What makes a man intelligent?

In traditional intelligence theories when we ask the question: What makes a person intelligent? the most common responses often note that a person can solve problems, use logic, and think critically. Typical features of intelligence are sometimes grouped under the title "raw intelligence". The intelligence of a person traditionally speaking lies in the sense. In other words, how we interpret, evaluate, or respond to external stimuli, whether it is a mathematical problem or waiting for one of the next gameplay of an opponent, collective intelligence. Our intellect is therefore our individual, collective ability to act or react in a constantly changing environment.

The main problem of traditional intellectual theories is to promote "tearful learning". Many educational reformers have clearly stated that testing only shows that a student is qualified for testing. # 148; Best of all, traditional tests focus on only one tenth of the individual spirit. Please note that Albert Einstein and Thomas Edison, the two most famous examples of brilliant minds in history, were terrible in making traditional tests, and are therefore terrible at school. general. Multiple intelligence theory shows that making traditional tests almost entirely in Logical & # 150; Mathematical

intelligence. This intelligence is later explained with the Interpersonal Intelligence, which allows some students to judge the structure of the teacher. Traditional IQ tests predict school performance with great precision, but only inertial predictions of the performance of vocational qualifications after formal education.

An 1960s Biologist Marion Diamond in an interesting, but controversial study The University of California at Berkeley has raised two rats in different environments; They played in a set to play, play with friends, and a spacious, clean and fresh tray. The second agent was placed on private hands; alone in a much smaller cage where there are no toys. After several weeks, Diamond measured the size of each cerebral cortex, the brain area responsible for higher nerve functions. In a friendly, clean, and stimulating environment, rats were larger than their brains in the impoverished environment. Enriched environment increases brain dimensions and impoverished environment reduces brain dimensions? "- asked Diamond." The answer is very clear: YES. "Similar results were reproduced with cats, monkeys and later on humans, so a stimulating, richer learning environment is vital to mental development.When we incorporate different student intelligences we have all intelligence available to each of us to further develop that these multiple intelligences work together in a complex way and that in fact they can be intelligent in many ways to be intelligent in the study of Armstrong.In short, retrospectively, Eight Essential Intelligences of Howard Gardener's Theory and their Relative Characteristics:

Verbal-Linguistic Intelligence:

Effective use of words in words or in writing. He is very advanced in history writers, speeches, politicians, poets, actors, editors, language teachers, and journalists. Students are thinking with great intelligence; learn, read and verbalize. They enjoy writing as books, records, and tapes, and remember well verses, lyrics, or trivia. Understanding discussion, jokes, and debates is also a feature of intelligence. Maya Angelou is strong in this intelligence.

Visual-Spatial Intelligence:

Its ability to accurately perceive the world and transform itself into human perception. This is very advanced in guides, interior designers, architects, artists, fashion designers and inventors. High spatial intelligence students think in pictures and pictures like magicians and puzzle games. They love to draw and plan things and enjoy movies, slides, videos, charts, maps, charts. Dreamers and those who have a strong opinion of things like colors that work together, the right and pleasant textures and the embellishment involve this intelligence. Pablo Picasso was strong in this sense.

Musical & # 150; Rhythmic Intelligence: Musical performers, music fans, and composers are very advanced in perceiving, discriminating, transforming and expressing musical forms. Students with high musical intelligence learn rhythm and melody, play instruments, or learn music. There are no intimate sounds in the environment: a cricket rattling, rain on the roof, changing traffic patterns, and usually learning things more easily when they sing, scream or whistle. These people love music and rhythmic patterns and often play melodies or rhythmic patterns. Different sounds, sounds, and rhythms may have a visible effect on them (ie, facial expressions, exercise or emotional reactions change). They sing and listen to a wide variety of music and often have very skilled vocals, language accents, etc. to recognize speech patterns and different composers in a composition. Paul McCartney is strong in this intelligence.

Logic-mathematical intelligence:

The ability to make numbers effective and understandable. This intelligence is very advanced in mathematicians, tax payers, statisticians, scientists, computer programmers, and logicians. Students with a high degree of intelligence explain things logically and clearly; search for abstract patterns and relationships; are often like brainbugs, logical puzzles and strategy games. I also want to use computers and categorize and categorize them. These people think conceptually and abstractly and are able to see patterns and relationships that others often miss. They like to experiment, solve puzzles and other problems, ask cosmic questions and think. They love the challenge of complex problems to solve and always have logical reasons or arguments that they do or think. Albert Einstein is strong in this intelligence.

Body-Kinetic Intelligence: The expertise of using the body's entire body is a tool to express ideas and feelings, and to create or transform hands. Highly developed intelligence for actors, mimics, athletes, dancers, sculptors, mechanics and surgeons. Physical-kinetic intelligence high-level students recognize knowledge with physical sensations; to move, twist, punch, or stupid to sit in a chair or on a desk and touch, manipulate, and move. They typically love role play and creative movement, and generally like all sorts of physical games and show you how to do something. They communicate well through body language and other physical movements. They can often perform a task after seeing someone else do it. It is difficult to sit for a long time and be easily bored if you are not actively involved with the events around them. Michael Jordan is strong in this intelligence.

Interpersonal Intelligence:

The ability to distinguish them from other people's moods, intentions, motivations, and emotions. This intelligence can include sensitivity to facial expressions, voice and gestures, and effective responses to such reactions. Students with high interpersonal intelligence understand and care about people; they like to socialize; they can get to know each other and cooperate better and are good at teaching students. These people learn through personal and personal relationships. They usually have many friends; they show a lot of empathy for others and understand different viewpoints. They are capable of exploring others in a debate, conflict management and mediation when people are radical

are in conflict with each other. Teresa's mom and Mahatma Gandhi are strong in this intelligence.

Intra-Personal Intelligence:

Self-knowledge and ability to adaptively adapt to this knowledge determines this group. This is an intelligence that includes an accurate picture of one's strengths and limitations, the consciousness of individual moods and motivations, and the ability to self-discipline. Students with high level of intelligence motivate themselves; they need their own quiet place; you can go to another drummer's pace and learn more about self-study, education, personalized projects and games.

These people love to work alone, and sometimes they are afraid of others. They are self-reflective and self-conscious and therefore tend to be in harmony with their inner feelings, values, beliefs, and thinking processes. They are often carriers of creative wisdom and insight, highly intuitive and internally motivated, rather than attracting external rewards. They are often strong-willed, confident, and determined, well thought-out opinions on almost every issue (though sometimes they are on the wall). Other people often come to them for advice and advice, but others sometimes see distant or strange views. Emily Dickinson and Stephen King are examples of this intelligence.

Naturalist Intelligence:

Environmental knowledge and the ability to identify and categorize plants, animals and nature. Naturalist intelligence can include a clear picture of the environment, the interaction between natural elements, and the ability to analyze elements. The most advanced archaeologists, livestock farmers, veterinarians, veterinarians, biologists, racehorse adventurers, zoologists, environmentalists, wildlife lovers and natural scientists. Students with a high degree of natural science intelligence seem natural-oriented, looking outdoors or on the elements, and learning more about nature-related studies and environmental projects and activities. They like to collect nature from nature, study them, and group them. They tend to be aware of the delicacies of appearance, texture, and sounds that the weaker will not understand in that sense. Charles Darwin, Jacques Cousteau and John James Audubon are strong in this intelligence.

One of the great promises of multiple intelligence theory in education is to help us find the ways of our students and theirs. minds. In recent years, progress in the field of education psychology and research, in the MI theory used, provides teachers with real opportunities for all students. Both teachers and students should come from Gardner's Multiple Intelligence theory that everybody is learning differently and differently, respecting, evaluating, and nurturing diversity.

Reference Pages:

Reference Website for Multiple Intelligence Links and Activities:

[http://surfaquarium.com/im.htm]

Exploring Multiple Intelligences: New Dimensions of Learning

[http://www.multi-intell.com/]

There are several kinds of intelligence sources

http://www.theatreinmotion.com/resources.htm

Basic MI theory

http://edweb.gsn.org/edref.mi.th.html

Multiple Intelligence Theory: Principles

http://www.harding.edu/~cbr/midemo/prin.html

Various types of intelligence: theory and practice in class K-12

[http://www.indiana.edu/~eric_rec/ieo/bibs/multiple.html]

Task overview / Multiple Intelligences

[http://www.metronet.com/~bhorizon/teach.htm]

Promotion and Promotion of Scientific Pedagogical Activities – http://discoverlearning.com/forensic/docs/index.html

Naturalist Intelligence & # 150; Sea World / Busch Gardens website for students

http://www.seaworld.org/animal_bytes/animal_bytes.html