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Different learning styles adopted by individuals
Use of play for learning development essay
Different learning styles adopted by individuals
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This past quarter I’ve learning many things in this course. Such as, the meaning of play, learning styles and what they are, Howard Gardner 's work, the eight intelligences, and finally, what brain research shows us.
To begin, the meaning of play, many schools across he country are cutting back on free play with children so they can spend more time in the classroom. When in reality, are those teachers really helping their children? According to Time magazine, play, plays an essential role in young children’s lives and without that little break of play and fresh air the children will get overwhelmed and possibly stop learning and become disengaged. Personally, I don’t like sitting for a long time just listening to teachers talk without
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with all these intelligences it is clear to see that all children have a great chance to be different and unique, some may be strong in interpersonal but maybe be weak in interpersonal, their are endless combinations that children can have because there are so many different components to Howard’s theory. For example, I took a test to see where my strengths are according to Howard’s theory. Surprisingly, most of the intelligences were pretty even across the board except for naturalistic and logical mathematical. Although those are my weakest strengths I am trying to strengthen them by going outside more and playing with my kids at work and also by working on mathematical puzzles and games to boost my mathematical …show more content…
Such as, I’ll take into consideration the different learning styles and different intelligences when planning for activities and also how to expand on specific topics to help children to grasp a better understanding of all activities and topics that I go over with the children.
Finally, Howard Gardner 's work and the eight intelligences, Howard Gardner came up with the eight intelligences which are, Verbal linguistic, logical mathematical, interpersonal, interpersonal, visual spatial, musical rhythmic, bodily and naturalistic. with all these intelligences it is clear to see that all children have a great chance to be different and unique, some may be strong in interpersonal but maybe be weak in interpersonal, their are endless combinations that children can have because their are so many different components to Howard’s theory. For example, I took a test to see where my strengths are according to Howard’s theory. Surprisingly, most of the intelligences were pretty even across the board except for naturalistic and logical mathematical. Although those are my weakest strengths I am trying to strengthen them by going outside more and playing with my kids at work and also by working on mathematical puzzles and games to boost my mathematical
Gardner’s 8 intelligences, with the 8th one just recently being added to the intelligences, stated as “nature smart’. The core of this intelligence is the ability to recognize parts of the natural world such as plants, animals, clouds and rocks. He believes that this is not an intelligence that only certain nature girls or nature boys can achieve. This is an intelligence that all humans innately have. Although is hikjacked by the need to deal with the world of man-made objects. In the first chapter of this book this theory is supported by a statement from a research project that was conducted by the author in the 1980s; the author interviewed over three thousand children and parents throughout the country in urban, suburban and rural areas. One of the comments that stuck out to him the most was from a fourth grade boy that stated, “I like to play indoors better, ‘cause that’s where all of the electrical outlets
According to Howard Gardner (1991), every individual is born with a certain intelligence or potential intelligence. It is unfair to teach and/or assess an individual with a standard guideline or benchmark. This is mainly because every individual possess a different intellectual strength and different kinds of mind that learn, perform and understand in a different ways which is difficult to be changed. If an individual cannot understand the way we communicate, we should communicate in the way they can understand. Howard Gardner (1983), in his Multiple Intelligence Theory, proposes that human intelligence has seven dimensions that should be acknowledged and developed by the encouragement of learning and self-development and
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
Gardner’s Theory of Multiple Intelligence focuses more on how numerical expressions of human intelligence are not a full and accurate depiction of people’s abilities (McFarlane, 2011). He includes and describes eight intelligences that are based on skills and abilities that are valued within different cultures. The eight intelligences include visual-spatial (e.g. sailor navigating with no navigational systems), verbal-linguistic (e.g. poets, writers, orators, and communicators), bodily-kinesthetic (e.g. dancers, athletes, surgeons, craftspeople), logical-mathematical (e.g. mathematicians and logicians), interpersonal(e.g. salespeople, teachers, clinicians, politicians, and religious leaders), musical (e.g. musicians and
What is play? Play is defined as engaging in activates for enjoyment & recreation rather than a serious practical purpose. Playing is a disorganized voluntary spontaneous activity, which may include objects, one’s body, symbol usage, and relationships. Play is flexible, individualize, grouped, motivating, self-directed, open-ended, or self-directed. (Smith, 2013) (Saskatchewan Ministry of Education, 2010)
...ctive. Play is an essential learning tool and one that must not be ignored within the classroom. It is a catalyst to help children develop socially, emotionally, physically and cognitively. It is not only an important part of a child’s development as a pupil but also a child’s development as an individual.
However, despite the unquestionable link to a brighter future for the children who engage in it, less and less time is being allotted for play in the classrooms. As standards for what children are expected to know at younger and younger ages continues to rise along with the demand for standardized testing from the state, time for play is being sacrificed. Adults are choosing to get rid of time for unstructured play and recess to make time for this new testing interfering with the time allotted for children to learn independently through play. Cutting play and recess is a mistake, and here is why: “recess gives students time for social interactions: for students must be able to initiate, negotiate, cooperate, share, and build relationships with one another--skills that are highly valued in the adult world but that often are quite different from work or play under adult supervision and control” (Chang). Those skills learned through play, are often not the sole purpose of a classroom lesson and could potentially be the only place they learn those needed skills. Play is an affective measurement in the classroom as well as outside of the classroom and children can learn so much from it if only given the chance
Gardner’s theory of MI offers an alternative view of intelligence which has measured intelligence based on the results that would predict success in the current educational system. Furham (2009) sums up Gardner’s definition as “the ability to solve problems or to create products that are valued within one or more cultural settings”. This definition suggests that human intelligence is comprised of more than the predictable success in a western school system. Gardner argues that traditional definitions of intelligence and intelligence testing are too narrow and marginalize people who do not fit traditional education system that focuses on visual–spatial, verbal–linguistic, and logical–mathematical intelligences. He supports this with unique cases of idiots savant, who are people with low IQs but excel in skills in areas not measured through tradition IQ tests (Arnett, 2013). MI theory proposes that individual’s intelligence can be differentiated on eight different modalities:
Before diving into my research, I reflected on the knowledge I already knew regarding play and play based learning. From experience, I know that play is an enjoyable activity for children, and even some adults. I know that there are different ways one can play. For example, playing with others is known as cooperative play and playing alone is considered solitary play. There are different types of play. For example, there is dress up or pretend games, which is considered dramatic, play and there is playing with building blocks which is constructive play. After my reflection I realized that I was more knowledgeable on the action of playing rather then the benefits of it.
A very wise man; Charles Schaefer, once said “We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing.” To begin with, there is no one explanation about what play really is, other than the fact that it holds infinite numbers of definitions according to every single individual. Play is just not a physical body movement involved in an activity, but more than that if you look outside of the box. For centuries, play has been practiced in its own unique way with not only children, but adults as well.
Playtime is a word that can be defined and understood in various ways, thus, resulting in misunderstanding of the term ‘playtime’. Playtime can be assumed as a time where children are left to freely play without supervision or in other words a time for students to do anything they prefer without limitations and instructions. Some people may assume playtime as a well planned period in school whereby students gain new knowledge and skills.
From this research Gardner’s multiple intelligence therapy was created. The multiple intelligence theory is based on the belief that everyone succeeds in at least one of the eight types intelligence, linguistic, mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and naturalist. Each intelligence different from the other, however one person can strive at multiple intelligences or simply strive at one intelligence. Once Gardner released his book “frame of minds” in 1983 (Gardner’s multiple intelligence) the educational outlook on student’s success started to transform. With a new understanding that each student is different educationally then it became clear that students obtain education differently as well, the modern day class room transformed to fit each
L. L. Thurston’s theory of intelligence identifies seven recognizable intellectual abilities: spatial ability, memory, perceptual speed, word fluency, numerical ability, reasoning, and verbal meaning. Thurman argued multiple factors go into making up intelligence and although there may be some correlation between mental abilities, each ability is relatively independent of each other. A person having remarkable spatial ability or the ability to rotate an object and estimate horizontal and vertical dimensions might be deficient in word fluency or the ability to generate words rapidly.
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.