There are multiple types of human intelligence, each representing different ways of processing information:
Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.
Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
Musical intelligence enables individuals to produce and make meaning of different types of sound.
Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.
Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.
Everyone has all eight types of intelligences at varied levels of aptitude. There are several quizzes to learn how we take in information.
It is a wonderful opportunity to listen to a PhD speaking about Neuroscience.
The number of women who are trained and work in Science, Technology, Engineering and Mathematics has increased significantly during the last years. Even so, women remain a minority in these disciplines. This talk will give an approximation to the state of the art on the neurocognitive differences between sexes taking a theoretical-psychobiosocial framework.
Dr. Markus Hausmann is an Associate Professor in the Department of Psychology at the University of Durham, England
September 2018, Facultad de Ciencias Biomédicas, Universidad Austral.
Multiple focus supporting language learning in content classes supporting content learning in language classes integrating several subjects organizing learning through cross-curricular themes and projects supporting reflection on the learning process Safe and enriching learning environment
using routine activities and discourse
displaying language and content throughout the classroom
building student confidence to experiment with language and content
using classroom learning centres
guiding access to authentic learning materials and environments
increasing student language awareness
Authenticity letting the students ask for the language help they need
maximizing the accommodation of student interests making a regular connection between learning and the students’ lives
connecting with other speakers of the CLIL language
using current materials from the media and other sources
Active learning students communicating more than the teacher
students help set content, language and learning skills outcomes
students evaluate progress in achieving learning outcomes
favouring peer co-operative work
negotiating the meaning of language and content with the students
teachers acting as facilitators Scaffolding
repackaging information in user-friendly ways
responding to different learning styles
fostering creative and critical thinking
building on a student's existing knowledge, skills, attitudes, interests and experience
challenging students to take another step forward and not just coast in comfort
Co-operation
planning courses/ lessons/ themes in co-operation with CLIL and non-CLIL teachers
involving parents in learning about CLIL and how to support students
involving the local community, authorities and employers
