Daniel A. Chapman 15 March 2014 Fieldwork Seminar Fieldwork Journal Learning Styles Inventory Recently I had my t!

!dent take an online learnin" tyle in#entory $!i% o that I collect data on my t!dent & learnin" modalitie 'intelli"ence . (he te t that I had them take can )e *o!nd at )*l.or" and ! e "ardner& model o* m!ltiple intelli"ence to analy%e an indi#id!al m!ltiple intelli"ence and than rank them *rom hi"he t to lowe t. +ardner, a p ycholo"i t and ne!ro cienti t *rom -ar#ard, de*ined .intelli"ence/ not a an I0 )!t, rather, the kill that ena)le anyone to "ain new knowled"e and ol#e pro)lem . F!rther, +ardner propo ed that there are e#eral di**erent type o* intelli"ence , or learnin" tyle , the e tyle are1 1. Verbal-Linguistic 2 3eople who po e thi learnin" tyle learn )e t thro!"h readin", writin", li tenin", and peakin". 4er)al t!dent a) or) in*ormation )y en"a"in" with readin" material and )y di c! in" and de)atin" idea . 2. Logical-Mathematical 2 (ho e who e5hi)it thi type o* intelli"ence learn )y cla i*yin", cate"ori%in", and thinkin" a) tractly a)o!t pattern , relation hip , and n!m)er . 6. Visual-Spatial 2 (he e people learn )e t )y drawin" or #i !ali%in" thin" ! in" the mind7 eye. 4i !al people learn the mo t *rom pict!re , dia"ram , and other #i !al aid . 4. uditory-Musical 2 St!dent who are m! ic mart learn ! in" rhythm or melody, e pecially )y in"in" or li tenin" to m! ic. 5. !odily-"inesthetic 2 8ody9 mart indi#id!al learn )e t thro!"h to!ch and mo#ement. (he e people are )e t at proce in" in*ormation thro!"h the )ody. Sometime kine thetic learner work )e t tandin" !p and mo#in" rather than ittin" till. :. Interpersonal 2 (ho e who are people mart learn thro!"h relatin" to other )y harin", comparin", and cooperatin". Interper onal learner can make e5cellent "ro!p leader and team player . ;. Intrapersonal 2 Intraper onal9intelli"ent people learn )e t )y workin" alone and ettin" indi#id!al "oal . Intraper onal learner are not nece arily hy< they are independent and or"ani%ed. =. #aturalistic 2 >earn )e t )y workin" with nat!re. ?at!rali tic t!dent en@oy learnin" a)o!t li#in" thin" and nat!ral e#ent . (hey may e5cel in the cience and )e #ery

pa ionate a)o!t en#ironmental i !e . (he e tyle are not alway o eparate *rom one another, and o*ten they can compliment

or o#erlap one another. For e5ample, a t!dent co!ld rank hi"h in #i !al learnin" and al o interper onal learnin", they co!ld potentially e5cel thro!"h opport!nitie to e5pre ' ee their idea #i !ally and alon" ide other people. A I look at all o* the t!dent & who e in#entorie that I !ploaded, a co!ple preliminary tho!"ht '$!e tion 'o) er#ation come !p. Fir t, I think it incredi)ly intere tin" how many o* my t!dent cored o hi"hly in intraper onal learnin". (he approach to teachin" at Do))in lar"ely t!dent to d!e intraper onal learnin", t!dent workin" on their own to cater to and re$!ire

complete a ta k'*ill o!t a work heet, p!ll o!t in*ormation *rom a lect!re, etc. I am wonderin" i* thi trend i acc!rate, or i* it came a a re !lt o* )ein" what the t!dent were mo t *amiliar with or mo t e5po ed to. Additionally, I wa intelli"ence !rpri ed and intere ted )y the pre ence o* nat!rali tic howin" !p on the top two o* two o* my t!dent who I am mo t intere ted in

t!dyin" more. Ahen I *ir t aw thi I tho!"ht, .how can I "o a)o!t teachin" and de i"nin" a i"nment with a nat!rali tic approach,/ e pecially in ide the cla room, and with o!r limited re o!rce B 8!t act!ally I think thi i one o* the cate"orie that I do )e t in incl!din"< to me, teachin" thro!"h a nat!rali tic len Ce pecially in !r)an ed!cationD incl!de a lot o* rele#ance, talkin" a)o!t thin" t!dent are eein" and interactin" with on a local le#el, and drawin" *rom and ! in" a lot o* tan"i)le e5ample to teach content. $e%erences& +ardner, -. C1EE=D. A m!ltiplicity o* intelli"ence . Scienti*ic American 3re ent 1 F5plorin" Intelli"ence, EC4D, 1E926. +oo"le Dri#e 2 >earnin" Style In#entory 0!i% >ink1 http1''www.)"*l.or"')"*l'c! tom're o!rce G*tp'clientG*tp'k 6'ict'm!ltipleGint'inde5.htm