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Sequence 5in each case. The distinct processes of thinking that each goes through cannot be confused. Extending the definition of… |
Sequence 6to develop other aspects of their abilities in order to achieve the same success and acclaim they earned in the West. While… |
Sequence 7Table 1. The Seven Intelligences and Their Core Components Logical-mathematical Linguistic Musical Spatial Bodily-… |
Sequence 8Intelligence-Fair Assessment Consider again our seven figures; this time they are gathered in a classroom. We can imagine… |
Sequence 9asked to play or sing the next line and create a variation based upon it. In both examples, the second "intelligence-… |
Sequence 10members of other societies, performances of the non-Western subjects improves dramatically. While being "culture-… |
Sequence 11Standardized tests promote a "wall-chart" mentality in which the achievement of scores is more important… |
Sequence 12Several researchers have pointed out the value of apprenticeships for education both in school and out (Collins, Brown, &… |
Sequence 13anaiyze their own performance and that of the ensemble in terms of rhythm and harmony; then the piece is played and recorded… |
Sequence 14the child today, in the past, and in future lines of growth; (5) what evidence is provided of cooperation in the preparation… |
Sequence 15In order to help parents take advan- tage of the information that is yielded over the course of the year, observers working… |
Sequence 16Table 2. Spectrum Assessments Used in 1987-88 Dinosaur Game: The Dinosaur Game is designed as a measure of a child's… |
Sequence 17were significantly correlated with their overall IQ. Because of the small sample sizes and the formative nature of the work on… |
Sequence 18mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 19strengths and both displayed weaknesses in three areas. Only two kindergartners showed any strengths, and of the other five… |
Sequence 20Although the question of whether MI Theory is open to disconfirmation has been raised on several occasions, any number of… |
Sequence 21they run the risk of failing to engage the very thinking processes which enabled the great figures of the modern era to… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 23Gruber, H. (1974). Darwin on man: A psychological study of scientific creativity. New York: Dutton. Haney, W., &… |
Sequence 24Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 2society, and it is the target of a lot of the testing (including IQ testing) that goes on in the United States and around the… |
Sequence 3The first reason has to do with scholarship based on the old model. Consider the recent book The Bell Curve (Herrnstein &… |
Sequence 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
Sequence 5the capacity to use language, written or spoken, to effect a communi- cative end-on either the receiving end or the producing… |
Sequence 6Now come the personal intelligences, the intelligences of the social world and self. Interpersonal intelligence is the… |
Sequence 7together. You can't look at the intelligences as the first thing on your list. You have to look at the real-world… |
Sequence 8opmentof which is theimportantthing. The chapter of Frames of Mind (Gardner 1983 / 1993) that gets overlooked is the… |
Sequence 9results in "teaching for intelligence." That puts the cart before the horse. If you want to put the cart and… |
Sequence 10Who is this child, and how can I teach him? What sorts of skills is this child showing me that I can draw on to encourage him… |
Sequence 11would nominate a tool with which he was working. He would draw a picture of the tool, write the name of the tool, and then… |
Sequence 12try to understand a word, you use linguistic intelligence. Particular activities mandate particular intelligences, and the… |
Sequence 13REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2system of education. It is easy to see why verbal/linguistic skills are highly valued by parents and traditional educators.… |
Sequence 3Human beings have two complex apparatus for producing speech and for hearing the spoken word. Paper, pencil, and books are… |
Sequence 4one, because we don't have the need to distinguish snow conditions in the way that Eskimos do. Verbal/linguistic… |
Sequence 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 6They are preoccupied with the mechanical side of teaching the children to read and write and do not take the intelligent… |
Sequence 7of the individual, but something which depends on another . . . . We must always give encouragement because it is a direct… |
Sequence 8and where does it take place?; memory of sensory impressions-how did the things look and what did they feel, sound, taste, or… |
Sequence 9Next time you think your classroom is too noisy, go around and listen to the conversations. With some input from you, those… |
Sequence 10child's next step will be in all the various areas of development. You probably have records for children's progress… |
Sequence 11WHAT Is VISUAL/SPATIAL INTELLIGENCE? Visual/spatial intelligence, or being "picture smart," is respon-… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 13called by Gardner's name, but you will recognize it when Montessori speaks of the relationship of intelligence and… |
Sequence 14must have this fact of one color and the different shades of it, which have to be distinguished. This is intelligence .... A… |
Sequence 15visual/ spatial creation for the child to absorb? For example, when I go to aerobics class, I enjoy watching an attractive,… |
Sequence 16The various sorting exercises of nuts, buttons, corks, colored beads, etc. that we prepare for transition activities when… |
Sequence 17designed to help children with this important control of mind over the body. The hand is the instrument of the visual/spatial… |
Sequence 18How CAN V1suALISPATIAL INTELLIGENCE BE AssESSEo? I'd like to mention again that the meaning of assessment as I am using… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 1Silvia C. Dubovoy, PhD 64 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 3manifestations of intelligence than a fragmented intelligence. I still believe in a cosmic intelligence, of which we are all… |
Sequence 4traditional view, intelligence is defined operationally as the ability to answer items on tests of intelligence" (… |
Sequence 5another"; therefore education ought to be responsive to these differ- ences, maximizing each person's own… |
Sequence 6WHAT ARE THE INTERPERSONAL AND INTRAPERSONAL INTELLIGENCES? In Gardner's words, Interpersonal intelligence builds on a… |
Sequence 7research and gives a new view of a curriculum for life. Maybe more research will bring more ways to define and create… |
Sequence 8• Montessori bells are provided for the music perception task. • There is a naturalist's corner with biological specimens… |
Sequence 9nature. This method is based on the observation of universal charac- teristics and needs as manifested by the child. It is the… |
Sequence 10Montessori insists on constructing an environment for the child in which the child can be active, a prepared environment with… |
Sequence 11developmental potentialities through working activities and materi- als with an intelligent purpose, the child will show… |
Sequence 12The prepared environment integrates the interpersonal and intrapersonal intelligences because the child can have opportunities… |
Sequence 13personality. It supports all the traits needed for the child's adaptation to a society that is in continuous change, so… |
Sequence 14• Good and strong preparation of teachers/ guides Two quotes follow, giving us food for thought about the future. First, in… |
Sequence 15Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Montessori, M. (1994). The absorbent mind. Oxford: Clio… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2Through movement and song, the human discovers continuity and coherence and works out an interior order which requires a… |
Sequence 3part of nature's provisions. But to be always thinking of the mind, on one hand, and the body, on the other, is to break… |
Sequence 4of our central nervous system. Having evolved over millennia, the central nervous system consists of the brian and its neural… |
Sequence 5repetitive constancy to achieve the next level of functioning. The baby develops bodily structures by attempting to function… |
Sequence 6tasting, and touching, all manner of interesting possibilities emerge. Supported by what we now know about the kinesthetic… |
Sequence 7unessential details. The young child gives incredibly intense attention when involved in his or her own work. Life is… |
Sequence 8impossible to engage in a silence experience without much prepara- tion. Visual proprioception is needed to guide purposive… |
Sequence 9dren who learn better with hands and movement rather than visually or auditorially. Young children experience the world with… |
Sequence 10Among the most innovative researchers in the field of audiology is Alfred Tomatis (cited in Madaule, 1994). The most… |
Sequence 11way the tennis racquet meets the ball with a powerful kinesthetic aspect in action (cited in a lecture by A. Sidlauskus at the… |
Sequence 12active, participatory fashion. Singing or chanting while moving is a near-perfect collaboration of the physical, mental, and… |
Sequence 13As neuroscience probes the depths of human inner space, our respect for the marvels of the body, its intelligence and… |
Sequence 14tor, kinesthetic experience as often as the spirit moves them. However the little gath- erings coalesce, to listen and move,… |
Sequence 15games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the… |
Sequence 16Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
Sequence 1Kay M. Baker, PhD 98 The NAMTA Journal • Vol. 21, No. 2 • Spring 1996 |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 3THE HUMAN TENDENCIES The notion that human beings have built-in urges towards certain behaviors is what has been called the… |
Sequence 4gence. The abstraction of the essence of objects and ideas and the subsequent formation of an image allied to the essence set… |
Sequence 5What is the normal biological development of the human being? Given that a human being is a product of sexual reproduction,… |
Sequence 6How many times must repetition occur? This is another important point. Only the individual can decide when the activity is… |
Sequence 7INTELLIGENCE IS INFLUENCED BY MANY FACTORS No matter that the individual intelligence is a personal develop- ment, many… |
Sequence 8obey their natural laws and thereby exist harmoniously. Humanity- all those who have preceded the child-gives endless lessons… |
Sequence 9The mind best abstracts from experience, and the Montes- sori materials provide the sense experience of the ideas of number… |
Sequence 10The following are two examples from this point of view of what the child experiences that develops the individual intelligence… |
Sequence 1MAINTAINING THE MONTESSORI METAPHOR: WHAT EVERY CHILD WANTS AND NEEDS by Asa G. Hilliard In straightfonvard terms, Dr.… |
Sequence 2for giving us metaphors. If we don't do some criticism of the meta- phors we have inherited, then we will be guided by… |
Sequence 3metaphor, without having criticized and evolved their own metaphor, to pick a successful architectural metaphor. So we start… |
Sequence 4fore, we ought to give thought to the metaphors we use. If we don't have an ar- ticulated metaphor, then we ought to… |
Sequence 5like me came to say that we're human beings, we're not just calcula- tors to fit into IBM jobs, we're human… |
Sequence 6you have nature. On the other hand, my view, my metaphysics, tells me that nurture changes nature. Before I go further, let… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |