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100 Cards in this Set
- Front
- Back
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A. Picture Smart |
The ability to "see" things in one's mind in planning to create a product or solve a problem
A. Picture Smart B. Word Smart C. Number Smart/ Logic Smart |
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B. Word Smart |
This intelligence is always valued in the traditional classroom and in traditional assessments of intelligence and achievement A. Picture Smart B. Word Smart C. Number Smart/ Logic Smart |
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B. Word Smart |
Highly valued in the traditional classroom where students are asked to adapt to logically sequenced delivery of instruction
A. Picture Smart B. Word Smart C. Number Smart/ Logic Smart |
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B. Body Smart |
This intelligence is the domain of "overly active" learners. It promotes understanding through concrete experience.
A. Picture Smart B. Body Smart C. Number Smart/ Logic Smart |
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C. Number Smart/ Logic Smart |
This intelligence seeks connections to real world understanding and application of new learning. A. Spirit Smart B. Nature Smart C. Number Smart/ Logic Smart |
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B. Nature Smart |
Learning through classification, categories and hierarchies. It is not simply the study of nature; it can be used in all areas of study. A. Spirit Smart B. Nature Smart C. Self-Smart |
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A. Music Smart |
Learning through pattern and rhythms. This includes not only auditory learning but also the identification of patterns through all the senses. A. Music Smart B. Nature Smart C. Self-Smart |
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C. Self-Smart |
This is a decidedly effective component of learning through which students place value on what they learn and take ownership for their learning. A. Music Smart B. Nature Smart C. Self-Smart |
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A. People Smart |
This intelligence promotes collaboration and working cooperatively with others. A. People Smart B. Nature Smart C. Self-Smart |
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C. Picture Smart |
Learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them.
A. Nature Smart B. Word Smart C. Picture Smart |
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A. Visual Learners |
They may think in pictures and learn best form visual aids including: diagrams, illustrated text books, overhead transparencies, videos, flip charts and hand-outs. A. Visual Learners B. Kinesthetic Learners C. Auditory Learners |
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A. Auditory Learners |
They can attend aurally to details, translate the spoken word easily into the written word, and are not easily distracted in their listening ability. A. Auditory Learners B. Visual Learners C. Kinesthetic Learners |
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B. Kinesthetic Learners |
They may not benefit so much from the discussion or the written materials, and may become distracted by their need for activity and exploration. A. Visual Learners B. Kinesthetic Learners C. Auditory Learners |
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B. Visual Learners |
These learners must see their teacher's actions and facial expressions to fully understand the content of a lesson. A. Kinesthetic Learners B. Visual Learners C. Auditory Learners |
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C. Auditory Learners |
They interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. A. Visual Learners B. Kinesthetic Learners C. Auditory Learners |
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Visual Learners |
These learners must see their teacher's actions and facial expressions to fully understand the content of a lesson. |
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Sensory Preferences |
Individuals tend to gravitate towards one or two types of sensory input and maintain a dominance in one of the following types. |
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Visual-Iconic |
Those who prefer this form of input are more interested in visual imagery such as film, graphic displays, or pictures in order to solidify learning. |
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Visual-Symbolic |
Those who prefer this form of input feel comfortable with abstract symbolism such as mathematical formulate or the written word. |
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Auditory Learners |
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. |
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Listeners |
This is the more common type. They are almost likely to do well in school. |
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Talkers |
They are the ones who prefer to talk and discuss. They often find themselves talking to those around them. |
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Tactile/ Kinesthetic Learners |
Benefit much from a hands-on approach, actively exploring the physical world around them. |
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Left Brain |
They tend to see finite elements of patterns rather than the whole; they are the "tree seers." |
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Right Brain |
They are the "forest seers" who give attention only to the overall structure and sometimes ignore details. |
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Left Brain |
They are more comfortable in a world of details and hierarchies of information. |
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Right Brain |
Global thinkers learn towards non-linear thought and tend to see the whole pattern rather than particle elements or simultaneous processor. |
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Left Brain |
Analytic thinkers tend toward the linear l, step-by-step processes of learning or successive processor. |
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Analytic |
What is the other term for Left Brain? |
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Global |
What is the other term for Right Brain? |
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Left-brained |
Is portrayed as the linear (analytic), verbal, mathematical thinker. |
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Right-brained |
Person is one who is viewed as a global, non-linear and holistic in thought preferences. |
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Successive processor |
Prefers to learn in a step-by-step sequential format, beginning with details leading to a conceptual understanding of a skill. |
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Simultaneous processor |
Prefers to learn beginning with the general concept and then going on to specifics. |
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Learning Style |
A person's unique way of learning. |
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Behaviorism |
Theory focuses on the study of observable and measurable beahvior. |
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Ivan Pavlov |
A Russian psychologist, is well known for his work in classical conditioning or stimulus substitution. |
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Stimulus Generalization |
Once the dog has learned to salivate at the sound of the bell, it will salivate at other similar sounds. |
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Connectionism Theory |
Gave us the original S-R Framework of behavioral psychology. |
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Reinforcers |
Is anything that strengthens the desired response. |
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Disability |
Measurable impairment or limitation that interferes with a person's ability. |
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Handicap |
A disadvantage that occurs as a result of a disability or impairment. |
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Giftedness |
This involves a significantly high level of cognitive development. |
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Autism |
It is a condition manifested by different levels of impaired social interaction and communication, repetitive behaviors and limited interests. |
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Individuals with Disabilities Education Act |
Is the law that provides comprehensive service and support for exceptional learners. |
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True |
The left brain is also called a successive processor. |
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True |
The right brain is also called a simultaneous processor. |
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True |
According to Roger Sperry's Model the left-brained dominant individual is portrayed as the linear (analytic), verbal, mathematical thinker. |
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True |
Intelligence is the ability or abilities to acquire and use knowledge for solving problems and adapting to the world. |
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False |
Intelligence is not the capacity to learn. |
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True |
Intelligence is the ability to adapt successfully to new situations and to the environment in general. |
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True |
Intelligence is the total knowledge a person has acquired. |
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True |
Each individual can be intelligent in their own way. |
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False |
Each human can't have a special talent or intelligence that makes them unique and special. |
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True |
Multiple intelligence opened peoples eyes to the shortcomings of the IQ tests and many other similar assessments. |
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Number Smart |
Analyzing |
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Number Smart |
Reasoning |
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Picture Smart |
Photography |
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Picture Smart |
Sculpting |
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Body Smart |
Experiments |
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Body Smart |
Acting |
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Word Smart |
Letter Writing |
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Word Smart |
Storytelling |
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Nature Smart |
Farmers |
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Nature Smart |
Botanists |
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People Smart |
Counselors |
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People Smart |
Politicians |
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Self Smart |
Researchers |
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Self Smart |
Entrepreneurs |
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Self Smart |
Novelist |
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Left Brain |
Verbal |
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Right Brain |
Visual |
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Left Brain |
Responds to word meaning |
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Right Brain |
Responds to tone of voice |
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Left Brain |
Sequential |
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Right Brain |
Random |
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Left Brain |
Process information linearly |
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Left Brain |
Responds to logic |
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Right Brain |
Process information in varied order |
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Right Brain |
Responds to emotion |
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Left Brain |
Recalls people's name |
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Right Brain |
Recalls people's lives faces |
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Left Brain |
Plans ahead |
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Left Brain |
Speaks with few gestures |
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Right Brain |
Impulsive |
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Right Brain |
Gestures when speaking |
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Left Brain |
Punctual |
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Left Brain |
Prefers formal study design |
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Left Brain |
Prefers bright lights while studying |
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Right Brain |
Less Punctual |
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Right Brain |
Prefers sound/ music background while studying |
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Right Brain |
Prefers frequent mobility while studying |
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*Listeners *Talkers |
Auditory learners fall into two categories: |
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*Visual- Iconic *Visual- Symbolic |
Ri Charde further breaks down visual learners into: |
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*Socioeconomic Status *Learning/ Thinking Styles *Exceptionalities |
Factors that bring about student diversity: |
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*Neutral Operants *Reinforcers *Punishers |
3 Types of Responses or Operant: |
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*Visual Learners *Auditory Learners *Tactile/ Kinesthetic Learners |
3 Categories of Sensory Preferences: |
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*Logical- Mathematical *Visual Spatial *Bodily- Kinesthetic *Musical Intelligence *Linguistic *Naturalist *Interpersonal *Intrapersonal |
Types of Multiple Intelligence: |
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*Mental Retardation *Sensory Impairments *Physical Disabilities & Health Impairments *Autism *Emotional & Behavioral Disorders *Learning Disabilities |
Categories of Exceptionalities: |
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*Law of Effect *Law of Exercise *Law of Readiness |
Three Primary Findings: |
