Traditional ways that measure or define intelligence are limiting Traditional methods focus on obtaining a numerical outcome and relating it to future academic success than understanding how the mind works in solving problems and developing new ideas.  IQ scores generally do a poor job predicting success outside of the classroom

Traditional measures provide little information about one’s potential for further growth. IQ scores are influenced by past educational and social opportunities.

Gardner’s definition of Intelligence : the ability   To solve problems or make things that are valued in at least one culture.

Visual Learners Use colors, color coding, highlight information  Read Chapters, underline important facts, and write a study outline Take notes during lectures  Watch video Tape

Visual Learners continued:  Study with no visual distractions Make things larger   Read written directions   Write down all oral directions  Choose written rather than oral reports Study by making flash cards or drawing graphs, pictures, and charts

Auditory Learners Listen to lectures Read their notes aloud  Dictate their notes on a tape recorder   Has a friend ask them questions and they explain aloud  Listen to audio tapes and video tapes  Study in a group

Auditory Learners continued     Memorize by using songs or jingles   Listen to oral directions  Give oral presentations rather than written reports  Study in a quiet place

Tactile Learners Rewrite or map notes, type outlines Make flashcards Role play subject matter Build models rather than give oral or written presentations Visit places they are studying about Use calculators and computers Participate in labs and activities  Use manipulatives and 3-D objects to learn concepts

One’s Learning style is An indicator of preference (exhibiting a tendency toward) in learning the concept/task

Intelligence is the capacity, or ability, in a designated area of knowledge.