So Each May Learn: Integrating Learning Styles and Multiple Intelligences"One of the greatest challenges faced by every school and every educator is encouraging and accommodating a full range of student diversity while simultaneously promoting a uniformly high level of academic achievement for all students. Two powerful learning models -- multiple intelligences and learning styles -- provide us with the best means of rising to this challenge. Yet each model has particular strengths and weaknesses that directly correspond to the strengths and weaknesses of the other, meaning that a truly holistic model -- one that allows educators to engage a full range of human diversity and meet rigorous academic standards -- occurs only in the integration of these two great models."--Page 4 of cover. |
From inside the book
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Page 24
... prefer hands - on and technical learning , and focus more on things than ideas or people . They have an appetite for work , need to be kept busy , and require immediate feedback . They would rather do almost anything than remain in ...
... prefer hands - on and technical learning , and focus more on things than ideas or people . They have an appetite for work , need to be kept busy , and require immediate feedback . They would rather do almost anything than remain in ...
Page 26
... prefer activities that allow them to use their imaginations and do things in unique ways . They are turned off by routine or rote assignments and prefer questions that are open ended , such as " What would happen if ... ? " NFs are ...
... prefer activities that allow them to use their imaginations and do things in unique ways . They are turned off by routine or rote assignments and prefer questions that are open ended , such as " What would happen if ... ? " NFs are ...
Page 28
... PREFERS TO LEARN BY : seeing tangible results • practicing what he has learned following directions one step at a time ⚫ being active rather than passive · knowing exactly what is expected of her , how well the task must be done and ...
... PREFERS TO LEARN BY : seeing tangible results • practicing what he has learned following directions one step at a time ⚫ being active rather than passive · knowing exactly what is expected of her , how well the task must be done and ...
Contents
List of Figures | 6 |
Introduction | 6 |
An Introduction to Learning Styles | 21 |
Copyright | |
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Common terms and phrases
activities analysis analyze Ansel Adams apply asks students ASSESSMENT MENU MASTERY bodily-kinesthetic challenge classroom comfort concept create creative curriculum dents describe Design Matrix discussion eight intelligences example explain express feel Fibonacci Sequence FIGURE focus four learning styles four styles Gardner gences goals grade Greek mythology Harvey Silver help students ideas identify instructional INTEGRATED ASSESSMENT MENU integrated learning INTERPERSONAL The ability intuition Intuitive-Feeling Intuitive-Thinking kinesthetic learners lesson Linda logical logical-mathematical M. C. Escher MASTERY The ability metaphors multiple intelligences musical Native Americans naturalist intelligence Norman Rockwell order of operations organizer Pablo Picasso passenger pigeon Peer Practice performance assessments prefer problems punctuation marks questions reading Sensing-Feeling Sensing-Thinking Silver Strong solve Strong & Associates styles and intelligences styles and multiple Task Rotation teachers teaching strategies Teaneck things tion unit verbal-linguistic intelligence visual words Write