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Big Thinkers: Howard Gardner on Multiple Intelligences

Big Thinkers: Howard Gardner on Multiple Intelligences
Howard Gardner: We have schools because we hope that someday when children have left schools that they will still be able to use what it is that they've learned. And there is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is that they're studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and then transform them as is needed, the ideas just disappear. The student may have a good grade on the exam. We may think that he or she is learning, but a year or two later there's nothing left. The idea of multiple intelligences comes out of psychology. We have this myth that the only way to learn something is read it in a textbook or hear a lecture on it, and the only way to show that we've understood something is to take a short-answer test or maybe occasionally with an essay question thrown in. So let's take the area of science.

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The truth about free will - and more good reads The best reads from around the web, including the language we’ll speak in 2115, and whether free will is an illusion. A mile wide, an inch deep Evan Williams | Medium | 5 January 2015 Quantity is easy to measure; quality much harder. Is Buzzfeed “bigger” than the New York Times? In page-views, perhaps yes. Gardner's Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.

Best educational and math apps for kids - Intellectuapp Are you a parent? These educational and math apps for kids will make the learning and education of your children much more fun, interesting, joyful and they will absolutely love it. Check out our selection of these free educational apps for Android. How They Get It: A New, Simple Taxonomy For Understanding How They Get It: A New, Simple Taxonomy For Understanding by Terry Heick How can you tell if a student really understands something? They learn early on to fake understanding exceptionally well, and even the best assessment leaves something on the table. (In truth, a big portion of the time students simply don’t know what they don’t know.) The idea of understanding is, of course, at the heart of all learning, and solving it as a puzzle is one of the three pillars of formal learning environments and education.

Active and Cooperative Learning The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures.

Bretton Woods system The Bretton Woods system of monetary management established the rules for commercial and financial relations among the world's major industrial states in the mid-20th century. The Bretton Woods system was the first example of a fully negotiated monetary order intended to govern monetary relations among independent nation-states. The chief features of the Bretton Woods system were an obligation for each country to adopt a monetary policy that maintained the exchange rate by tying its currency to gold and the ability of the IMF to bridge temporary imbalances of payments. Also, there was a need to address the lack of cooperation among other countries and to prevent competitive devaluation of the currencies as well. Origins[edit] Interwar period[edit]

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ESL Teacher Handouts, Grammar Worksheets and Printables Free English grammar and vocabulary worksheets and printable handouts, for English language and English as a Second Language (ESL) teachers and instructors to use in the classroom or other teaching environment. Get our ESL handouts newsfeed: Beginner English Handouts Claims, Evidence, Reasoning: Integrating Art & Science Antoinette Pippin teaches fifth grade at the Dr. Theodore T. Alexander Jr. Science Center School in Los Angeles. Antoinette’s school is the result of a collaboration between the California Science Center and the Los Angeles Unified School District. How Technology Can Improve Learner-Centered Teaching December 5, 2011 By: Mary Bart in Instructional Design For faculty looking to create a more learner-centered environment there are always a few bumps in the road.

Bretton Woods Conference The Bretton Woods Conference, formally known as the United Nations Monetary and Financial Conference, was the gathering of 730 delegates from all 44 Allied nations at the Mount Washington Hotel, situated in Bretton Woods, New Hampshire, United States, to regulate the international monetary and financial order after the conclusion of World War II.[1] The conference was held from the 1st to 22nd of July, 1944. Agreements were executed that later established the International Bank for Reconstruction and Development (IBRD, which is part of today's World Bank Group) and the International Monetary Fund (IMF). Purposes and goals[edit] The Bretton Woods Conference took place in July 1944, but some of its core accords did not become operative until December 1958, when all European currencies became convertible.

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