Assignment No.

Human Development and Learning (EDU302)

Khalid Farooq

BC190410864
Question 1
Differentiate between growth and development. Describe three factors that affect human
development.
Answer:
Growth is physical changes whereas development is overall development of the organism.
The main differences between both are

1-Growth is change of physical aspects of the organism. It generally refers to increase in size,
length. Changes in the quantitative aspects come into the domain of Growth Development is
overall changes and progressive changes of the organism.
2-Growth is cellular but development is organizational.

3-Growth is the change in shape, form, structure, size of the body. Development is structural
change and functional progress of the body.

4-Growth stops at maturation but development continues till death of the organism.

5-Development also includes growth. Growth is a part of development.

6-Growth and development go side by side

7-Development is also possible without growth

8-Development is organizational. It is organization of all the parts which growth and

differentiation have produced

9-Growth is cellular. It takes place due to the multiplication of cells and Growth may or may
not bring development
Three Factors that affect human development
Environmental factors
Such as income and education, all affect a child's development. A safe community offers a
chance to explore. Income affects nutrition, housing, clothing, toys and access to resources
and programs. A parent's education may affect how often they read to the child.
Biological factors,
 Including gender and health, affect development. Females and males develop at different rates.
Children with health or mental issues develop differently. Nutrition and physical activity affect a
child's growth and health.
A child's relationships are important.
Children bond strongly with their parents and play and learn with siblings and peers at
school. Some children are involved in Sunday school, daycare or other social groups.
Question 2
What are the 8 intelligences of Gardner? How do multiple intelligences influence teaching
and learning
Answer:
 Logical mathematical intelligence
 Verbal linguistic
 Interpersonal intelligence
 4. Body Kinesthetic Intelligence
 5. Musical Intelligence
 Visual Spatial
 Intrapersonal intelligence
 Naturalistic intelligence

Logical mathematical intelligence

This area has to do with logic, abstractions, reasoning, numbers and critical thinking, this also
has to do with having the capacity to understand the underlying principles of some kind of causal
system. Logical reasoning is closely linked to fluid intelligence and to general intelligence
Verbal-linguistic
People with high verbal-linguistic intelligence display a facility with words and languages. They
are typically good at reading, writing, telling stories and memorizing words along with dates.
Verbal ability is one of the most g-loaded abilities.
Interpersonal
In theory, individuals who have high interpersonal intelligence are characterized by their
sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate in
order to work as part of a group. 
Bodily-kinesthetic [
The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and
the capacity to handle objects skillfully. Gardner elaborates to say that this also includes a sense
of timing, a clear sense of the goal of a physical action, along with the ability to train responses.
People who have high bodily-kinesthetic intelligence should be generally good at physical
activities such as sports, dance and making things.
Musical-rhythmic and harmonic]
This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high
musical intelligence normally have good pitch and may even have absolute pitch, and are able to
sing, play musical instruments, and compose music. They have sensitivity to rhythm, pitch,
meter, tone, melody or timbre.
Visual-spatial
This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial
ability is one of the three factors beneath g in the hierarchical model of intelligence
Intrapersonal
This area has to do with introspective and self-reflective capacities. This refers to having a deep
understanding of the self; what one's strengths or weaknesses are, what makes one unique, being
able to predict one's own reactions or emotions.
Naturalistic
The intelligence of the naturalist. It seems to me that the individual who is readily able to
recognize flora and fauna, to make other consequential distinctions in the natural world, and to
use this ability is exercising an important intelligence and one that is not adequately
encompassed in the current list." This area has to do with nurturing and relating information to
one's natural surroundings. Examples include classifying natural forms such as animal and plant
species and rocks and mountain types. This ability was clearly of value in our evolutionary past
as hunters, gatherers, and farmers

Teaching to the multiple intelligences allows the teacher to keep the learning environment
fresh by changing up the teaching method. An activity to start the day may involve
movement that appeals to the bodily-kinesthetic intelligence. Not to be confused with
recess or free
The teacher pulling from the theory of multiple intelligences can reinforce the learning
with different types of activities. For example, students strong in the mathematical-logical
intelligence would do well with the pencil-and-paper task of adding simple fractions.
Students with a preference for the musical intelligence would understand how quarter notes
and eighth notes "add up" to a complete measure through a rhythmic-clapping activity.
Using both activities reinforces the concept of adding fractions for all students giving
necessary extra practice.
The multiple intelligence theory can draw students back into learning. Using the different
intelligences to teach a concept allows each of your diverse learners a chance to succeed at
learning. The learner with strength in the visual-spatial intelligence will do well with
drawing and puzzles. Students with strength in the linguistic intelligence would do well
with a written report over a reading assignment, while those dominant in interpersonal
intelligence excel at classroom discussions of what was read. As students feel success in
learning, problem behavior decreases. Teaching to a student's strength helps increase
learning success.
By using a variety of teaching strategies across the multiple intelligences, the teacher can
assess or measure student learning. The assessment could be a written or oral test, original
artwork by the student, a building task or some other activity which gives the teacher an
idea of how well the student learned the new concept. For instance, after successfully
assembling a small engine, students in a technical college could be assessed by developing
a how-to manual complete with verbal instructions and diagrams. In this example, students
learn by building the engine tapping into the bodily-kinesthetic intelligence, while the
assessment of a written manual with diagrams draws on linguistic and visual-spatial
intelligences. The teacher can then measure how well students mastered the concept by the
completeness and accuracy of the written manual while students tapped into three
intelligences to learn and master the concept.