tag:blogger.com,1999:blog-275847492024-03-08T11:56:40.090+08:00D R A G O N I Z E RFind Your Destiny Through UnityAmiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-27584749.post-1147142716820204592006-05-09T10:36:00.001+08:002008-10-24T11:01:00.838+08:00Multiple Intelligences Personal & Professional uses<div style="text-align: justify;"><em>These informations are taken from "The Learning Revolution" Book. I am looking forward for the latest edition of this book as well. It is one of the best book and it is a MUST READ. </em><em>If you're interested with the informations about multiple intelligences in this entry, </em><em>and really want to know more about buying "The Learning Revolution" book, you're recommended to visit the site: </em></div><div align="center"><em><br /><a href="http://www.thelearningweb.net/page011summ.html">http://www.thelearningweb.net/page011summ.html</a></em> </div><div align="center"><em>or</em></div><div align="center"><a href="http://www.thelearningweb.net/purchase.html"><em>http://www.thelearningweb.net/purchase.html</em></a><br /><br /></div><center><img src="http://photos1.blogger.com/blogger/993/746/1600/linguistik.gif" /></center><br /><br /><br /><center><img src="http://photos1.blogger.com/blogger/993/746/1600/mathematic.gif" /></center><br /><br /><br /><center><img src="http://photos1.blogger.com/blogger/993/746/1600/spatial.gif" /></center><br /><br /><br /><center><img src="http://photos1.blogger.com/blogger/993/746/1600/muzikal.gif" /></center><br /><br /><br /><center><img src="http://photos1.blogger.com/blogger/993/746/1600/bodykinestatik.gif" /></center><br /><br /><br /><center><img src="http://photos1.blogger.com/blogger/993/746/1600/interpersonal.gif" /></center><br /><br /><br /><center><img src="http://photos1.blogger.com/blogger/993/746/1600/intrapersonal.gif" /></center>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com1tag:blogger.com,1999:blog-27584749.post-1147142160717868392006-05-09T10:21:00.001+08:002008-10-24T11:00:25.742+08:00Strengthen For Learning<div style="text-align: justify;"><div style="text-align: center;"><strong>Quotations from research by Professors Ken and Rita Dunn</strong><br /></div><br /><blockquote>Every human being has a learning style and every human being has strengths.</blockquote><blockquote>It's as individual as a signature.</blockquote><blockquote>No learning style is better - or worse - than any other style.</blockquote><blockquote>All groups - cultural, academic, male, female - include all types of learning styles.Within each culture, socio-economic strata or classroom, there are as many differences as there are between groups.</blockquote></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com1tag:blogger.com,1999:blog-27584749.post-1147140047060044702006-05-09T09:52:00.002+08:002008-10-24T10:58:43.121+08:00INTERVIEW: HOWARD GARDNER<div style="text-align: justify;"><a href="http://photos1.blogger.com/blogger/993/746/1600/multint2.gif"><img style="margin: 0px auto 10px; display: block; text-align: center;" alt="" src="http://photos1.blogger.com/blogger/993/746/320/multint2.png" border="0" /></a></div>By Christopher Koch<br /><div style="text-align: justify;"><br /><span style="font-style: italic;">According to this Harvard psychologist's theory of multiple intelligences, it takes more than a high IQ to be a smart manager and leader.</span><br /><br />When Michael Jordan performs an inexplicable maneuver in the air above a basketball court or Luciano Pavarotti extracts another shimmering high C from the gristle of his vocal chords, we don't necessarily think of either of these men as being intelligent. They might be, but we assume these talents to be peripheral to intelligence rather than proof of it. Howard Gardner, a Harvard University professor of education and author, disagrees. When Jordan lifts off or Pavarotti opens wide, Gardner sees intelligence-something called bodily kinesthetic intelligence in the case of Jordan and musical intelligence in that of the big tenor. Gardner doesn't limit smarts to the traditional realms of logical reasoning and the ability to manipulate words and numbers. He says we are all endowed with eight distinct forms of intelligence that are genetically determined but can be enhanced through practice and learning.<br /><br />Besides the physical and musical varieties, Gardner has identified six other types of intelligences: spatial (visual), interpersonal (the ability to understand others), intrapersonal (the ability to understand oneself), naturalist (the ability to recognize fine distinctions and patterns in the natural world) and, finally-the ones we worked so hard on in school-logical and linguistic.<br /><br />Though Gardner's theory (first espoused in his 1983 book, Frames of Mind: The Theory of Multiple Intelligences [Basic Books]), is often dismissed by the research community as little more than speculation, it has caught fire among educators, especially at the grade-school level. According to Gardner, children who don't excel in the "traditional" intelligences may not get the support they need. Kids who can brilliantly divine the feelings and motives of their sandbox mates, for example, won't really have an officially sanctioned chance to shine until they take a sales job or stumble into a college psychology class.<br /><br />Gardner says this tendency to focus on traditional interpretations of intelligence carries over into the workplace, where employees who are excellent team players or who are adept at spatial reasoning (visualization) still risk getting fired if they can't write a decent memo. Similarly, the "smartest" Ivy League grads risk spectacular failure if employers assume that grade-point averages necessarily translate into leadership skills. In a recent interview with Senior Writer Christopher Koch, Gardner offered ways to help bring out the specific strengths of employees and company leaders.<br /><br /><br /><span style="font-weight: bold;">CIO: Why has intelligence traditionally been limited to logical reasoning and the manipulation of words and numbers?</span><br /><br />GARDNER: I think it has to do with the circumstances under which the intelligence test was developed. It was developed to predict who would have trouble in school. So it's basically a scholastic kind of measure, and the more you try to apply intelligence test results to milieus like schools-which can include certain kinds of professional or business organizations-the more appropriate the IQ test is, and the more appropriate that standard definition is. But once you go outside of school-like settings, then the standard theory of intelligence is much less appropriate. I often find that entrepreneurs think my theory is great. My interpretation is that they are people who weren't considered that smart in school because they didn't have good notation skills-you know, moving little symbols around. But they realize that often they were understanding things that other people, including their teachers, weren't understanding.<br /><br /><br /><span style="font-weight: bold;">CIO: Traditional intelligence theories say there is a sort of reservoir of "mental energy" underlying all intellectual activities that constitutes the person's overall level of intelligence. Do you think this exists, or is it compartmentalized, as your theory seems to suggest?</span><br /><br />GARDNER: I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc. And all of us have computers that respond to those kinds of contents. But the strength or weakness of one computer doesn't particularly correlate with the other computer. If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things. So the notion of an undirected mental energy I think is not consistent with the data. It may be that some people have somewhat more efficiently running machines and perhaps, in general, they may learn or perform somewhat more rapidly than others. But being fast and not very spatial doesn't make you any better in spatial kinds of things; you probably just get the wrong answer more quickly. It's funny that artificial intelligence is ahead of psychology in this regard. Twenty-five years ago, the notion was you could create a general problem-solver software that could solve problems in many different domains. That just turned out to be totally wrong. So they began to develop expert systems. And expert systems have a lot of knowledge built in. An expert system for diagnosing disease is very different from an expert system to analyze chemical assays. And you can't do either unless you know a lot about the particular content that you're working with. So while most psychologists still think there's such a thing as general intelligence, no software designer would proceed on that basis.<br /><br /><br /><span style="font-weight: bold;">CIO: You define the ability to interact successfully with other people as intelligence. Does this imply that this is an innate ability or something that can be learned?</span><br /><br />GARDNER: I align myself with almost all researchers in assuming that anything we do is a composite of whatever genetic limitations were given to us by our parents and whatever kinds of environmental opportunities are available. You can have the best genes in the world, but if you're not exposed to music, you won't do anything in music. Conversely, you might have a meager endowment in a certain area, but if you spend a lot of time working on it, and your instructors are very ingenious in helping you, you might end up performing quite well.<br /><br /><br /><span style="font-weight: bold;">CIO: What qualities constitute an "intelligent" executive</span>?<br /><br />GARDNER: First of all, I think there's more than one kind of intelligent executive. And in terms of my theory, I think there are some executives who are tremendously good planners and have a very good understanding of the organization with which they're working as well as the domain in which the organization works and how that domain, or field, is evolving. Other executives have more of the Ronald Reagan style. They are probably not good at planning or crunching numbers, but they're terrific at getting people to support a change in direction even if it means making some kind of a sacrifice. And ideally you get a chief executive who's strong in all of those areas as well as some I haven't mentioned. Probably the most important thing in a company is to be aware of dimensions like this and make sure that somehow they're represented in the leadership and that people aren't at cross purposes with one another. You don't want the person who's good at numbers proceeding in a very different direction than a person who's very good at long-term vision or the person who's very good at convincing people to join the team.<br /><br /><br /><span style="font-weight: bold;">CIO: So the issue of collaboration becomes paramount?</span><br /><br />GARDNER: Yeah. I think what I'm talking about really is an executive function. There are various executive functions, and if they exist in one individual it's more likely that the company will be able to work in a harmonious way than if they happen to exist in different people in different units. If they exist in different people in different units, then it becomes a major undertaking to make sure they can work well together. And that's a strong argument for having management teams with some kind of longevity because it takes time to develop good working relationships. The notion that you can drop Mr. A and hire Miss B from another company and have her slot right in is unrealistic. A lot of knowledge in any kind of an organization is what we call task knowledge. These are things that people who have been there a long time understand are important, but they may not know how to talk about them. It's often called the culture of the organization. And if you've been in an organization for a while, you've picked up the culture; and if it doesn't take, you probably aren't going to stay with that organization. But that's not something that can be instantly acquired.<br /><br /><br /><span style="font-weight: bold;">CIO: You mention that cultures affect intelligence. For example, some tribes value musical ability as a bonding and historical mechanism. What role does a corporate culture play in improving peoples' intelligence?</span><br /><br />GARDNER: I think corporate culture can either stunt it or enhance it, and a lot depends on the assumptions made by the leadership about how much growth is possible in people and how much opportunity to give people to learn and to fail. I think tolerating a certain degree of failure-not because it's good for you but because it's a necessary part of growth-is a very important part of the message the leadership can give. My theory of multiple intelligences has influenced a lot about how I think about the workplace. Fifteen or 20 years ago when I was hiring people, I often said to myself even if I wasn't aware of it, "How much is this person like me?" Either that person should be like me or I should try to make that person be like me. And now my attitude is very much the opposite. We should be looking for people who aren't like me, who have strengths that complement mine. Especially with teams, I don't say, 'Are these people all the same?' I say, 'In what ways can they achieve more working together than if you simply put them together randomly or if you simply assumed that any two people would be able to handle things reasonably well?' So I think the culture that's created over time by the people who have an authorized leadership position or an unauthorized leadership role has tremendous implication for whether people actually do become more intelligent on the job.<br /><br /><br /><span style="font-weight: bold;">CIO: The IS executive has been at a kind of leadership crossroads for a while. In most companies the IS role has traditionally been a very functional, managerial-style role, and now the CIO is becoming one of the overall executive-level business chieftains.</span><br /><br />GARDNER: There are two types of leadership, I believe. One type is indirect leadership, where the power to influence comes not from the individual but from something he or she has done. The second type is direct leadership, whereby someone goes out publicly and tells the company and the world, "This is what we're about, this is our goal, these are the obstacles, this is how we're going to achieve it. And by the way, if you look at how I am, that's the best indication of how you should be, too." If you're an expert, and you work with other experts, you can assume people are schooled, and you can be quite technical and have a complicated story. If you're talking to the wider world, then you have to assume a mind that's unschooled, and your story has to be much simpler, much more elemental.<br /><br /><br /><span style="font-weight: bold;">CIO: Your description of direct and indirect leadership suggests that IS leaders are teetering between the two types of leadership. How can they deal with this precarious role?</span><br /><br />GARDNER: The most important thing is not to confuse when you're wearing one hat with when you're wearing the other. [Former British Prime Minister] Margaret Thatcher is my best example of that. She was quite sophisticated. She could sit down with ministers and talk shop, but when she went on television she never talked that way. She spoke in plain English, with common sense, and she was therefore able to be effective in both spheres. Reagan didn't have the problem because he didn't have much of a technocratic expertise. He spoke to the unschooled mind universally. But you have leaders in America-[Former Governor of Massachusetts Michael] Dukakis was an example-who don't understand that what works well with people who are sophisticated isn't going to work well with people who don't have the kind of training. So you have to become bilingual. Not just bilingual but "bisymbolic," because the symbols you use in dealing with your colleagues-whether they're graphical, numeric or linguistic-they're the language of the discipline, of the trade, of the professional school. The other thing is when you are working with your peers, especially in the information world, they're looking for innovation, and that doesn't frighten them at all. In fact, the kudos are for people who can come up with new ideas. That's not what works best in a more public environment where people are often afraid of something that sounds too new. People want things to change, but they don't want it to come crashing down on them. The other thing I talk about in the book Leading Minds: An Anatomy of Leadership, [Basic Books, 1995] is the relationship between reflection and public confrontation. Creators spend most of their time reflecting by themselves or with a few other people. About 10 percent of the time they go public to see whether what they're saying makes sense. I think the ratio is approximately reversed for people who are leaders.<br /><br /><br /><span style="font-weight: bold;">CIO: Does that mean that the primary intelligence that a leader should have is interpersonal, or are there others?</span><br /><br />GARDNER: Well, if storytelling is important, then your narrative ability, or your ability to put into words or use what someone else has put into words effectively, is important too. In fact, at the end of Leading Minds I talk about the linguistic intelligences and the personal intelligences as sort of the sine qua non of leadership. It doesn't mean that all leaders have to start with having well-developed variants of both of them, but if they're not a particularly good speaker or they don't have a particularly good understanding of other people, that's got to be a top priority for them.<br /><br /><br /><span style="font-weight: bold;">CIO: For adults and businesses, this theory seems to portend the same sorts of things that Myers-Briggs and other personality tests do: that it can be used to help staff teams with diverse types. What other implications does this have for running a department or a project?</span><br /><br />GARDNER: It's not just putting together a good team; it's matching a person with tasks. A trickier thing is when somebody's job changes for whatever reason. You then have to ask yourself the question, "Do the person's current skills match the job?" If not, how can we best use the intelligences they have as well as the ones that other people who work with them have to do this new job better. So you need to have what I would call a good mental model of the abilities and lack of abilities of people, and a good mental model of the job. And as the job evolves, it's kind of dynamic-you have to think about how people's abilities can be rearranged or stretched or reconfigured or combined with other people's. I think the whole notion of "intrapersonal" intelligence is getting more and more important all the time in business. It's not just knowing yourself but having other people at work think a lot about themselves and about how they can use their abilities maximally. So often the difference between success and failure is not taking 100 courses to sharpen your skills but rather figuring out how, given your abilities, you can adjust yourself to a kind of requirement. And because historically that has been ruled as taboo-you don't want to talk about your inner feelings and thoughts and so on-I think there's a missed opportunity for people to mobilize themselves.<br /><br /><br />All readers are recommended to view this site relate to this entry:<br />http://www.cio.com/archive/031596_qa.html<br /></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1147139196945628892006-05-09T09:31:00.002+08:002008-10-24T10:54:34.034+08:00Test yourself—How are you smart?<p style="text-align: justify;"><span style="font-family:verdana;"><strong>It’s not how smart you are that matters, what really counts is how you are smart.</strong><br />That’s the message from noted education professor Howard Gardner of Harvard University. </span><span style="font-family:verdana;">The practical implementation of Gardner’s "Theory of Multiple Intelligences" forms a significant part of our accelerated learning philosophy.</span><br /><br /><span style="font-family:verdana;"><strong>Which of the intelligences do you favor? What are your strengths?</strong><br />By answering the following questions you will be able to gauge which forms of intelligence are your strongest—and weakest. This will enable you to focus on making sure you make the most of your existing abilities and—if you so desire—see if you can develop some of the others. Let us emphasize that most of us have a mixed portfolio of intelligences and that there is no purpose in trying to simply label someone as a ‘logical-mathematical’ type or a ‘bodily-kinesthetic’ type. The checklist is designed to help you develop a fuller appreciation of the intelligences you enjoy.<br /></span><br /><span style="font-family:verdana;">Check each statement which applies to you and add the totals.<br /></span><br /><strong><span style=";font-family:verdana;font-size:130%;" >Linguistic</span></strong><br /><span style="font-family:verdana;">The ability to read , write and communicate with words. Authors, journalists, poets, orators and comedians are obvious examples of people with linguistic intelligence.</span></p><p style="text-align: justify;"><span style="font-family:verdana;"><strong>Famous examples:</strong> Charles Dickens, Abraham Lincoln, T.S. Eliot, Sir Winston Churchill. </span><br /><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You enjoy word play. Making puns, tongue-twisters, limericks.</span></li><li><span style="font-family:verdana;">You read everything—books, magazines, newspapers, even product labels.</span></li><li><span style="font-family:verdana;">You can easily express yourself either orally or in writing, i.e. you’re a good story-teller or writer.</span></li><li><span style="font-family:verdana;">You pepper your conversation with frequent allusions to things you've read or heard.</span></li><li><span style="font-family:verdana;">You like to do crosswords, play Scrabble or have a go at other word puzzles.</span></li><li><span style="font-family:verdana;">People sometimes have to ask you to explain a word you’ve used.</span></li><li><span style="font-family:verdana;">In school you preferred subjects such as English, history and social studies.</span></li><li><span style="font-family:verdana;">You can hold your own in verbal arguments or debates.</span></li><li><span style="font-family:verdana;">You like to talk through problems, explain solutions, ask questions.</span></li><li><span style="font-family:verdana;">You can readily absorb information from the radio or audio cassettes.</span><br /></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">Total:________________<br /></span><br /><br /><span style=";font-family:verdana;font-size:130%;" ><strong>Logical-Mathematical</strong></span><br /><span style="font-family:verdana;">The ability to reason and calculate, to think things through in a logical, systematic manner. These are the kinds of skills highly developed in engineers, scientists, economists, accountants, detectives and members of the legal profession.</span></p><p style="text-align: justify;"><span style="font-family:verdana;"><strong>Famous examples:</strong> Albert Einstein, John Dewey. </span><br /><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You enjoy working with numbers and can do mental calculations.</span></li><li><span style="font-family:verdana;">You’re interested in new scientific advances.</span></li><li><span style="font-family:verdana;">You can easily balance your checkbook; do the household budget.</span></li><li><span style="font-family:verdana;">You like to put together a detailed itinerary for vacations or business trips.</span></li><li><span style="font-family:verdana;">You enjoy the challenge of brain teasers or other puzzles that require logical thinking.</span></li><li><span style="font-family:verdana;">You tend to find the logical flaws in things people say and do.</span></li><li><span style="font-family:verdana;">Math and science were among your favorite subjects in school.</span></li><li><span style="font-family:verdana;">You can find specific examples to support a general point of view.</span></li><li><span style="font-family:verdana;">You take a systematic, step-by-step approach to problem-solving.</span></li><li><span style="font-family:verdana;">You need to categorize, group or quantify things to properly appreciate their relevance.</span><br /></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">Total:______________</span><br /><br /><br /><strong><span style=";font-family:verdana;font-size:130%;" >Visual-Spatial</span></strong><br /><span style="font-family:verdana;">The ability to think in pictures, visualize a future result. To imagine things in your mind's eye. Architects, sculptors, sailors, photographers and strategic planners. You use it when you have a sense of direction, when you navigate or draw.</span></p><p style="text-align: justify;"><span style="font-family:verdana;">Famous examples: <strong>Picasso, Frank Lloyd Wright.</strong><br /></span><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You have an appreciation of the arts.</span></li><li><span style="font-family:verdana;">You tend to make a visual record of events with a camera or camcorder.</span></li><li><span style="font-family:verdana;">You find yourself doodling when taking notes or thinking through something.</span></li><li><span style="font-family:verdana;">You have no problem reading maps and navigating.</span></li><li><span style="font-family:verdana;">You enjoy visual games such as jigsaw puzzles and mazes.</span></li><li><span style="font-family:verdana;">6You’re quite adept at taking things apart and putting them back together.</span></li><li><span style="font-family:verdana;">In school you liked lessons in art and preferred geometry to algebra.</span></li><li><span style="font-family:verdana;">You often make your point by providing a diagram or drawing.</span></li><li><span style="font-family:verdana;">You can visualize how things look from a different perspective.</span></li><li><span style="font-family:verdana;">You prefer reading material that is heavily illustrated.</span><br /></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">Total:__________<br /></span><br /><br /><span style="font-family:verdana;"><strong><span style="font-size:130%;">Bodily-Kinesthetic</span><br /></strong>The ability to use your body skillfully to solve problems, create products or present ideas and emotions. An ability obviously displayed for athletic pursuits, dancing, acting, artistically, or in building and construction. You can include surgeons in this category but many people who are physically talented–"good with their hands"–don't recognize that this form of intelligence is of equal value to the other intelligences.</span></p><p style="text-align: justify;"><span style="font-family:verdana;">Famous examples:<strong> Charlie Chaplin, Michael Jordan.</strong> </span><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You take part in a sport or regularly perform some kind of physical exercise.</span></li><li><span style="font-family:verdana;">You’re quite adept at ‘do-it-yourself.’</span></li><li><span style="font-family:verdana;">You like to think through problems while engaged in a physical pursuit such as walking or running.</span></li><li><span style="font-family:verdana;">You don’t mind getting up on the dance floor.</span></li><li><span style="font-family:verdana;">You like the most thrilling rides at the fun fair.</span></li><li><span style="font-family:verdana;">You need to physically handle something to fully understand it.</span></li><li><span style="font-family:verdana;">The most enjoyable classes in school were PE and any handicrafts lessons.</span></li><li><span style="font-family:verdana;">You use hand gestures or other kinds of body language to express yourself.</span></li><li><span style="font-family:verdana;">You like rough and tumble play with children.</span></li><li><span style="font-family:verdana;">You need to tackle a new learning experience ‘hands on’ rather than reading a manual or watching a video.</span></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">Total:_______________</span><br /><br /><br /><span style=";font-family:verdana;font-size:130%;" ><strong>Musical<br /></strong></span><span style="font-size:100%;"><span style="font-family:verdana;">The ability to make or compose music, to sing well, or understand and appreciate music. To keep rhythm. It's a talent obviously enjoyed by musicians, composers, and recording engineers. But most of us have a musical intelligence which can be developed. Think of how helpful it is to learn with a jingle or rhyme (e.g. "Thirty days has September...").<br /></span></span></p><p style="text-align: justify;"><span style="font-size:100%;"><span style="font-family:verdana;">Famous examples:<strong> Mozart, Leonard Bernstein, Ray Charles</strong></span></span><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You can play a musical instrument.</span></li><li><span style="font-family:verdana;">You can manage to sing on key.</span></li><li><span style="font-family:verdana;">Usually, you can remember a tune after hearing it just a couple of times.</span></li><li><span style="font-family:verdana;">You often listen to music at home and in your car.</span></li><li><span style="font-family:verdana;">You find yourself tapping in time to music.</span></li><li><span style="font-family:verdana;">You can identify different musical instruments.</span></li><li><span style="font-family:verdana;">Theme music or commercial jingles often pop into your head.</span></li><li><span style="font-family:verdana;">You can’t imagine life without music.</span></li><li><span style="font-family:verdana;">You often whistle or hum a tune.</span></li><li><span style="font-family:verdana;">You like a musical background when you’re working.</span></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">Total:____________<br /></span><br /><br /><span style="font-family:verdana;"><span style="font-size:130%;"><strong>Interpersonal</strong></span><br />The ability to work effectively with others, to relate to other people, and display empathy and understanding, to notice their motivations and goals. This is a vital human intelligence displayed by good teachers, facilitators, therapists, politicians, religious leaders and sales people.</span></p><p style="text-align: justify;"><span style="font-family:verdana;">Famous examples: <strong>Gandhi, Ronald Reagan, Mother Teresa, Oprah Winfrey.</strong> </span><br /><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You enjoy working with other people as part of a group or committee.</span></li><li><span style="font-family:verdana;">You take great pride in being a mentor to someone else.</span></li><li><span style="font-family:verdana;">People tend to come to you for advice.</span></li><li><span style="font-family:verdana;">You prefer team sports—such as basketball, softball, soccer, football—to individual sports such as swimming and running.</span></li><li><span style="font-family:verdana;">You like games involving other people—bridge, Monopoly, Trivial Pursuit.</span></li><li><span style="font-family:verdana;">You’re a social butterfly. You would much prefer to be at a party rather than home alone watching television.</span></li><li><span style="font-family:verdana;">You have several very close personal friends.</span></li><li><span style="font-family:verdana;">You communicate well with people and can help resolve disputes.</span></li><li><span style="font-family:verdana;">You have no hesitation in taking the lead; showing other people how to get things done.</span></li><li><span style="font-family:verdana;">You talk over problems with others rather than trying to resolve them by yourself.</span></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">Total:_____________</span><br /><br /><br /><span style="font-family:verdana;"><strong><span style="font-size:130%;">Intrapersonal</span></strong><br />The ability for self-analysis and reflection–to be able to quietly contemplate and assess one's accomplishments, to review one's behavior and innermost feelings, to make plans and set goals, the capacity to know oneself. Philosophers, counselors, and many peak performers in all fields of endeavor have this form of intelligence.</span></p><p style="text-align: justify;"><span style="font-family:verdana;">Famous examples: <strong>Freud, Eleanor Roosevelt, Plato</strong>. </span><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You keep a personal diary or log to record your innermost thoughts.</span></li><li><span style="font-family:verdana;">You often spend ‘quiet time’ reflecting on the important issues in your life.</span></li><li><span style="font-family:verdana;">You have set your own goals—you know where you’re going.</span></li><li><span style="font-family:verdana;">You are an independent thinker—you know your own mind, make up your own mind.</span></li><li><span style="font-family:verdana;">You have a private hobby or interest which you don’t really share with anyone else.</span></li><li><span style="font-family:verdana;">You like to go fishing by yourself or take a solitary hike. You’re happy with your own company.</span></li><li><span style="font-family:verdana;">Your idea of a good vacation is an isolated hilltop cabin rather than a five-star resort and lots of people.</span></li><li><span style="font-family:verdana;">You have a realistic idea of your own strengths and weaknesses.</span></li><li><span style="font-family:verdana;">You have attended self-improvement workshops or been through some kind of counseling to learn more about yourself.</span></li><li><span style="font-family:verdana;">You work for yourself—or have seriously contemplated ‘doing your own thing.’</span></li></ol><span style="font-family:verdana;">Total:_______________</span><p style="text-align: justify;"><br /><br /><span style="font-size:130%;"><strong><span style="font-family:verdana;">Naturalist<br /></span></strong></span><span style="font-size:100%;"><span style="font-family:verdana;">The ability to recognize flora and fauna, to make other consequential distinctions in the natural world and to use this ability productively–for example in hunting, farming, or biological science. Farmers, botanists, conservationists, biologists, environmentalists would all display aspects of the intelligence.</span></span></p><p style="text-align: justify;"><span style="font-size:100%;"><span style="font-family:verdana;">Famous examples:<strong> Charles Darwin, E.O. Wilson</strong><strong>.</strong> </span></span><br /></p><ol style="text-align: justify;"><li><span style="font-family:verdana;">You keep or like pets.</span></li><li><span style="font-family:verdana;">You can recognize and name many different types of trees, flowers and plants.</span></li><li><span style="font-family:verdana;">You have an interest in and good knowledge of how the body works—where the main internal organs are, for example, and you keep abreast on health issues.</span></li><li><span style="font-family:verdana;">You are conscious of tracks, nests and wildlife while on a walk and can ‘read’ weather signs.</span></li><li><span style="font-family:verdana;">You could envision yourself as a farmer or maybe you like to fish.</span></li><li><span style="font-family:verdana;">You are a keen gardener.</span></li><li><span style="font-family:verdana;">You have an understanding of, and interest in, the main global environmental issues.</span></li><li><span style="font-family:verdana;">You keep reasonably informed about developments in astronomy, the origins of the universe and the evolution of life.</span></li><li><span style="font-family:verdana;">You are interested in social issues, psychology and human motivations.</span></li><li><span style="font-family:verdana;">You consider that conservation of resources and achieving sustainable growth are two of the biggest issues of our times.</span></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">Total:________________</span><br /><span style="font-family:verdana;"></span><br /><br /><span style="font-family:verdana;">Compare the totals from all eight intelligences and you will readily see your greatest strengths and weaknesses. The higher your score, the more you favor that particular intelligence.</span><br /><span style="font-family:verdana;"></span><br /><span style=";font-family:verdana;font-size:85%;" >All readers are recommended to view this site:</span><br /><a href="http://www.accelerated-learning.net/learning_test.html"><span style=";font-family:verdana;font-size:85%;" >http://www.accelerated-learning.net/learning_test.html</span></a></p>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1147137963178588692006-05-09T09:10:00.001+08:002008-10-24T10:47:40.401+08:00Howard Gardner (1943) - Theory of Multiple Intelligents<div style="text-align: justify;"><a href="http://photos1.blogger.com/blogger/993/746/1600/gardner.0.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center;" alt="" src="http://photos1.blogger.com/blogger/993/746/320/gardner.0.jpg" border="0" /></a><span style="font-family:verdana;">Howard Gardner’s theory of multiple intelligences is opposed to the idea of intelligence being a single measurable attribute. His is a direct attack on the practice of psychometric tests. His is a direct attack on behaviourism, relying more on genetic, instinctual and evolutionary arguments to build a picture of the mind. He also disputes the Piaget notion of fixed developmental stages, claiming that a child can be at various stages of development across different intelligences.</span><br /><br /><span style="font-family:verdana;"><span style="font-size:130%;"><strong>Multiple intelligences</strong></span></span><br /><span style="font-family:verdana;">Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). He reviewed the literature using eight criteria or 'signs' of an intelligence:</span><br /><br /><br /></div><ol style="text-align: justify;"><li><span style="font-family:verdana;">Potential isolation by brain damage.</span></li><li><span style="font-family:verdana;">The existence of idiots savants, prodigies and other exceptional individuals.</span></li><li><span style="font-family:verdana;">An identifiable core operation or set of operations.</span></li><li><span style="font-family:verdana;">A distinctive development history, along with a definable set of 'end-state' performances.</span></li><li><span style="font-family:verdana;">An evolutionary history and evolutionary plausibility.</span></li><li><span style="font-family:verdana;">Support from experimental psychological tasks.</span></li><li><span style="font-family:verdana;">Support from psychometric findings.</span></li><li><span style="font-family:verdana;">Susceptibility to encoding in a symbol system.</span></li></ol><p style="text-align: justify;"><span style="font-family:verdana;">These criteria were used to identify a list of seven ‘intelligences’. His thoughts on what constitute intelligence have developed over time. The first two are ones that have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences'.</span></p><p style="text-align: justify;"><br /><span style="font-family:verdana;"><strong><span style="font-size:130%;">Intelligence and Description</span><br /></strong><br /></span><span style="font-family:verdana;"><strong>1. Linguistic intelligence<br /></strong>Description: To learn, use and be sensitive to language(s).<br /><strong></strong></span></p><p style="text-align: justify;"><span style="font-family:verdana;"><strong>2. Logical-mathematical intelligence<br /></strong>Description: Analysis, maths, science and investigative abilities.<br /></span></p><p style="text-align: justify;"><span style="font-family:verdana;"><strong>3. Musical intelligence<br /></strong>Description: Perform, compose and appreciate music, specifically pitch, tone and rhythm.</span></p><p style="text-align: justify;"><br /><span style="font-family:verdana;"><strong>4. Bodily-kinaesthetic intelligence<br /></strong>Description: Co-ordination and use of whole or parts of body.</span></p><p style="text-align: justify;"><br /><span style="font-family:verdana;"><strong>5. Spatial intelligence<br /></strong>Description: Recognise, use and solve spatial problems both large and confined.</span></p><p style="text-align: justify;"><br /><span style="font-family:verdana;"><strong>6. Interpersonal intelligence</strong><br />Description: Ability to read others’ intentions, motivations, desires and feelings.<br /></span></p><p style="text-align: justify;"><span style="font-family:verdana;"><strong>7. Intrapersonal intelligence</strong><br />Description: Self-knowledge and ability to understand and use one’s inner knowledge.</span></p><p style="text-align: justify;"><br /><span style="font-family:verdana;"><strong>8. Naturalist intelligence</strong><br />Description: Ability to draw upon the immediate environment to make judgements.</span></p><p style="text-align: justify;"><span style="font-family:verdana;">It’s important to understand that these intelligences operate together and complement each other. He has described people as having blends of intelligences.</span></p><p style="text-align: justify;"><br /><span style="font-family:verdana;"><span style="font-size:130%;"><strong>Application of the theory</strong></span><br />The Unschooled Mind, Intelligence Reframed, and The Disciplined Mind look at how the theory may be applied by educators. This has led to a broader more holistic view of education, being less rigid in curricula. More awareness of different intelligences needs to be backed up with teacher awareness, a push towards high quality work, more collaboration between teachers of different disciplines, better and more meaningful curriculum choices and a wider use of the arts.<br /></span></p><p style="text-align: justify;"><span style="font-family:verdana;"><strong><span style="font-size:130%;">Conclusion<br /></span></strong>Gardiner has more appeal to educators looking for reasons to change the curriculum rather than serious experimental psychology. He has come under attack from those who believe there is a general intelligence quotient. Others do not see his ‘intelligences’ as a comparable set of abilities, as some, such as musical intelligence, do not have the same consequential impact as others. He has also been criticised for not testing his theories experimentally and failing to identify exactly why he chose his particular criteria for intelligence.What is clear is that Gardiner has opened up the debate and affected real practices in educational institutions around the whole person with a spread of subjects and approaches to learning. This fits teachers’ intuitive feel for the abilities of those they teach. While the theory may be rather speculative, his identified intelligences represent real dispositions, abilities, talents and potential, which schooling, if it is too narrow, simply ignores. Project SUMIT (Schools Using Multiple Intelligences Theory) claims to have identified real progress across the board in schools that have been sensitive to Gardiner’s theories.</span></p><p style="text-align: justify;"><br /><strong><em><span style=";font-family:verdana;font-size:85%;" >Bibliography<br /></span></em></strong></p><ul style="text-align: justify;"><li><em><span style=";font-family:verdana;font-size:85%;" >Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books.</span></em></li><br /><li><em><span style=";font-family:verdana;font-size:85%;" >Gardner, Howard (1989) To Open Minds: Chinese clues to the dilemma of contemporary education, New York: Basic Books.</span></em></li><br /><li><em><span style=";font-family:verdana;font-size:85%;" >Gardner, H. (1991) The Unschooled Mind: How children think and how schools should teach, New York: Basic Books.</span></em></li><br /><li><em><span style=";font-family:verdana;font-size:85%;" >Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books.</span></em></li><br /><li><em><span style="font-family:verdana;"><span style="font-size:85%;">White, J. (1998) Do Howard Gardner's multiple intelligences add up? London: Institute of Education, University of London</span>.</span></em></li></ul><p style="text-align: justify;"><br /><strong><span style="font-family:verdana;"><span style="font-size:78%;"><em>All readers are recommended to view this site for more information related to this entry: </em></span></span></strong></p><p style="text-align: justify;"><strong><span style="font-family:verdana;"><span style="font-size:78%;"><em>http://www.epic.co.uk/content/resources/email_newsletter/gardner.</em>htm</span></span></strong></p>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146905939260817392006-05-06T16:08:00.001+08:002008-10-24T10:46:50.171+08:00The Truth of Unique Learning Styles<div style="text-align: justify;"><span style="font-family:verdana;">I write this entry guidanced by some materials from "Creative Learning Centre" Website. All readers are encouraged to see below link for more informations:</span><br /><span style="font-family:verdana;"><strong></strong></span><br /><span style="font-family:verdana;"><strong><span style="font-size:78%;">recommended site: </span></strong></span><br /><span style="font-family:verdana;"><strong><a href="http://www.creativelearningcentre.com/learningstyles.asp?page=styles&sub=pyramid"><span style="font-size:78%;">http://www.creativelearningcentre.com/learningstyles.asp?page=styles&sub=pyramid</span></a></strong></span><br /><span style="font-family:verdana;"><strong></strong></span><br /><span style="font-family:verdana;"><strong></strong></span><br /><span style="font-family:verdana;"><span style="color: rgb(51, 0, 0);"><strong>LEFT/RIGHT BRAIN DOMINANCE</strong></span></span><br /><span style="font-family:verdana;">Every person are unique. We can divide person into two main categories: logic and creative. Thinking Logical people are the persons who prefer to use the left side of their brain meanwhile the Thinking Creative persons prefer to use the right side of their brain.</span><br /><br /><a name="Brain"><strong><span style="font-family:verdana;">Brain</span></strong></a><br /><span style="font-family:verdana;">Reflective thinkers like time to consider everything before they make a decision, whereas impulsive thinkers make quick decisions based on little information.</span><br /><a name="Analytic"></a><br /><a name="Analytic"><strong><span style="font-family:verdana;">Analytic</span></strong></a><br /><span style="font-family:verdana;">left-brain dominant people prefer logical, step-by-step information, concentrate well on details and are highly sequential in taking in new information.</span><br /><a name="Holistic"></a><br /><a name="Holistic"><strong><span style="font-family:verdana;">Holistic</span></strong></a><br /><span style="font-family:verdana;">Right-brain dominant people prefer to see the 'big picture' when learning new things, are not interested in details and process information simultaneously.</span><br /><br /><br /><span style="font-family:verdana;"><span style="color: rgb(51, 0, 51);"><strong>SENSES</strong></span></span><br /><span style="font-family:verdana;">Right or left brain dominant people will use their senses during learning process. The usages of these senses make the person learning style different from others. </span><br /><a name="Auditory"></a><br /><a name="Auditory"><strong><span style="font-family:verdana;">Auditory</span></strong></a><br /><span style="font-family:verdana;">Some people remember things they hear, they are good listeners, like verbal instructions and/or prefer to discuss new information.</span><br /><a name="Visual"></a><br /><a name="Visual"><strong><span style="font-family:verdana;">Visual</span></strong></a><br /><span style="font-family:verdana;">Some people remember much of what they read and prefer instructions to be written, others remember and understand best when shown pictures, others use their imagination and many a combination of these modalities.</span><br /><a name="Tactile"></a><br /><a name="Tactile"><strong><span style="font-family:verdana;">Tactile</span></strong></a><br /><span style="font-family:verdana;">People with this preference have a strong need to manipulate things and use their hands while listening or concentrating.</span><br /><a name="Kinesthetic"></a><br /><a name="Kinesthetic"><strong><span style="font-family:verdana;">Kinesthetic</span></strong></a><br /><span style="font-family:verdana;">Some people like to be actively, physically involved in work projects and remember best through their own experiences; others have a strong intuition and need to feel good to understand and remember easily. </span><br /><br /><br /><strong><span style="color: rgb(102, 51, 51);font-family:verdana;" >PHYSICAL</span></strong><br /><span style="font-family:verdana;">There are many types of behaviour and physical readiness for people to focus on their learning. For example, there are person who need to read a book aloud to increase focus, understanding and accepting on what they are reading. Some prefer to read quietly. Some people sleep earlier on the night, some stay all night. The differences of these behaviours make a person's style of learning to be more unique than others.</span><br /><br /><strong><span style="font-family:verdana;">Mobility</span></strong><br /><span style="font-family:verdana;">Some people find it hard to sit still and need to move around a lot, especially when they are working or concentrating hard. Others prefer to stay put and avoid getting up when they work on something difficult.</span><br /><a name="Intake"></a><br /><a name="Intake"><strong><span style="font-family:verdana;">Intake</span></strong></a><br /><span style="font-family:verdana;">Some people work better when they nibble, eat or drink while concentrating, while others find it distracting when working on difficult tasks.</span><br /><a name="Time"></a><br /><a name="Time"><strong><span style="font-family:verdana;">Time</span></strong></a><br /><span style="font-family:verdana;">People have different peak times when their brains are most active and then they can concentrate most easily. For some it's the early or late morning, for a few it's the afternoon and for many others it's the evening.</span><br /><br /><br /><strong><span style="color: rgb(51, 51, 0);font-family:verdana;" >ENVIRONMENT</span></strong><br /><span style="font-family:verdana;">Environment is one of the main causes that can be used to increase or decrease the performance and result of a learning process. It is reflected on a person senses.</span><br /><a name="Sounds"></a><br /><a name="Sounds"><strong><span style="font-family:verdana;">Sounds</span></strong></a><br /><span style="font-family:verdana;">Some people need it quiet when working on something difficult, others prefer sound or music in the background.</span><br /><a name="Light"></a><br /><a name="Light"><strong><span style="font-family:verdana;">Light</span></strong></a><br /><span style="font-family:verdana;">Some people prefer bright light while others work far better in low light situations - too much light disrupts their concentration.</span><br /><a name="Temperature"></a><br /><a name="Temperature"><strong><span style="font-family:verdana;">Temperature</span></strong></a><br /><span style="font-family:verdana;">Some people like warm temperatures when working but others concentrate better when it's cool.</span><br /><a name="Workplace"></a><br /><a name="Workplace"><strong><span style="font-family:verdana;">Workplace</span></strong></a><br /><span style="font-family:verdana;">Straight back chairs with desks suit a formal working style. Lounge chairs or lying on the floor when concentrating suit people with an informal working style.</span><br /><br /><br /><strong><span style="color: rgb(0, 51, 51);font-family:verdana;" >SOCIAL</span></strong><br /><span style="font-family:verdana;">Some people need companion to study. Some feel it is better to study alone. This factor relates closely to a person heart and feeling. For example, person with linguistic verbal intelligent need pair, peers or team to study mathematical or logical subjects but person with logic mathematic intelligent can study mathematic alone.</span><br /><a name="Alone"></a><br /><a name="Alone"><strong><span style="font-family:verdana;">Alone</span></strong></a><br /><span style="font-family:verdana;">Some people concentrate best when allowed to work on their own.</span><br /><a name="Pair"></a><br /><a name="Pair"><strong><span style="font-family:verdana;">Pair</span></strong></a><br /><span style="font-family:verdana;">Some people prefer to have another person to work with.</span><br /><a name="Peers"></a><br /><a name="Peers"><strong><span style="font-family:verdana;">Peers</span></strong></a><br /><span style="font-family:verdana;">Some people perform best when they can share their ideas and work within a group of like-minded people who are all at a similar level.</span><br /><a name="Team"></a><br /><a name="Team"><strong><span style="font-family:verdana;">Team</span></strong></a><br /><span style="font-family:verdana;">Some people love to be part of a team (sometimes as leader) and work most easily with others.</span><br /><a name="Authority"></a><br /><a name="Authority"><strong><span style="font-family:verdana;">Authority</span></strong></a><br /><span style="font-family:verdana;">Some people accept authority and need very regular feedback, while others prefer not to have authority figures present, and don't need supervision.</span><br /><br /><a name="ATTITUDES"></a><br /><a name="ATTITUDES"><strong><span style="color: rgb(0, 0, 102);font-family:verdana;" >ATTITUDES</span></strong></a><br /><span style="font-family:verdana;">This very related to intrapersonal intelligent on how they can force themselves to do a work. Attitudes are the main factors to gain the fastest result of learning, based on a person interest on what they are learning. A person attitude on a learning subject usually depends on their left or right brain dominant and preferred senses.</span><br /><a name="Motivation"></a><br /><a name="Motivation"><strong><span style="font-family:verdana;">Motivation</span></strong></a><br /><span style="font-family:verdana;">Some enjoy work, are self-starters and high achievers. Others can lose motivation easily, like incentives and need all other preferences matched to improve their work motivation.</span><br /><a name="Persistence"></a><br /><a name="Persistence"><strong><span style="font-family:verdana;">Persistence</span></strong></a><br /><span style="font-family:verdana;">Some people always finish what they begin while others stop when they lose interest and need frequent breaks and lots of encouragement to complete tasks.</span><br /><a name="Conformity"></a><br /><a name="Conformity"><strong><span style="font-family:verdana;">Conformity</span></strong></a><br /><span style="font-family:verdana;">Some people need rules and regulations and always like to do what's 'right'; others follow their own rules and like doing unconventional things, often going 'against the stream'.</span><br /><a name="Responsibility"></a><br /><a name="Responsibility"><strong><span style="font-family:verdana;">Responsibility</span></strong></a><br /><span style="font-family:verdana;">People who take responsibility do what's expected of them and consider the consequences of their actions carefully. Others don't consider work the most important thing in their lives, can be easily distracted from their duties and often forget what they promised.</span><br /><a name="Structure"></a><br /><a name="Structure"><strong><span style="font-family:verdana;">Structure</span></strong></a><br /><span style="font-family:verdana;">Some people need clear guidelines and a framework to work within; others prefer to work independently without needing instructions.</span><br /><a name="Variety"></a><br /><a name="Variety"><strong><span style="font-family:verdana;">Variety</span></strong></a><br /><span style="font-family:verdana;">Some people like change, variety and challenges, hardly ever doing the same thing twice. Others work better under routine and like predictability and steadiness in their work.</span><br /><br /><br /><span style="font-family:Verdana;">These are the main factors related to the increased or decreased performances of the gifted children’s. Remember, your children may not stupid or a dropout at all. Perhaps the learning styles used or cultured in the society that the children lives is not suitable for the children. Some change must be made for the sake of the children future.</span></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146882407471510472006-05-06T10:17:00.001+08:002008-10-24T10:46:11.950+08:00Characteristics of Gifted/Creative Children<ol style="text-align: justify;"><li>High sensitivity.</li><li>Excessive amounts of energy. </li><li>Bores easily and may appear to have a short attention span. </li><li>Requires emotionally stable and secure adults around him/her. </li><li>Will resist authority if it not democratically oriented. </li><li>Have preferred ways of learning; particularly in reading and mathematics. </li><li>May become easily frustrated because of his/her big ideas and not having the resources or people to assist him/her in carrying these tasks to fruition. </li><li>Learns from an exploratory level and resists rote memory and just being a listener. </li><li>Cannot sit still unless absorbed in something of his/her own interest. </li><li>Very <strong>compassionate</strong> and has many fears such as death and loss of loved ones. </li><li>If they experience failure early, <strong>may give up and develop permanent learning blocks</strong>. <span style="color: rgb(102, 0, 0);font-size:85%;" > <strong>(This is the dangerous part of the gifted/creative children that we need to aware!)</strong></span></li></ol><p style="text-align: justify;">Gifted children may also withdraw when they feel threatened or alienated and may <strong>sacrifice</strong> their creativity in order to "belong". Many children that we test exhibit a high IQ, but they often exhibit "frozen" creativity as well. Often there is an ability to express their feelings initially. We work to assist the child to become open, flexible and to be able to accept failure by developing higher frustration levels. </p><p style="text-align: justify;"><span style="font-size:85%;"><em>Resource taken from "The National Foundation for Gifted and Creative Children" Website. (Refer to my blog's link. This organization is like a comrade of me. I like to share and to participate in the same mission of this organization.)</em></span></p>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146881793932025662006-05-06T10:13:00.001+08:002008-10-24T10:45:37.990+08:00Classroom Problems with Gifted/Creative Children<div style="text-align: justify;"><strong>Creative Trait : Theoretical and abstract</strong><br />Classroom Problem: Ignores stressed data in assignments. Hands in "unneat" work.<br /><br /><strong>Creative Trait : Independent, Inventive (non-conforming) </strong><br />Classroom Problem: Resists teacher chosen assignments far beyond requirements to the exclusion of others.<br /><br /><strong>Creative Trait : Sensitive</strong><br />Classroom Problem: Withdraws because of strong goal orientation, peer group criticism and rejection.<br /><br /><strong>Creative Trait : Alert, Eager</strong><br />Classroom Problem: Resents periods of classroom inactivity.<br /><br /><strong>Creative Trait : Intuitive</strong><br />Classroom Problem: Seeing conclusions without displaying knowledge of sequential concepts.<br /><br /><strong>Creative Trait : Daydreaming (as concentrated periods of thinking)</strong><br />Classroom Problem: Inattentive to teacher's or classmates' comments and class discussions.<br /><br /><strong>Creative Trait : Aesthetically oriented</strong><br />Classroom Problem: Resists participation of active team sports.<br /><br /><span style="font-size:85%;"><em>Resource: From a paper by Marcella R. Bonsall (attached to the Division of Research and Guidance in Los Angeles, Calif.)</em></span></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146881535189854172006-05-06T09:54:00.001+08:002008-10-24T10:45:05.909+08:00The National Foundation for Gifted and Creative Children<span style="font-family:Courier New;"></span><em><span style="font-family:Verdana;"></span></em><a href="http://www.nfgcc.org/images/jackmariecolor3.jpg"><img style="margin: 0px auto 10px; display: block; width: 320px; text-align: center;" alt="" src="http://www.nfgcc.org/images/jackmariecolor3.jpg" border="0" /></a> <div align="center"><span style=";font-family:georgia;font-size:100;" >NFGCC</span></div><div align="center"><span style="font-family:verdana;"></span></div><div align="center"><span style="font-family:verdana;"><strong>Founder: Jack and Marie Friedel<br />The National Foundation for Gifted and Creative Children </strong></span></div><div align="center"><span style="font-family:verdana;"><strong>395 Diamond Hill Road</strong></span></div><div align="center"><span style="font-family:verdana;"><strong>Warwick, </strong></span></div><div align="center"><span style="font-family:verdana;"><strong>Rhode Island</strong></span></div><div align="center"><span style="font-family:verdana;"><strong>02886-8554</strong></span></div><div align="center"><span style="font-family:verdana;"><strong>401-738-0937</strong></span></div><span style="font-family:verdana;"></span><br /><div style="text-align: justify;"><span style="font-family:verdana;">The National Foundation for Gifted and Creative Children was formed over 30 years ago. The main goal of The Foundation was to get much needed information to the parents of gifted children. The need is still there. Many gifted children are being destroyed in the public education system. Many gifted children are being falsely labelled with ADD as well as ADHD. And many parents are unaware their child/children could be potentially gifted. The Foundation's main objective is to reach out and help these precious children. The National Foundation for Gifted and Creative Children is a non-profit, non-sectarian, organization.</span></div><div align="center"><span style="font-family:verdana;"><br /></span><em><span style="font-family:verdana;"><strong>"To give a fair chance to potential creativity<br />is a matter of life and death to any society." </strong></span></em></div><div align="center"><em><span style="font-family:verdana;"><strong>-Arnold Toynbee</strong></span></em></div><p></p><div align="justify"><em><span style="font-family:Verdana;"></span></em></div><div align="justify"></div><div align="justify"><em><span style="font-family:verdana;"></span></em></div><div style="text-align: justify;"><span style="font-family:verdana;">From the website, there is a statement said: The National Foundation for Gifted and Creative Children is a non-profit 501(c) (3) organization, we receive no government funding. Why there is no government ready to focus on this side? Hope Malaysian people will aware about this kind of organisation to be formed in Malaysia; with effective strategies and implementations too.</span></div><div align="center"><em><span style="font-family:verdana;"></span></em></div><div align="center"><em><span style="font-family:verdana;"></span></em></div><div align="center"><em><span style="font-family:verdana;"></span></em></div><div align="center"><span style="font-family:verdana;"></span></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146852463533678192006-05-06T01:51:00.001+08:002008-10-24T10:43:30.936+08:00Aiman Don't Care<a href="http://photos1.blogger.com/blogger/993/746/1600/aimanxkisah.0.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center;" alt="" src="http://photos1.blogger.com/blogger/993/746/320/aimanxkisah.0.jpg" border="0" /></a><p></p><div style="text-align: justify;"><span style="font-family:verdana;">Talk about voice talent; do not forget that in Malaysia, we have one famous and young talented voice actor – Aiman. He’s so called by his “Aiman Tak Kisah” or "Aiman Don't Care" quote. I hope to see this Award Winning Voice Actor kid submit his voice in any local animation or translated foreign drama or movie.</span><br /><br /><span style="font-family:verdana;">The dialogue "Aiman Tak Kisah" is about a young kind boy who didn't care to be friend with a H.I.V suffered kid. The voice of this kid has already attracts many radio listeners in Malaysia.</span><br /><br /><span style="font-family:verdana;">Talent is so important. We can see how talent can be used for many good efforts. But how many people in Malaysia prepare to submit their talents to society? </span></div><div align="justify"></div><p></p><div align="left"><strong><span style="font-family:courier new;">For international member:</span></strong></div><div align="left"><span style="font-family:courier new;"></span></div><div align="left"><strong><span style="color: rgb(51, 102, 102);font-family:courier new;" >Aiman = Aiman is a male name</span></strong></div><div align="left"><strong><span style="color: rgb(51, 102, 102);font-family:courier new;" >Tak = Don't or Not</span></strong></div><div align="left"><strong><span style="color: rgb(51, 102, 102);font-family:courier new;" >Kisah = Care</span></strong></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146844236909254262006-05-05T23:39:00.001+08:002008-10-24T10:42:38.657+08:00You’re a human being, it can happen.<div style="text-align: justify;"><em>LAS VEGAS (AP) — Celine Dion has returned to performing at Caesars Palace after a viral infection that made her dizzy caused her to cancel six shows last month.</em><br /><br /><em>“I felt very bad,” the 38-year-old French-Canadian diva told The Associated Press in a recent interview. The singer had <strong>labyrinthitis,</strong> an inflammation of the inner ear often accompanied by an impaired sense of balance.</em><br /><br /><strong><em>“It’s hard to do a show, but it’s harder not to do it,” Dion said.</em></strong><br /><br /><strong><em>“When you come back, you’re afraid. You’re scared and you’re like, kind of ashamed,” she said. “You’re like, ‘I’m sorry, you know?’”</em></strong><br /><br /><strong><em>“Then you talk to yourself and say, ‘You’re a human being, it can happen.’”</em></strong><br /><br /><em>Dion will put on her 500th show at Caesars Palace on Sunday. It is a benefit production to raise $1 million for 10 local charities. The performer said she’s excited about the benchmark performance. Some concertgoers have paid up to $10,000 for two front-row seats.</em><br /><br /><em>“It’s amazing that people wanted to come and make a difference, too,” she said. “It’s rewarding. It’s wonderful.”</em><br /><br /><em>Dion began a three-year engagement at the 4,100-seat Colosseum theater in 2003. She’s now performing about 165 shows a year. Her run has been extended through the end of 2007.</em><br /><em>- </em><a href="http://www.usatoday.com/life/music/news/2006-05-03-dion_x.htm" target="_blank"><em>usatoday.com</em></a><br /><br /><strong><span style="color: rgb(51, 102, 102);font-family:verdana;" >Dragonizer said: Sometimes health problem can make people blame other. A spirit can surpass your illness but it is depend. Like a candle of light. The light will continue to brighten as long the candle not melted all over.</span></strong></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146837715345558962006-05-05T21:55:00.001+08:002008-10-24T10:41:15.877+08:00CELINE DION GOT MY PRIVATE AWARD<p><a href="http://img250.imageshack.us/img250/3509/celine5rn.png"><img style="margin: 0px auto 10px; display: block; width: 100%; text-align: center;" alt="" src="http://img250.imageshack.us/img250/3509/celine5rn.png" border="0" /> </a></p><div style="text-align: justify;">Celine Dion, perhaps one of the best entertainers in the world and I am now giving her an award as My Inspiration - The Best Singer. I like her singing style, on how she controlling her voice.<br /><br />Most of my favourites and inspire classified song list because of her vocal. Here is the list (sorted by my most favourites):,<br /></div><p><br /><strong><span style="color: rgb(102, 0, 0);">1. It's All Coming Back To Me Now</span><br /><span style="color: rgb(153, 51, 0);"><span style="color: rgb(102, 102, 0);">2. That's The Way It Is</span><br /></span><span style="color: rgb(0, 102, 0);">3. My Heart Will Go On</span><br /><span style="color: rgb(0, 0, 102);">4. The Power of Love<br /></span><span style="color: rgb(51, 51, 153);">5. Because You Love Me<br /></span><span style="color: rgb(51, 102, 102);">6. I'm Alive</span><br /><span style="color: rgb(0, 51, 0);">7. A New Day Has Come</span></strong></p><p></p><div align="justify"></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146837257324911752006-05-05T21:44:00.001+08:002008-10-24T10:40:43.822+08:00THE BOY THAT WISH TO GO TO SCHOOL<center><img src="http://www.shortfilmfest-ir.com/competition_2003/comp-int/The-school-boy.jpg" /></center><p></p><p style="text-align: justify;"><span style="font-family:trebuchet ms;">I would like to review a story of a man with his two children. This man had no house. So he made himself a shaft and lives with his two little children. The father collects boxes, old newspapers and anything scraps those could have a value to be sold.One day, at about 3.00AM, the burning mosquito repelled burned the shaft. The older brother (7 year old) woke up, but the fire was too brute... he cannot save his younger brother. AT that time, their father was not at home.The boy had a wish, and he said, "I wish I could go to school, but I do understand my father doesn't have enough money to let me sit on the school chair. So my younger brother and I decide to help our father to gain some money."</span></p>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146835971932901992006-05-05T21:30:00.001+08:002008-10-24T10:39:55.153+08:00A GIANT CROCODILE IN THE FIELD OF WATER<div style="text-align: justify;"><a href="http://membres.lycos.fr/hyperfocale/Crocodile.jpg"><img style="margin: 0px auto 10px; display: block; width: 100%; height: 263px; text-align: center;" alt="" src="http://membres.lycos.fr/hyperfocale/Crocodile.jpg" border="0" height="263" /></a><span style="font-family:trebuchet ms;">I keep remembering about the tsunami, which did change the people of my country. It's a regret that I cannot use my God given ability wisely.There's a big crocodile in the sea. It's had been captured. Then the crocodile hunters put it on a boat. There are people in front of the crocodile opened mouth on the boat. Not only one boat, there were more boats. But something happen, all of the boats shocking and the crocodile fall freely into the water, and the crocodile. He began to swallow all the people just like a big wave in the ocean.</span></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0tag:blogger.com,1999:blog-27584749.post-1146835711477191972006-05-05T21:24:00.001+08:002008-10-24T11:01:16.331+08:00INSPIRED BY A DREAM<div style="text-align: justify;"><span style="font-family:trebuchet ms;">It was a day that I did forget the date and the year but I still remembered the dream contents. It is about a future that is yet not to be determined. But I had given the choice, to step on which side that will bring me into the brilliant future. In that dream, I see I am the one who white dressed man, standing in the front of all beings. There were so many white clothed people and black clothed people. They all obey me as I am their Great Leader. The white clothiers wished for me, meanwhile the black clothiers serve under me but I didn't find it as important, because there's a one more important path in front of me. There's shining light at the end of the path. But I cannot judge how far the way it is. But I know, someday I will reach the paths. A long the paths they so many things, perhaps it is the challenges those will come to me one by one.</span></div>Amiene Revhttp://www.blogger.com/profile/09624053165662353564noreply@blogger.com0