Multiple Intelligences

Howard Gardner's multiple intelligences are often misinterpreted. These are natural aptitudes; what comes naturally, easy. This is not knowledge in an area. Mozart had a great affinity for music, without formal schooling he knew what sounded good. His music intelligence was high. Other musicians, while not born with Mozart's musical ear, can, through practice and study, finely tune their own ears and create equally gorgeous music. These other musicians have cultivated a great knowledge of the subject, but did not have as high of music intelligence as Mozart.
Gardener measured ones ability to pick up and retain new material. He merely recognizes that there are more intellectual pursuits than the traditional schools recognize: mathematical, spatial and linguistic. I say merely because people often interpret his studies as the unswerving road of genetics, hence fate. He wanted to open the eyes of educators to additional interests and abilities; be sure to recognize all areas. And the different rates students will digest the material. This is not a substitute for hard work. Because you are not born with an affinity to an area, does mean you cannot learn the subject. It may take a little more time than another area or another person, but knowledge can still be digested and etched in to the brain.

Random Information

WWW Strategies for Students:
a. Reword the search term
b. Use of Boolean logic
c. Look past the first page
d. Different search engines have different parameters
e. Academic databases and subject specific engines exist

Evaluating Webpages:
a. Look at the domain (.com, .edu, .org, etc.)
b. Examine the text for bias
c. Use alexa.com
d. Check info against reliable sources, bound to be some overlap

Bloom's Taxonomy:
a. Pyramid structure--must acquire foundations (knowledge, comprehension and application) before constructing the top sections (analysis, evaluation and synthesis)
b. Include objectives such as learning vocab and comparing two poems at each level with creation and critical analysis at the end
c. Use Bloom's verbs to form questions at each level such as define and lavel for knowledge and compose and hypothesize for Synthesis
Here are a few links:
1. http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html
2. http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
3. http://educate.intel.com/en/ProjectDesign/thinkingskills/
thinkingframeworks/bloom_taxonomy2.htm
Contains the improved pyramid with creation (synthesis) at the peak instead of evaluation

the PB

Amen enema.

Poor Dan is in a droop.