1 00:00:00,000 --> 00:00:10,000 Hey everybody, now we come to the second kind of test that I use in advanced self-image 2 00:00:10,000 --> 00:00:15,400 analysis of a personality. This is called multiple intelligence type. Now this is all 3 00:00:15,400 --> 00:00:21,720 credit goes to an educational psychologist called Howard Gardner. I found this very useful 4 00:00:21,720 --> 00:00:29,000 to use in personality evaluation because it classifies intelligence beyond the boundaries 5 00:00:29,000 --> 00:00:36,360 of the modern narrow IQ tests and personality tests that are available. This is not very 6 00:00:36,360 --> 00:00:41,600 commonly used but I found this to be very true and I use all this stuff which is applicable 7 00:00:41,600 --> 00:00:48,320 through and can be practically and pragmatically used with our kids, with the young adults, 8 00:00:48,320 --> 00:00:54,560 with the adults even of an older generation perhaps who never knew they had this intelligence 9 00:00:54,560 --> 00:01:05,200 type. So what is this multiple intelligence type about? Let's find out. What is multiple 10 00:01:05,200 --> 00:01:11,920 intelligence type? Each one of us excels in one area of intelligence or intellect. Some 11 00:01:11,920 --> 00:01:16,200 are musical, some are scientific, some are mathematical, some are nature lovers etc. 12 00:01:16,200 --> 00:01:21,760 There are so many different types. All of us are needed and required to build the good 13 00:01:21,760 --> 00:01:29,200 earth. Okay people. Multiple intelligences were developed but much neglected in the 14 00:01:29,200 --> 00:01:34,000 mainstream education system and evaluation system. It was developed by Howard Gardner. 15 00:01:34,000 --> 00:01:40,720 I think this guy was a Canadian educational psychologist. He developed a theory about 16 00:01:40,720 --> 00:01:46,520 people and the different types of intelligences, logical, visual, musical etc. A person may 17 00:01:46,520 --> 00:01:52,760 have two or more dominant types of intelligences and maybe there are some individuals who have 18 00:01:52,760 --> 00:01:57,520 a balance of all seven types of intelligence that they studied. He has documented it and 19 00:01:57,520 --> 00:02:05,800 he has classified it. To help understand this better, a simple test which I take in the 20 00:02:05,800 --> 00:02:11,200 evaluation on my Excel sheet will help you determine what is your child or if you are 21 00:02:11,200 --> 00:02:17,120 a young or mature adult. What is an intelligence type? It's good to know. Again, this is a 22 00:02:17,120 --> 00:02:22,920 scale nothing to do with good or bad. It's just a profile of the areas of your personality 23 00:02:22,920 --> 00:02:27,920 you have. How many intelligence types do you have and how do they dictate your life? How 24 00:02:27,920 --> 00:02:34,040 do you perceive your reality? How do you cognize your reality? Take two of the highest course 25 00:02:34,040 --> 00:02:39,160 if you want to narrow it down really hard if there are prominent areas where you shine 26 00:02:39,160 --> 00:02:47,000 and we don't etc. So, let's see the pie chart again. There is the sample report. There 27 00:02:47,000 --> 00:02:51,520 are seven types of intelligences which he classifies. So, this pie is divided into seven 28 00:02:51,520 --> 00:03:00,840 pieces. What are those? Existential, linguistic, logical, mathematical, musical, bodily and 29 00:03:00,840 --> 00:03:11,760 kinesthetic, spatial and visual, interpersonal, interpersonal, naturalist. Existential, I think 30 00:03:11,760 --> 00:03:17,560 we already covered. So, these are the seven types. As we can see this pie chart gets 31 00:03:17,560 --> 00:03:26,680 split pretty much in even sizes of the pie so to speak. But this person seems to have 32 00:03:26,680 --> 00:03:34,000 more of musical qualities followed by interpersonal qualities. We can make a good musician because 33 00:03:34,000 --> 00:03:38,760 logical mind is also needed for musicians in a way even though they might not be good 34 00:03:38,760 --> 00:03:46,400 with numbers. Music is pretty much mathematical in notes. So, let's see what each one of these 35 00:03:46,400 --> 00:03:55,520 types is quickly. Existential intelligence. What is the core characteristic of this? They 36 00:03:55,520 --> 00:04:01,080 are about collective consciousness, the capability to see how something relates to the big picture. 37 00:04:01,080 --> 00:04:07,280 Now, tie this in context with the other videos of advanced as well as basic. You start seeing 38 00:04:07,280 --> 00:04:12,440 a pattern here. That's the beauty of these things. Collective values, understanding the 39 00:04:12,440 --> 00:04:19,280 classical western values of truth, goodness and beauty. Summation iteration. What does 40 00:04:19,280 --> 00:04:24,840 this mean? Summative iteration. Kind of a tongue-pister. The ability to summarize details 41 00:04:24,840 --> 00:04:32,880 into a larger understanding. Intuitive iteration. A responsiveness to the impangible qualities 42 00:04:32,880 --> 00:04:39,880 of being human, be it responding to arts, philosophical virtues or religious tenets. 43 00:04:39,880 --> 00:04:46,720 Students or young adults or mature adults, let's just put it adults. Adults with a strong 44 00:04:46,720 --> 00:04:53,240 existential intelligence, what do they seek? They seek meaningful learning. They look for 45 00:04:53,240 --> 00:04:59,160 connections across the curriculum. They try to connect the dots. Like to synthesize ideas 46 00:04:59,160 --> 00:05:04,320 based on their learning. Something of this type of more, I think. I haven't taken the 47 00:05:04,320 --> 00:05:11,080 test yet. Enjoy literature and customs from other cultures. I have done that. Have a strong 48 00:05:11,080 --> 00:05:16,240 connection with family and friends. Develop strong identity with the neighborhood and 49 00:05:16,240 --> 00:05:23,560 town. Express a sense of belonging to a global community. These are the globalists of our 50 00:05:23,560 --> 00:05:29,240 world. They like to get involved with social and political causes. They can have a strong 51 00:05:29,240 --> 00:05:35,120 commitment to their health and well-being. Tend to look for information relative to the 52 00:05:35,120 --> 00:05:42,840 context in which it is presented. Some more on existential intelligence. To support this 53 00:05:42,840 --> 00:05:47,640 intelligence in the classroom, because he was an educational psychologist, what do you 54 00:05:47,640 --> 00:05:52,200 do for such children and for such adults? Offering an overview before starting the new 55 00:05:52,200 --> 00:06:02,280 instruction. Teaching by considering topics from multiple points of view. Relating material 56 00:06:02,280 --> 00:06:08,600 to global themes and concepts. Connecting the dots seems to be a big quality about them. 57 00:06:08,600 --> 00:06:13,320 Creating your instruction across the curriculum means one subject to another. You are trying 58 00:06:13,320 --> 00:06:18,720 to connect the dots. Like you are finding similarity between history and geography, for 59 00:06:18,720 --> 00:06:26,040 example. Including the arts in instruction where appropriate. Do you show things by 60 00:06:26,040 --> 00:06:33,480 pictures? Discussing how topics are important to the classroom, school, community or world. 61 00:06:33,480 --> 00:06:37,920 Bringing in resource people who offer additional perspectives on a topic. Like getting a guest 62 00:06:37,920 --> 00:06:43,000 lecture or kind of thing. Helping students learn to cohesively summarize what they have 63 00:06:43,000 --> 00:06:51,320 learned. Summarize. Allowing students to demonstrate learning by applying understanding in new and 64 00:06:51,320 --> 00:06:57,920 different contexts. Having students participate in rubric development for performance based 65 00:06:57,920 --> 00:07:04,120 tasks so that they can take ownership for their learning. Technologies that stimulate 66 00:07:04,120 --> 00:07:12,880 this intelligence are Art Replica, Planetarium, Stage Drama, Classic Literature, Classic 67 00:07:12,880 --> 00:07:22,640 Philosophy, Symbols of World Religions, Virtual Communities, Virtual Art Exhibits, Virtual 68 00:07:22,640 --> 00:07:30,880 Field Trips, MUDs, I don't know what that means. Blogs, Wikis, Virtual Reality, Simulations. 69 00:07:30,880 --> 00:07:34,760 Because these are very conceptual people, they need to tie into big picture. These are big 70 00:07:34,760 --> 00:07:40,720 picture kids and adults. Okay. 71 00:07:40,720 --> 00:07:46,720 Linguistic Intelligence. What are these chaps about? Core characteristic, ideation, thinking 72 00:07:46,720 --> 00:07:52,480 and remembering through internal language. Functional literacy, understanding the rules 73 00:07:52,480 --> 00:07:59,160 and functions of language. Self-regulation, analyze one's own use of language. Adaptation, 74 00:07:59,160 --> 00:08:06,400 apply the rules of language to new and different contexts. Oral expression, explain and express 75 00:08:06,400 --> 00:08:13,440 oneself verbally. Written expression, explain and express oneself in writing. Students with 76 00:08:13,440 --> 00:08:18,120 strong linguistic intelligence appreciate the subtleties of grammar and meaning. These 77 00:08:18,120 --> 00:08:22,760 are the linguists of our world. They write. They are the Shakespeare's of the world. Spell 78 00:08:22,760 --> 00:08:29,640 easily. Enjoy word games, understanding jokes, puns and riddles. Use descriptive language. 79 00:08:29,640 --> 00:08:36,480 They are good storytellers. Internalize new information through lecture and discussion. 80 00:08:36,480 --> 00:08:43,520 Demonstrate understanding easily through discussion and essay. 81 00:08:43,520 --> 00:08:48,760 What are some more characteristics? How do we teach these guys? To support this intelligence 82 00:08:48,760 --> 00:08:54,160 and classroom or teaching environment, you do exploring new vocabulary, learning terms 83 00:08:54,160 --> 00:09:01,760 and expressions from other languages. Multilingual, encouraging opportunities for public speaking, 84 00:09:01,760 --> 00:09:06,840 incorporating drama into learning. Keeping daily journals, promoting opportunities for 85 00:09:06,840 --> 00:09:13,040 creative writing, nurturing oral storytelling, including opportunities for expository and 86 00:09:13,040 --> 00:09:20,040 narrative writing. Utilizing quality children's and young adult literature in classroom. 87 00:09:20,040 --> 00:09:26,640 Reading out a classical work, for example. Technologies that stimulate this intelligence 88 00:09:26,640 --> 00:09:32,440 are text book, pen, pencil, worksheet, newspaper, magazine, word processing, electronic mail, 89 00:09:32,440 --> 00:09:36,760 desktop publishing. I mean, this list is a little old. We have many more, much better 90 00:09:36,760 --> 00:09:41,880 tools on the web on YouTube, everywhere these days. Just take it for what it is now. Web-based 91 00:09:41,880 --> 00:09:47,880 publishing, keyboards, speech recognition devices, text bridges. Like I said, this list 92 00:09:47,880 --> 00:09:58,760 is a little old. Next one is logical mathematical type of intelligence. Core characteristic 93 00:09:58,760 --> 00:10:06,080 is linear reasoning, seeking order and consistency in the world. Mathematicians of the world. 94 00:10:06,080 --> 00:10:11,200 Concrete reasoning, breaking down systems into their components. Abstract reasoning, using 95 00:10:11,200 --> 00:10:17,680 symbols to represent concrete ideas. Causal relationships, identifying cause and effect 96 00:10:17,680 --> 00:10:24,520 within a system. The engineers, the scientists. Complex operations, performing sophisticated 97 00:10:24,520 --> 00:10:32,880 algorithms. Students with a strong logical intelligence seek order. The reason scientifically, 98 00:10:32,880 --> 00:10:38,920 they identify relationships, they enjoy testing theories, they like compelling, completing 99 00:10:38,920 --> 00:10:47,120 puzzles, compelling even. Excel at calculating numbers. Solving problems instinctively. Analyze 100 00:10:47,120 --> 00:10:54,840 abstract ideas, manipulate functions, perform these operations at a rapid rate. So how can 101 00:10:54,840 --> 00:11:01,200 you support these people in our world? To support this intelligence in the classroom, 102 00:11:01,200 --> 00:11:08,800 we can do following things. Creating intrinsic and extrinsic order in your classroom. Presenting 103 00:11:08,800 --> 00:11:14,760 criteria at the beginning of an activity to provide structure. Offering open-ended problem 104 00:11:14,760 --> 00:11:21,960 solving tasks. Including convergent thinking activities and instruction. Promoting experiments 105 00:11:21,960 --> 00:11:29,680 which test student hypotheses. Using syllogisms in a language, I don't know what that is. 106 00:11:29,680 --> 00:11:36,240 Encouraging classroom debate. Incorporating puzzles into learning centers. Setting short 107 00:11:36,240 --> 00:11:41,920 term achievable goals for the class. Allowing students to participate in building assessment 108 00:11:41,920 --> 00:11:49,880 rubrics. Technologies that support this intelligence. Again, it might be a little outdated. Lecture. 109 00:11:49,880 --> 00:11:56,040 Cuisineir rods. I don't know what the hell that is. Unifix cubes. Tan on tangrams. Measuring 110 00:11:56,040 --> 00:12:01,880 cups. Measuring scales. Ruler, yardstick, slide rule, graphic calculator, spreadsheet, 111 00:12:01,880 --> 00:12:08,120 research engineer, directory, FTP clients, gophers, web quests, problem solving tasks 112 00:12:08,120 --> 00:12:12,880 and programming languages. Half of this seems very geeky to me but yeah, you can do a research 113 00:12:12,880 --> 00:12:22,080 on this. Okay. I've captured the base material here. We can go further with this. 114 00:12:22,080 --> 00:12:26,680 The next is interpersonal intelligence. Core characteristics. They have collaborative 115 00:12:26,680 --> 00:12:31,680 skills. The capability to jointly complete tasks with others. They have a cooperative 116 00:12:31,680 --> 00:12:37,680 attitude. The willingness to offer and accept input. Leadership. Recognition by peers as 117 00:12:37,680 --> 00:12:44,240 someone to follow. They have social influencers. Social influence and ability to pursue others. 118 00:12:44,240 --> 00:12:50,320 Marketing chaps. The great digital marketing these days. Social empathy and awareness and 119 00:12:50,320 --> 00:12:57,520 concern for others. Social connection. A skill for meaningfully relating to others. Students 120 00:12:57,520 --> 00:13:02,480 with a strong interpersonal intelligence seek support of a group. They value relationships. 121 00:13:02,480 --> 00:13:07,440 They enjoy collaborative work. They solicit input from others. They enjoy this. They enjoy 122 00:13:07,440 --> 00:13:16,760 sharing about themselves. Display of winning personality. Tend to be a natural leader. 123 00:13:16,760 --> 00:13:21,080 How do we support these people? Allowing interaction among students during learning 124 00:13:21,080 --> 00:13:26,440 tasks. Including activities where students work in groups. Providing opportunities for 125 00:13:26,440 --> 00:13:31,080 students to select their own groups. Forming cooperative groups where each member has an 126 00:13:31,080 --> 00:13:37,080 assigned role. Planning activities where students form teams to be successful. Allowing competition 127 00:13:37,080 --> 00:13:43,640 that promotes higher level achievement. Incorporating structured dramatic activities in which students 128 00:13:43,640 --> 00:13:52,360 can role play. Role playing. Utilizing resource people to invigorate your classroom. Promoting 129 00:13:52,360 --> 00:13:57,480 interaction with other classes by participating in learning tasks together. Technology is 130 00:13:57,480 --> 00:14:02,160 the stimulates this intelligence. Discussion. Class discussion. Group discussions. Post-it 131 00:14:02,160 --> 00:14:07,880 notes. Gritting cards. Laboratory. Telephone. Walkie-talkie. I mean we don't even use walkie-talkie. 132 00:14:07,880 --> 00:14:14,760 It's all mobile phones. And apps. Chat apps. You can substitute there. Intercom board games. 133 00:14:14,760 --> 00:14:18,840 Costumes. Collaborative projects. Web chats. There you go. Social media group discussions. 134 00:14:18,840 --> 00:14:24,840 This is the prominent thing these days. Virtual media. Message boards. Instant messenger. 135 00:14:24,840 --> 00:14:34,440 They need more communication basically. Okay. Interpersonal intelligence. What is their core 136 00:14:34,440 --> 00:14:40,200 characteristic? We've got totally seven so just bear with me here. Effective awareness. 137 00:14:40,200 --> 00:14:46,640 Knowledge of one's feelings. Attitudes. Outlook. Ethical awareness. The setting of one's principles 138 00:14:46,640 --> 00:14:51,920 and moral priorities. Self-regulation. Monitoring of one's own thoughts, actions and behavior. 139 00:14:52,720 --> 00:14:58,320 Metacognition. The awareness of one's own thought processes. Cognition of your own cognition is 140 00:14:58,320 --> 00:15:05,280 metacognition. It's like you are aware of your own thought process. I re-meditated. Students with 141 00:15:05,280 --> 00:15:10,800 a strong interpersonal intelligence are comfortable with themselves. Express strong like or dislike 142 00:15:10,800 --> 00:15:16,320 of a particular activity. Communicate with their feelings. Communicate their feelings. Sense their 143 00:15:16,320 --> 00:15:21,520 own strengths and weaknesses. Show confidence in their abilities. They set realistic goals. 144 00:15:21,520 --> 00:15:26,880 They make appropriate choices. They follow their instincts. Express a sense of justice and fairness 145 00:15:26,880 --> 00:15:32,800 for all. Relate to others based on the sense of self. Wish we could do more of these kind of leaders 146 00:15:32,800 --> 00:15:40,480 these days. How do we support these kind of children and young adults? Differentiating 147 00:15:40,480 --> 00:15:46,640 instruction. Always try to develop critical thinking for these people. Very important. You can see 148 00:15:46,640 --> 00:15:52,640 the critical thinking in my corporate seminar series if you don't know what I mean. Using analogies 149 00:15:52,640 --> 00:15:59,760 in making comparisons. Providing activities which offer learner choices. Having students set goals 150 00:15:59,760 --> 00:16:07,040 for themselves in the classroom. Including daily journal writing in your classroom routine. Providing 151 00:16:07,040 --> 00:16:11,840 opportunities for learners to express their feelings on a topic. Allowing opportunities for 152 00:16:11,840 --> 00:16:18,160 student reflection on learned subjects. Examining the current events in terms of social justice, 153 00:16:18,160 --> 00:16:27,920 social norms, etc. Utilizing interest. Inventories. Question as interviews and other approaches 154 00:16:27,920 --> 00:16:35,280 to measuring student growth. Including student self assessment in classroom assessment strategies. 155 00:16:35,280 --> 00:16:42,000 Technologies that stimulate are journals, diaries, surveys, voting machines, learning centers, 156 00:16:42,000 --> 00:16:46,160 children's literature, class discussion, the love group discussion, real-time projects, 157 00:16:46,720 --> 00:16:53,440 online surveys, online forms, digital portfolio, self-assessment. Quite a long list there. 158 00:16:57,200 --> 00:17:04,000 Bodyly and kinesthetic or kinesthetic intelligence. Kinesthetic means a sense of touch. Core 159 00:17:04,000 --> 00:17:10,400 characteristics are sensory. Internalizes the information through bodily sensation. Reflexive 160 00:17:10,400 --> 00:17:16,560 responds quickly and intuitively to physical stimulus. Tactile. Demonstrates well-developed 161 00:17:16,560 --> 00:17:22,560 gross or fine motor skills. Concrete. Expresses feelings and ideas through body movement. 162 00:17:23,280 --> 00:17:28,960 They are well coordinated. They show dexterity, agility, flexibility, balance and poise. These 163 00:17:28,960 --> 00:17:36,720 are the gymnasts, the athletes of the planet. Task-oriented. Strive to learn by doing. Practice 164 00:17:36,720 --> 00:17:46,000 to become perfect. They are the Tiger, who is that guy who is a golf Tiger Woods. Students with 165 00:17:46,000 --> 00:17:51,600 strong kinesthetic intelligence seek to interact with their environment. They enjoy hands-on 166 00:17:51,600 --> 00:17:56,320 activities. They can remain focused on a hands-on task for an extended period of time. 167 00:17:56,320 --> 00:18:03,600 They may demonstrate fine or gross motor ability. They prefer learning centers to seat work. 168 00:18:04,400 --> 00:18:08,160 They don't like sitting around. They like to physically do things. Seek out other students 169 00:18:08,160 --> 00:18:13,760 who are physically gregarious. They master principle once they can manipulate materials 170 00:18:13,760 --> 00:18:18,480 that demonstrate a concept. You have to be very demonstrating physically to these kids. 171 00:18:18,480 --> 00:18:24,480 Enjoy group games, activity, learning, tasks. They are different from children who are hyperactive. 172 00:18:24,480 --> 00:18:26,480 They are important points. 173 00:18:28,080 --> 00:18:33,760 How can we support these kids? Providing hands-on learning centers. 174 00:18:33,760 --> 00:18:37,360 Incorporating creative drama in your instruction in the classroom. 175 00:18:38,640 --> 00:18:42,320 Including interactive games and reviewing and remediating content. 176 00:18:43,360 --> 00:18:49,280 Offering experiences in movement to rhythm and music. Engaging students in hands-on science 177 00:18:49,280 --> 00:18:55,120 experiments. Utilizing manipulative techniques in math instruction. Allowing opportunities for 178 00:18:55,120 --> 00:19:00,800 building and taking apart. Encouraging students to construct physical representation of concepts. 179 00:19:01,600 --> 00:19:04,240 Keeping students physically moving through the school day. 180 00:19:05,520 --> 00:19:10,720 Technology they stimulate. Construction tools. Kitchen utensils. Anything handsy. Screw, 181 00:19:10,720 --> 00:19:17,360 lever, wheels, axel. Inclined plane. Pully, veg. Like a chain pulley block. Physical 182 00:19:17,360 --> 00:19:24,000 education equipment. Manipulative materials. Joystick mouse is like an asset. A little older-lessed. 183 00:19:27,680 --> 00:19:33,840 Visual intelligence. Core characteristics. Spatial awareness. Solving problems with spatial orientation. 184 00:19:34,800 --> 00:19:41,360 Non-sequential reasoning. Thinking in divergent ways. Visual acuity. Assessment of information 185 00:19:41,360 --> 00:19:48,000 based on principles of design and aesthetics. Imagination. Seeing possibilities before engaging 186 00:19:48,000 --> 00:19:53,200 them in the physical world. These are the visionaries of the world. Einstein was like this. 187 00:19:53,200 --> 00:19:57,680 Small motor coordination. Creating, building. Arranging and decorating. They can even be the 188 00:19:57,680 --> 00:20:05,520 interior decorators. Students with strong visual intelligence seek ocular stimulation. Meaning 189 00:20:05,520 --> 00:20:14,080 visual stimulation. Responding to color. Line. Shape. Can see ideas. Einstein. Use mental images 190 00:20:14,080 --> 00:20:20,480 for mnemonic devices. They imagine possibilities. They live in a world of possibilities. These 191 00:20:20,480 --> 00:20:26,640 are the futuristic people. Enjoy expressing themselves through arts. They appreciate symmetry 192 00:20:26,640 --> 00:20:33,360 and congruence. They enjoy rearranging their environment. They can manipulate three-dimensional 193 00:20:33,360 --> 00:20:40,320 models in their minds. Understand the concept in action. How can we support these kids? 194 00:20:41,680 --> 00:20:46,160 Allowing student movement around the learning environment. Providing a visually stimulating 195 00:20:46,160 --> 00:20:52,160 environment. Lots of slides. Lots of visual stuff. Sketching plans and before beginning work. 196 00:20:52,160 --> 00:20:57,280 Brainstorming ideas. You know the mind mapping tool that we have. All kinds of visual tools. 197 00:20:57,280 --> 00:21:04,080 Semantic mapping. Guided imagery exercises. Working with manipulatives. Diagramming the 198 00:21:04,080 --> 00:21:09,120 abstract concepts. Showing in pictures. Providing visual assessment and performance tasks. 199 00:21:09,840 --> 00:21:14,800 Utilizing visual technologies. Just kid pics and powerpoint. Now of course there are plenty others. 200 00:21:15,760 --> 00:21:21,040 Technologies stimulate. Again little outdated. Use the modern ones. Over at projector, television, 201 00:21:21,040 --> 00:21:28,080 video. We can put computer tools. Art supplies. Chalk board. Drivers board. Slideshows. Charting, 202 00:21:28,080 --> 00:21:33,280 graphing. Monitor. Digital camera. Camcorder. Camper even gone. Nobody even uses these days. 203 00:21:34,320 --> 00:21:39,120 And all the camera and all the other software that you can use. Whatever be photoshop, sketchbook, 204 00:21:39,120 --> 00:21:48,400 etc. Digital movies. Animation. Next is rhythmic. Musical intelligence. 205 00:21:48,400 --> 00:21:53,760 Rhythm intelligence. Core characteristics. Oral orientation. Heightened listening ability. 206 00:21:54,320 --> 00:21:58,640 Patterning. They seeking all kinds of patterns not just in sound. Important to remember. 207 00:21:59,440 --> 00:22:02,960 Resonance. Identification in patterns is an expression of experience. 208 00:22:03,680 --> 00:22:10,400 Audiation. Thinking musically rather than verbally. This is like the chaps who make 209 00:22:10,400 --> 00:22:16,240 musicals as movies. Students with strong rhythmic intelligence seek patterns in new 210 00:22:16,240 --> 00:22:22,240 information. Find patterns in their environment. They are particularly drawn to sound. Respond 211 00:22:22,240 --> 00:22:31,680 to cadence in language. Enjoy moving to rhythms. They pick up terms and phrases in foreign languages 212 00:22:31,680 --> 00:22:37,840 very easily. They use patterns to both internalize and recall skills, ideas and concepts. These guys 213 00:22:37,840 --> 00:22:47,680 can become even linguists. How do we support them? In classroom we engage them with working with 214 00:22:47,680 --> 00:22:53,200 pattern blocks. Hearing sounds in one's environment. Moving to rhythm. Drawing visual patterns. 215 00:22:53,200 --> 00:23:00,400 Learning a foreign language. Identifying rhyme schemes. Finding patterns in sequences of numbers. 216 00:23:00,400 --> 00:23:07,760 Listening to symphony. Deciphering code. Learning to read music. The language of the music. 217 00:23:07,760 --> 00:23:12,640 Technology is a stimulate pattern blocks, puzzles, musical instruments, phonograph, 218 00:23:12,640 --> 00:23:17,840 headphones. Of course these days we have tons of the other ones. So I'll just leave you with the list. 219 00:23:21,840 --> 00:23:25,920 Last on our list. But never the least we need lots of these actually. 220 00:23:25,920 --> 00:23:30,800 Naturally, naturalist intelligence. Natural orientation. What's the core characteristic? 221 00:23:30,800 --> 00:23:36,240 They have a natural orientation towards identification with living organisms and their 222 00:23:36,240 --> 00:23:43,840 environments. Earth. Physical geography. Attribute orientation to finding common 223 00:23:43,840 --> 00:23:49,040 trails among items. Common traits. They are trying to find commonality like the synthesis of things. 224 00:23:49,680 --> 00:23:55,760 Categorization. Identifying categories by attribute. Hierarchical reasoning. Ranking items 225 00:23:55,760 --> 00:24:01,920 by significance and relationship. Schematic memory. Internalizing and recalling information 226 00:24:01,920 --> 00:24:07,520 by attribute. Category or hierarchy. Students with strong naturalist intelligence. What do 227 00:24:07,520 --> 00:24:13,280 they like? They are intrinsically organized. They demonstrate empathy with nature. These are the earth 228 00:24:13,280 --> 00:24:20,480 lovers. Pick up on subtle differences in meaning. They like to make collections of materials. They 229 00:24:20,480 --> 00:24:26,480 enjoy sorting and organizing materials. They impose their own sense of order on new information. 230 00:24:27,440 --> 00:24:32,720 And something of this. Respond to semantic mapping activities. They prefer charts, tables, 231 00:24:32,720 --> 00:24:37,360 diagrams and timelines. I'm making a presentation. How do we support them? 232 00:24:39,600 --> 00:24:45,680 Using graphic organizers. Providing and sorting. Attribute grouping tasks. Brainstorming categories. 233 00:24:45,680 --> 00:24:52,080 Charting hierarchies. Utilizing semantic mapping of ideas. Even the mind mapping tools. Building 234 00:24:52,080 --> 00:24:58,000 portfolios of student work. Making connections to the natural world. Modeling strategies to find 235 00:24:58,000 --> 00:25:03,920 common attributes. Categories. Hierarchies across the curriculum. That's very important to, by the way. 236 00:25:03,920 --> 00:25:08,080 When you say across the curriculum, it's not one subject. It's like you're trying to time 237 00:25:08,080 --> 00:25:14,560 maths to geography to science to chemistry. That requires a very high level of attunement of 238 00:25:14,560 --> 00:25:20,560 intelligence. People. Technologies that can stimulate our microscope telescope. Watching, 239 00:25:20,560 --> 00:25:26,640 discussing nature. Documentaries. Crabbook. Anyone have all these modern tools that we have. Computer 240 00:25:28,160 --> 00:25:33,600 software. Drawing tools that they can use. Perhaps mind mapping techniques. Like I said, 241 00:25:33,600 --> 00:25:39,200 semantic mapping tools. Now all these intelligence types. I just summarized here. We've been long 242 00:25:39,200 --> 00:25:45,200 in this. I deliberately wanted to read out this whole thing. Because this needs appreciation. 243 00:25:45,200 --> 00:25:51,360 This needs to be known. Even if you take a simple test like this. And if you know about your child, 244 00:25:51,360 --> 00:25:57,440 it is precious. You know where their inclinations are. You know what they're about. And how to 245 00:25:58,320 --> 00:26:03,360 engage them meaningfully. This was a defined meaning in their life and existence people. That's 246 00:26:03,360 --> 00:26:09,360 all it's about. It's alright.