So Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey F. SilverIve also used this book over and over for presentations. Why didnt I give it 5 stars? I dont really know. It is awfully good. OK, OK, I just went back and changed it. When you use something all the time, you must like it enough to rate it highly. Ive heard Harver Silver speak more than once and respect his work. I continue to be fascinated by multiple intelligence from the time I heard Roger Taylor had us work with them in-depth in the mid-90 duringin his week-long G/T workshop one summer. I was hooked and have continued to delve into new research. This book mentions eight, but not the two more that have been toyed with. I am using it to prepare a research paper to support a presentation I am giving soon for a recertification, and I am finding new and wonderful things about how the brain learns, and what we need to remember to teach these incredible beings we have as our students.
Part One: Introduction
The knowledge I gained helped me better plan for, and interact with students and others. The information has also helped with character development in my novels. Now that I know what to watch for, it is quite fascinating to observe how people in my sphere interact with each other based on their learning styles. This combination of functions produces four different styles of thinking, with each style being naturally drawn to specific mental operations. The preferred mental operations include remembering, sequencing, and practicing.
Welcome to Strategic Teaching: The What, the Why, and the How
What does it mean to express kinesthetic intelligence in an interpersonal way? Integrating styles and intelligences can help children learn in many ways—not just in the areas of their strengths. In the 20th century, two great theories have been put forward in an attempt to interpret human differences and to design educational models around these differences. Learning-style theory has its roots in the psychoanalytic community; multiple intelligences theory is the fruit of cognitive science and reflects an effort to rethink the theory of measurable intelligence embodied in intelligence testing. Both, in fact, combine insights from biology, anthropology, psychology, medical case studies, and an examination of art and culture. But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact. The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential.
The word strategy comes from two ancient Greek roots: Stratos , meaning "multitude" or "that which is spread out," and again , meaning "to lead" or, we might say, "to bring together. The goal of teaching is to weave together a conversation that unites these disparate individuals around a common core of learning. Strategies are the different types or styles of plans teachers use to achieve this goal. Although teachers have always used strategies think of Socrates's dialogue, Jesus's parables, the medieval birth of the lecture , until recently most teachers had only a handful of generic techniques at their disposal: discussion, demonstration, lecture, practice, and test. Over the the last 50 years, however, teachers and researchers have created, revised, tweaked, and recast these five basic elements into hundreds of new forms. In The Strategic Teacher we have collected 20 of the most reliable and flexible of these strategies along with dozens of variations and organized them into four distinct styles of instruction: a Mastery style that emphasizes the development of student memory; an Understanding style that seeks to expand students' capacities to reason and explain; a Self-Expressive style that stimulates and nourishes students' imaginations and creativity; and an Interpersonal style that helps students find meaning in the relationships they forge as partners and team members, united in the act of learning. The goal of The Strategic Teacher is therefore simple indeed: to provide teachers with a repertoire of strategies they can use to meet today's high standards and reach the different learners in their classrooms.
Shopping Cart: 0 Items. How we learn is a fascinating and individual process. As Carl Jung discovered, any learning process requires both perception—how we find out about persons, places, and things—and judgment—how we process or make judgments about what we perceive. Prefers action to wonder. Prefers a standard way of doing things. Interested in activities that have immediate, practical use.