of musical patterns. It encompasses the capacity
to recognize and compose musical pitches, tones, and rhythms.
According to Howard Gardner musical intelligence runs in an almost
structural parallel to linguistic intelligence.

9. • Bodily-kinesthetic intelligence entails the potential of using one's
whole body or parts of the body to solve problems. It is the ability
to use mental abilities to coordinate bodily movements. Howard
Gardner sees mental and physical activity as related.
• Spatial intelligence involves the potential to recognize and use the
patterns of wide space and more confined areas.
• Interpersonal intelligence is concerned with the capacity to
understand the intentions, motivations and desires of other people.
It allows people to work effectively with others.
Educators, salespeople, religious and political leaders and
counsellors all need a well-developed interpersonal intelligence.
• Intrapersonal intelligence entails the capacity to understand
oneself, to appreciate one's feelings, fears and motivations. In
Howard Gardner's view it involves having an effective working
model of ourselves, and to be able to use such information to
regulate our lives.

10. Verbal-Linguistic Logical- Visual-Spatial Bodily-Kinesthetic
Mathematical
choral speaking problem solving graphing hands on experiments
declarizing measuring photographing activities
storytelling coding making visual changing room
metaphors arrangement
retelling sequencing
making visual creative movement
speaking critical thinking
analogies
going on field trips
debating predicting
mapping stories
physical education
presenting playing logic games
making 3D projects activities
reading aloud collecting data
painting crafts
dramatizing experimenting
illustrating dramatizing
book making solving puzzles
using charts using cooperative
nonfiction reading classifying groups
using organizers
researching using manipulatives dancing
visualizing
listening learning the scientific
sketching
model
process writing
patterning
using money
writing journals
visual puzzles
using geometry

11. Musical Interpersonal Intrapersonal Naturalistic
humming classroom parties personal response reading outside
rapping peer editing individual study cloud watching
playing background cooperative learning personal goal setting identifying insects
music
sharing individual projects building habitats
patterns
group work journal log keeping identifying plants
form
forming clubs personal choice in using a microscope
playing instruments projects
peer teaching dissecting
tapping out poetic independent reading
social awareness going on a nature walk
rhythms
conflict mediation build a garden
rhyming
discussing studying the stars
singing
cross age tutoring bird watching
study group collecting rocks
brainstorming making bird feeders
going to the zoo

12. • ACTIVITY.
Bring material in order to start an album with
multiple intelligence activities.