MULTIPLE INTELLIGENCE INVENTORY

NAME(Optional):
YEAR & SECTION:

SCHOOL:
DATE:

Instructions:
This quiz will help you identify the intelligence you are strongest
in. Read each statement. If it expresses some characteristic of yours
and sounds true for the most part, write down “T”; if it doesn’t, write
“F”. If the statement is sometimes true and sometimes false, leave it
blank.
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I’d rather draw a map than give someone a verbal direction.
If I am angry or happy, I usually know exactly why.
I can play (or use to play) a musical instrument.
I can associate music with my moods.
I can add or multiply quickly in my mind.
I can help out friends to sort out strong feelings, because I have
successfully dealt with similar feelings myself.
I like to work with calculators and computers.
I pick up new dance steps fast.
It’s easy for me to say what I think in an argument or debate.
I enjoy a good lecture, speech or sermon.
I always know north from south no matter where I am.
I like to gather together groups of people for parties or special events.
Life seems empty without music.
I always understand the drawing that comes with new gadgets or
appliances.
I like to work puzzles and play games.
Learning to ride a bike(or skates) was easy.
I am irritated when I hear an argument or statement that sound illogical.
I can convince other people to follow my plans.
My sense of balance and coordination is good.
I often see patterns and relationships between numbers faster and easier
than others.
I enjoy building models (or sculpting)
I’m good at finding the fine points of word meanings.
I can look at an object one way and see it turned sideways or backwards
just as easy.
I often connect a piece of music with some event in my life.
I like to work with numbers and figures.
I like to sit quietly and reflect on my inner feelings.
Just looking at shapes of buildings and structures is pleasurable to me.
I like to hum, whistle and sing in the shower or when I’m alone.
I’m good at athletics.
I enjoy writing detailed letters to friends.
I’m usually aware of the expression on my face.
I’m sensitive to the expressions on other people’s faces.
I stay “in touch” with my moods. I have no trouble identifying them.
I am sensitive to the moods of others.
I have a good sense of what others think of me.

_____29. I need to get a handle on I. When I put something together. _____26. When I recall an experience. _____23. _____30. _____15. I always read the directions first. I learn best by doing. When others are talking. . _____13. _____17. I prefer reading to hearing lecture.LEARNING STYLES INVENTORY NAME(Optional): YEAR & SECTION: SCHOOL: DATE: Instructions: This quiz will help you identify your most effective learning styles. I can easily tell whether they are the same no matter which way they are turned. _____27. I prefer to act things out rather than write a report on in a meeting. _____5. When looking at objects on paper. It is hard for me to sit still very long. I usually have music playing or hum or sing. _____18. My handwriting is not usually neat. I like to say things like “I hear ya. _____36. I mostly remember how I felt about it. _____14. _____6. I like talking better than writing. _____16. _____19. I can always tell direction like north or south no matter where I am. _____8. I like to write down instructions that people give me. I like playing sports than reading books. I prefer to hear a book or tale rather than reading it. I am very comfortable in social groups and can usually strike up a conversation with most anyone. I mostly hear the sound and talk to myself about it. I often doodle when I am on the phone or in a meeting. that sounds good or that rings a bell” My room. I usually am creating images in my mind of what they are saying. I usually speak slowly. _____34. _____4. car or house is usually disorganized. _____28. I like spelling and think I am a good speller. When I recall an experience. I love working with my hands and building or making things. _____2. _____32. _____31. I like reading stories more than listening to stories. respond to the following statements. I know most of the words to song I listen to. I generally use my finger to point when read. _____21. _____12. I get very distracted if someone talks to me when the TV is on. When I am alone. _____9. _____10. It’s easy to talk for long periods of time on phone with my friend. To find the learning style or styles you prefer. _____22. Check the statements you agree with. I can easily remember what people say. Without music. _____7. I can multiply and add quickly in my mind. desk. I love to write letter or in journal. _____33. _____11. _____24. I like sports and think I am pretty good athlete. I mostly see a picture of it in my mind. life isn’t any fun. _____20. When I talk. When I recall an experience. _____3. _____1. I usually say things like “I feel. I like music more than art. or get a grip”. _____35. _____25.

13. A B C D E F G VERBAL MATHEMATICS VISUAL KINESTHETIC MUSICAL INTRAPERSONAL INTERPERSONAL 2 6 26 31 33 TOTAL: 12 18 32 34 35 TOTAL: 9 10 17 22 30 TOTAL: 5 7 15 20 25 TOTAL: 1 11 14 23 27 TOTAL: 8 16 19 21 29 TOTAL: 3 4 13 24 28 TOTAL: LEARNING STYLES INVENTORY Scoring: To get the percentage of each learning style.11. Add your totals.36 QUESTION VISUAL AUDITORY KINESTHETIC 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 TOTALS .19.26.33 Auditory Questions: 1.7.23.16.12. Visual Questions: 2. divide by the total check in all three columns.27.15.25.21.20.31.18.24.6.35.14.4.29. A total of four in any of the categories indicates strong ability.3.MULTIPLE INTELLIGENCE INVENTORY Scoring: Circle each item that you marked “True” and tally on the list below. total up the number checked in each column.22.28.10.8.34 Kinesthetic Questions: 5.9.30.32.17.

visionaries. understands relationship between images and meanings. pack a suitcase or the boot of a car Pictures. cartoonists. assess the value of a business or a proposition Perform a musical piece. fishermen. self discovery Music. divers. (there is a clear association between this type of intelligence and what is now termed as Emotional Intelligence or EQ) Arguably anyone who is self-aware and involved in the process of changing personal thoughts. psychologists. pictorial imagination and expression. storyboarders. create a room layout. eye and body coordination Visual and spatial perception. cooperation. including other people Self awareness. consider ones own ‘Johari Window’. English teachers. understands relationship between cause and effect towards a tangible outcome or result Musical ability. commentate and event. Body movement control. negotiators. rhythm Physical experience and movement. demonstrators. Musical 4. gardeners. written and spoken. designers. clergy. perform mathematical calculations. sales-people. create a process. ergonomists. sounds. drivers. understands relationship between sound and feeling. translators. copy-writers. traders. organizers. politicians. and decide options for development. architects. personal cognizance. retention. engineers. teamwork. interpretation and explanation of ideas and information via language. educators. media consultants. Bodily-kinesthetic 5. PR consultants. Spatial-visual 6. and reaction to change TYPICAL ROLES. shapes. chefs. linguists. sports-people. understands the relationships between people and their situations. specify mood music for telephone systems and receptions Juggle. sing a song. photographers. troubleshooters. music producers. teachers. review a musical work. create a process to measure something difficult. leaders. analyze how a machine works. researchers. TV and radio presenters. doctors. deal-makers. and one’s own need for. fly a kite. recognition of tonal and rhythmic patterns. voice coaches Dancers. counselors. physical agility and balance. manual dexterity. Self-reflection. speakers. awareness. engineers. speak on a subject. HR professionals. actors. Interpersonal 7. communications. analyse problems. Consider and decide one’s own aims and personal changes required to achieve them (not necessarily reveal this to others). ACTIVITIES OR TESTS PREFERRED LEARNING STYLE Write a set of instructions. healers. and between space and effect Perception of other people’s feelings. detecting patterns. environment and noise advisors. singers. carers. voice-over artistes Scientists. party-planners. coach or counsel another person Human contact. soldiers. demonstrate feelings through body language. touch and feel . affect the feelings of others in a planned way. their purpose and aims-in this respect there is similarity to Maslow’s SelfActualization level. consider and decide one’s own position in relation to the Emotional Intelligence model. demonstrate a sports technique. entertainers. healers.INTELLIGENCE TYPE 1. directors Musicians. coach someone to play a musical instrument. computer experts. create a corporate logo. one’s relationship to others and the world. apply positive or negative “spin” to a story Words and language Perform a mental arithmetic calculation. mediators. advertising professionals. interpretation of behavior and communications. understands relationship between communication and meaning. appreciation and use of sound. the capability to understand oneself. and again there is RELATED TASKS. accountants. trainers. Logicalmathematical 3. write a speech. Linguistic 2. statisticians. interpretation and creation of visual images. craftspeople. create a mime to explain something. athletes. personal objectivity. adventurers Artists. POTENTIAL Writers. beliefs and behavior in relation to their situation. interpret a painting. cosmetics and beauty consultants Therapists. performance artistes. toss a pancake. acupuncturists. coach workplace posture. Logical thinking. editors. scientific reasoning and deduction. design a building. sculptors. flip a beer-mat. 3d space Interpret moods from facial expressions. acoustic engineers. fire-fighters. osteopaths. inventors. Intrapersonal INTELLIGENCE DESCRIPTION Words and language. piano tuners. analysts. assess work station ergonomics Numbers and logic Design a costume. journalists. images. insurance brokers. ability to relate others. devise a strategy to achieve an aim. edit a written piece of work. town-planners. other people. coaches and mentors. lawyers. DJs. bankers bookmakers. PTI’s. composers. poets. PREFERENCES.

Not to be soled or published.g. new house-hold tool) Create “human sculpture tableaux” to express an idea Hold a historical period. and food day Design something that requires applying math concepts Act out a story or play that you are studying Become and act out the different states of matter Play “physical movement games” from another culture Practice physical movements in your mind then with your body Make up gestures for parts of a musical score Play “Great Moments from the Past” charades Create and act out a play in which the characters are geometric shapes Learn the alphabet by body movements and physical gestures Conduct a series of “hands-on” scientific experiments Simulate “going shopping” using currency from another country Make up a new kind of snack food.clear association between this type of intelligence and what is now termed ‘Emotional Intelligence’ © A Chapman and V Chislett MSc 2005. From www.businessballs. costume. based on Gardner’s Multiple Intelligences model. prepare it and eat it Design a “live painting” of classical work Learn dances from previous periods of history (e.g..E.com. The authors accept no liability LESSON PLANNING IDEAS Body/Kinesthetic HISTORY MATHEMATICS LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY PRACTICAL ARTS & P. FINE ARTS Perform and/or create dramas from a period of history Use different parts of the body to measure things Play “The Parts of a Sentence” charades Role play the parts and dynamics of the life of a cell Learn folk dances of culture being studied Learn and perfect various “multitracking” routines Create the dance equivalent for different inventions Re-enact great scenes or moments from history for today Add and subtract to and from a group to learn about fractions “Embody” (act out) the meaning of vocabulary words Create the rotation of planets with the class as the solar system Create gestures to represent the legend of a map Invent something in shop-classes (e. minuet) Make up a play ground game that uses math concepts/operations Make up a “Parts of Speech” folk dance Study and try various “biofeedback” techniques/methods Study “body language” from different cultural situations Create and perform a drama on how a computer operates Practice doing impromptu dramatic mime activities .

E. then solve them Conduct language drill exercises with a partner Describe the “before and after” of key scientific paradigm shifts Learn to read different kinds of maps. then teach another how to understand them Create cooperative computing teams to learn computer skills Learn to sing rounds and counter-melody songs HISTORY .LESSON PLANNING IDEAS Interpersonal MATHEMATICS LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY PRACTICAL ARTS & P. FINE ARTS Do a historical period investigation “jigsaw” (each one learns part) Solve complex story problems in a group Experiment with joint story-writing – one starts then pass it on Discuss “Saying No to Drugs” and create “Say NO” strategies Assume the perspective of another culture and discuss a news item Teach and play a series of noncompetitive games Learn a new dance and teach it to others Role-play a conversation with an important historical figure Do a statistical research project and calculate percentages Analyze a story and describe its message-reach a consensus Assign group research projectsgroup design and implement plans Find the relation of geography/climate to cultural values/customs Assign teams to prepare and serve meals from foreign countries Create a team cooperative sculpture from clay “Pass over” into other times/livesdescribe their feelings/thoughts “Each one teach one” new math processes operations Use a “human graph” to see where a group stands on an issue Use lab teams for science experiments and exercises Create scenarios of “culture shock” and analyze it for its causes Use peer teaching teams for individual shop projects Sketch your partner with different expressions Make a case for different perspectives on the Revolutionary War Describe everything you do to solve a problem with a partner Read poetry from different perspectives and in different moods Discuss controversial health topics and write team position papers Brainstorm and prioritize ways to overcome “ugly Americanism” Have students work in pairs to learn and improve sports skills Practice “Stop the Action and Improvise” with a play Discuss the impact of key historical decisions on today’s world Have teams construct problems linking in many math operations.

implement..E. and evaluate a one month “Be healthy” project Try “awareness” techniques from other cultures Discuss how different physical exercises make you feel Draw yourself from different angles in a mirror Do a PMI analysis of famous historical decisions Bridge math concepts beyond school (what? so what? now what?) Write an autobiographical essay: “My Life in the Future” Conduct silent reflections on pictures of the solar system List criteria of your “ideal geography/climate”find it on a map List how things learned in shop can help in your future life Dance the different stages of your life’s journey Discuss: “If I could be any historical figure I wanted” (who/why) Use guided imagery to see complex story problems Analyze literature for “connections to our lives today” Write about “If I could be any animal what would I be and why” Discuss: “How I’d be different if I’d grown up in another culture” Write down and analyze “conversations with your computer” Creates a series of sculptures to express your moods Write an essay on: “Mistakes from the past I won’t repeat” Evaluate your strengths/weakness es in understanding math Write a new poem each day for a week on “Who am I?” Lead a series of “I Become what I Behold” exercises Learn “focusing techniques” and see how each culture does it Watch yourself fix a meal and note everything that goes on Imagine yourself as each character in a play Imagine people from the past giving advice for living today Watch mood changes as you do math problems-note causes Imagine being a character in a story/play-what would you do? Practice techniques for achieving deep relaxation (e.LESSON PLANNING IDEAS Intrapersonal HISTORY MATHEMATICS LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY PRACTICAL ARTS & P. FINE ARTS Keep a journal: “Questions from my life that history might be able to answer” Track thinking patterns for different math problems Write an autobiographical essay: “My Life to Date” Design.g. breathing) Keep a “feelings diary” as you read about current events Imagine a skill and then try to do it exactly as you imagined Carefully observe the effects of music on you .

FINE ARTS Find examples where “history repeated itself” Find unknown quantities/entities in a problem Predict what will happen next in a story or play Use the symbols of the Periodic table of Elements in a story “Follow the Legend” map-reading games and exercises Follow a recipe to make bread from scratch Learn patterns of ten different dance steps Compare and contrast different periods of history Teach how to use a calculator for problem solving Create a 4x4x4 outline on a favorite hobby Find five different ways to classify a collection of leaves Play “Guess the Culture” based on artifacts in a time capsule Find the relation of keyboard actions and computer performance Compose a piece of music from a matrix Ask “Fat and Skinny Questions” about key historical decisions Create number sequences and have a partner find the pattern Learn to read. write. and decipher (code language) Do a KWL goal setting chart for a study of AIDS Rank-order key socio-economic factors that shaped a culture Design a physical exercise routine using a matrix Use a Venn diagram to analyze characters in a play Create time sequence charts with titles for eras of history Mind-map proofs for geometry theorems Analyze similarities and differences of various pieces of literature Learn the pattern of successful and reliable scientific experiments Predict what will happen in several current-event stories Create problem solving scenarios for shop machines Create a “paint-bynumbers” picture for another to paint Predict what the next decade will be like based on patterns of the past Design classification charts for math formulas and operations Use a “story grid” for creative writing activities Practice webbing attributes of various systems of the body Learn cause and effect relations of geography and geological events Make a classification matrix on meaning(s) of computer symbols Analyze plays using the classical dramatic structure model .E.LESSON PLANNING IDEAS Logical/Mathematical HISTORY MATHEMATICS LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY PRACTICAL ARTS & P.

FINE ARTS Analyze different historical periods through their music Learn mathematical operations through songs and jingles Learn Morse code and practice communicating with it Learn to use music to reduce stress Listen to music from different cultures Perform physical exercise routines in sync with music Play “Guess the Rhythm/Instrument” of musical pieces Create a series of key dates in history “raps” Learn addition and subtraction through drum beats Use different kinds of music for different kinds of writing Listen to sounds of things in the natural world Play musical instrument from around the world Learn to recognize shop machines through their sounds Draw/paint a pice of music as it plays Make musical instruments from the past and compose a piece Play the “Rhythm Game” to learn time tables Learn and practice “phonetic punctuation” (a lá Victor Borge) Experiment with the effect of vibration on sand in metal plate Create a sound/tonal-based legend for a map Record and recognize the varying sounds of a computer operating Turn a non-musical play into a musical Teach songs that were sung in previous eras (e.. etc .LESSON PLANNING IDEAS Musical/Rhythmic HISTORY MATHEMATICS LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY PRACTICAL ARTS & P. Gregorian chant) Break a set of tones into various groups to learn division tables Create songs/rap to teach grammar and syntax Learn characteristic rhythm patterns of different cultures Experiment with the effect of different kinds of music on how you eat Practice impromptu music composition Watch films about the past and focus on the sounds of history Make up sounds for different math operations and processes Illustrate a story/poem with appropriate sounds Sing songs from nations/countries being studied Use music to help improve keyboarding skills and speed Make up a creative/interpretati ve dance to a piece of music Try various humming patterns to see how they change mood Assign sounds to systems you are studying such as the nervous system.E.g. circulatory system.

etc. insects. from different part of the world Make montages/collages incorporating “stuff” from nature .LESSON PLANNING IDEAS Naturalist HISTORY MATHEMATICS LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY FINE ARTS Recognize $ interpret historical trends (á la Toynbee) Work story problems based on/dealing with patterns in nature Nature scene recreations/simulations for literature and poetry Classify different foods for healthy diet planning Environmental representations for different cultures Compose using sounds from nature and the environment Understand how “natural events” have influence history Use of “nature manipulatives” in math problem-solving Poetic/descriptive essay writing based on nature experiences Experience past scientific experiments “first hand” (do them!) Grow and/or taste foods from various cultures Recognize and recreate visual images of natural patterns Create analogies between historical events and events in nature Graph positive/negative influences on the environment Learn and practice using the vocabulary of nature/the naturalist Keep a diary of the natural processes of your own body Study the influence of climate/geography on cultural development Create dances which embody/ demonstrate patterns in nature Study how animals have effected history and historical trends Understand the mathematical patterns of nature Understand influences of climate/environment on authors Use of various “natural taxonomies” on nature field trips Recreate multi-media experiences of the natural environments of different cultures Design “full-blown” dramatic enactments of natural processes Study the lives of famous naturalists and their impact on history Calculation problems based on nature/natural processes Creative story-writing using animal characters and their characteristics Use cognitive organizers to explore and understand scientific processes Study animals.

then really do it Learn to read.g. mammals) Make maps out of clay and show geographical features Practice drawing objects from different angles (drafting) Listen to music with eyes closed and create a sculpture from clay Paint a mural about a period of history Imagine using math process successfully.. horseshoes.g. FINE ARTS Do a survey of students’ likes/dislikes then graph the results Play vocabulary words “Pictionary” Draw the pictures of things seen under a microscope Draw maps of the world from your visual memory Draw pictures of how to perform certain physical feats Watch dancers on video and imagine yourself in their shoes Make visual diagrams and flow charts of historical facts Estimate measurements buy sight and touch Teach “mindmapping” as a notetaking process Create posters/flyers showing healthy eating practices Study a culture through its visual art – painting and sculpture Create visual diagrams of how to use shop machines Pretend you can enter a painting – imagine what it’s like Imagine going back in time – see what it was like “back then” Add..E. and divide using various manipulatives Draw pictures of the different stages of a story you’re reading Create montages/collages on science topics (e. write and decipher code language Draw visual patterns that appear in the natural world Make décor for the classroom on a culture you are studying Learn a series of “spatial games” (e.LESSON PLANNING IDEAS Visual/Spatial LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY PRATICAL ARTS & P. subtract. multiply. ring toss) Draw the sets for the various scenes of a play you are reading Imagine and draw what you think the future will be like Learn metric measurement through visual equivalents Use highlight markers to “colorize” parts of a story or poem Pretend you are microscopic and can travel in the bloodstream Use a map to get around an unfamiliar place or location Imagine your computer is humandraw how it works Draw the visual and color of a dance HISTORY MATHEMATICS Have imaginary talks/interviews with people from the past .

E. and poetry from other cultures Give verbal explanation of gymnastic routines Listen to a piece f music and make up a story about it Debate important issues and decisions from the past Explain how to work a problem to others while they follow Write a sequel/next episode to story or play Create a diary on “The Life of a Red Blood Cell” Hold a “Countries of the World” spelling and pronunciation bee Write instructions for use and care of shop machines Verbally describe an object while a partner draws it Create limericks about key historical events Make up puns using mat vocabulary or terms Create crossword puzzles/word jumbles for vocabulary words Keep an “Insights from other Cultures for Us” log Tell another how to run a word processing programthen do it Tell a partner the steps to a dance while they perform it Study poetry from different periods of history Solve problems with a partner-one solves and one explains process Play “New Word for the Day” game – learn it/use it during the day Write steps used in an experiment so someone else can do it Make up an imaginary conversation between parts of the body Study a road map and give verbal instructions to get someplace Pretend you’re a radio sportscaster describing a game in process Turn a Greek/ Shakespearean tragedy into a situation comedy Compile a notebook of history jokes Create poems telling when to use different math operations Practice impromptu speaking and writing Learn basic conversation in several foreign languages Play “Recipe Jeopardy” – make questions for answers given Describe an emotion/mood and play music it suggests Give a speech on “Ten steps to healthful living” . FINE ARTS Play “What’s My Line?” with figures from history Write a series of story problems for others to solve Teach “concept mapping” to help remember content Write a humorous story using science vocabulary/formulas Read stories.LESSON PLANNING IDEAS Verbal/Linguistic HISTORY MATHEMATICS LANGUAGE ARTS SCIENCE & HEALTH GLOBAL STUDIES & GEOGRAPHY PRATICAL ARTS & P. myths.

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The brain is parallel processor. talking things through and listening to what others have to say. learning will occur. visual learners often prefer to take detailed notes to absorb the information. During a lecture or classroom discussion. videos. Tactile/Kinesthetic Learners: Learn through moving. Environmental The Dunn and Dunn Learning Styles Model ELEMENTS SOUND LIGHT DESIGN TEMPERATUR E Perceptual Strengths Physiological Emotional Intake  Mobility Time of Day Motivation Persistence Responsibility Structure Global vs Analytic Psychological Sociological Impulsive vs Reflective Alone Pair Peers Team Authority Variety BRAIN-BASED LEARNING Definition This learning theory is based on the structure and function of the brain. actively exploring the physical world around them. These learners often benefit from reading text aloud and using a tape recorder. overhead transparencies. As long as the brain is not prohibited from fulfilling its normal processes. however. Auditory Learners: Learn through listening… They learn best through verbal lectures. The Core Principles of brain-based learning state that: 1. people’s heads). Auditory learners interpret the underlying meanings of speech through listening to tone of voice. can perform several activities at once. discussions. Yet the reality s that everyone does learn.g. 2. Traditional schooling. What are the types of learning styles? Visual Learners: Learn through seeing… These learners need to see the teacher’s body language and facial expression to fully understand the content of a lesson. ignoring.LEARNING STYLES Learning styles are simply different approaches or ways of learning. doing and touching… Tactile/Kinesthetic persons learn best through a hands-on approach. meaning it like tasting and smelling. Discussion People often say that everyone can learn. They may think in pictures and learn best from visual displays including: diagrams. pitch. often inhibits learning by discouraging. Every person is born with a brain that functions as an immensely powerful processor. or punishing the brain’s natural learning processes. Learning engages the whole physiology. They may find it hard to sit still for long periods and may becomedistracted by their need for activity and exploration. illustrated textbooks. . speed and other nuances. Written information may have little meaning until it is heard. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e. flipcharts and handouts.

Instructors need to realize that the best way to learn is not through lecture. The search for meaning is innate. The big picture can’t be separated from the details. there must be intensive analysis of the different ways to approach it. and about learning in general. rather from authority figure People learn best when solving realistic problems. Because every brain is different. Educators must take advantage of the brain’s ability to parallel process. 5. 12. Active processing – allowing the learner to consolidate and internalize information by actively processing it. One excellent example is immersing students in a foreign culture to teach them second language.” A     few other tenets of brai-based learning include Feedback is best when it comes from reality. What Brain-Based Learning Suggests How the brain works has a significant impact on what kinds of learning activities are most effective. We have two types of memory: spatial and rote.Learning is enhanced by challenge and inhibited by threat.  Teachers must immerse learners in complex.  The best problem solvers are those that laugh! Designers of educational tools must be artistic in their creation of brain friendly environments. 9. Orchestrated immersion – creating learning environments that fully immerse students in an educational experience. Learning involves both conscious and unconscious processes. Teachers structure learning around real problems. interactive experiences that are both rich and real. encouraging students to also learn in settings outside the classroom and the school building. but by participation in realistic environments that let learners try new things safely. This way. Reading Renate and Geoffrey Caine. 10. 8. three interactive experiences are essential to this process.  In order for a student to gain insight about a problem. Human Learning . Relaxed alertness – trying to eliminate fear in learners. their assessment should allow them to understand their own learning styles and preferences.We understand best when facts are embedded in natural. 2. Human Brain.  Assessment – since all students are learning. educators should allow learners to customize their own environments. The Three instructional techniques associated with brain-based learning are: 1. The brain processes wholes and parts simultaneously 7.  Students must have a personally meaningful challenge. Learning involves both focused attention and peripheral perception. Such challenges stimulate a student’s mind to the desired state of alertness. students monitor and enhance their own learning process. Making Connections: Teaching and the Human Brain Leslie hart. Emotions are critical to patterning 6. As Renate Caine illustrate on p.  Instruction – educators let students learn in terms and use peripheral learning. 113 of her book Making Connections. spatial memory 11. 4. Educators need to help students have appropriate experiences and capitalize on those experiences. 3. The search for meaning comes through patterning. How Brain-Based Learning Impacts Education  Curriculum – teachers must design learning around student interest and make learning contextual.Each brain is unique. while maintaining a highly challenging environment.3. This is what’s known as the “active processing experience.