Cisco Systems CCNA 2 manual Multiple intelligences, Multiple Intelligences

Students will also assign roles and identify jobs that need to be completed for the benefit of the group. This allows students to tap into their current knowledge, and journey into new levels of comprehension through a continuous cycle of inquiry and exploration. Students who work individually will go through the same process without any team direction and input. These students will make their own decisions about the relevancy of information. They will rely on their peers and other data sources to determine which information is most useful.

During this time, the teacher will assume a role that is different from the provider of skills and knowledge. The instructor will become a facilitator of learning. As students become immersed in their questions and desire to learn, teachers can ask essential questions to support thinking and exploration. As students struggle with challenges, teachers can introduce problem-solving strategies and encourage students to work through what is perceived to be a difficult situation. As students master the course content, teachers can introduce the next level of challenge.

Web Links

Pedagogical Application of Technology: A Consortium for Change:

http://courses.temple.edu/ta/contructivist.htm

B.1.6 Multiple intelligences

Figure 1: Multiple Intelligences

The research of Howard Gardner provides great insight into how students learn. Students learn in different ways. There are multiple skills that go beyond the traditional verbal and mathematical abilities that are required to master new learning. According to Gardner, there are eight intelligences that people have a predetermined strength to use:

•Verbal/Linguistic intelligence allows students to understand verbal and written forms of words. Students with strong verbal/linguistic intelligence easily recognize sounds, languages, and inflections of speech.

•Logical/Mathematical intelligence allows students to understand and interact with numbers, symbols, and patterns, especially within the disciplines of math and science.

173 - 238 CCNA 2: Routers and Routing Basics v3.1 Instructor Guide – Appendix B Copyright ♥ 2004, Cisco Systems, Inc.