Multiple intelligences and adults
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Books that changed the way many of us think about intelligence and education. Therefore, Arts PROPEL classrooms initiated some prototype forms of assessment: Curriculum was presented as a domain project on a given topic--such as creative writing. Integrated, cumulative activities involved students with opportunities to explore new concepts, make decisions, make mistakes, build on previous activities, and meet greater challenges. Domain projects involved three areas of paramount importance for students: perception, production, and reflection. A climate for learning was established. Assessment evolved out of ongoing teacher observation and student self-evaluation
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Howard Gardner, multiple intelligences and education
Multiple Intelligences Preferences of Adults / / /
Naturalist Intelligence Naturalist intelligence designates the human ability to discriminate among living things plants, animals as well as sensitivity to other features of the natural world clouds, rock configurations. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like. Musical Intelligence Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes. Young adults with this kind of intelligence are usually singing or drumming to themselves.
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In it he claimed that human intelligence was more than a score gleaned from administrating an intelligence IQ test. He said that IQ tests cover verbal, logical, and some spatial intelligence, but lack acknowledgment of other forms of intelligence. After much research, he theorized that there are multiple intelligences that dictate how children and adults process and understand information.
In his Theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include such areas as music, spacial relations, and interpersonal knowledge in addition to mathematical and linguistic ability. This digest discusses the origins of Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the Theory of Multiple Intelligences into the classroom, and its role in alternative assessment practices. Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational.
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