Countryside Camp and Countryside Camp and Conference CentreConference Centre

Camp ShalomCamp Shalom

Staff Training 2006Staff Training 2006Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Dr. R. van OostveenDr. R. van OostveenUniversity of Ontario Institute of TechnologyUniversity of Ontario Institute of Technology

Tuesday June 20, 2006Tuesday June 20, 2006

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Who can learn?Who can learn?– WalkingWalking– TalkingTalking– Playing gamesPlaying games– Interacting in socially appropriate waysInteracting in socially appropriate ways– Driving a car – even with a manual Driving a car – even with a manual

transmissiontransmission– Other examples: ?Other examples: ?

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Intelligence – what is it?Intelligence – what is it?–   It was observed that the gaps between children's mental ages and their It was observed that the gaps between children's mental ages and their

chronological ages widened as the children got older. The 6-year-old chronological ages widened as the children got older. The 6-year-old with the mental age of 8 had a mental age of 12 by the time he was 9 with the mental age of 8 had a mental age of 12 by the time he was 9 and a mental age of 16 by the time he was12. Similarly, the 6-year-old and a mental age of 16 by the time he was12. Similarly, the 6-year-old with a mental age of 4 had a mental age of 6 when he was 9 and a with a mental age of 4 had a mental age of 6 when he was 9 and a mental age of 8 when he was 12. In 1912, the German psychologist, mental age of 8 when he was 12. In 1912, the German psychologist, William Stern, noticed that even though the gap between mental age William Stern, noticed that even though the gap between mental age and chronological age widens as a child matures, the ratio of mental and chronological age widens as a child matures, the ratio of mental age to chronological age remains constant (and, as we will see, remains age to chronological age remains constant (and, as we will see, remains essentially constant throughout life). This constant ratio of mental age essentially constant throughout life). This constant ratio of mental age divided by chronological age was given the name "Intelligence divided by chronological age was given the name "Intelligence Quotient". Actually, the intelligence quotient is defined as 100 times the Quotient". Actually, the intelligence quotient is defined as 100 times the Mental Age (MA) divided by the Chronological Age (CA).Mental Age (MA) divided by the Chronological Age (CA).

IQ = 100 MA/CAIQ = 100 MA/CA(http://www.geocities.com/rnseitz/Definition_of_IQ.html)(http://www.geocities.com/rnseitz/Definition_of_IQ.html)

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

How do we measure IQ?How do we measure IQ?– Using a test that measures such things as Using a test that measures such things as

attention, memory, and verbal skills using a attention, memory, and verbal skills using a mix of written and oral questions delivered by mix of written and oral questions delivered by a trained psychologista trained psychologist

– Statistically, the population is centred on a Statistically, the population is centred on a score of 100 (normal distribution)score of 100 (normal distribution)

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Does IQ matter?Does IQ matter?– Remember how IQ is measured. Is this the Remember how IQ is measured. Is this the

only way we know (learn) things?only way we know (learn) things?– Enter Learning Styles and Multiple Enter Learning Styles and Multiple

Intelligences (stage left)Intelligences (stage left)

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Think about your experiences when you Think about your experiences when you need to learn somethingneed to learn something

Activity Activity (briefly discuss with your neighbours)(briefly discuss with your neighbours)

– How do you feel when you need to learn How do you feel when you need to learn something?something?

– How do you increase your motivation to learn How do you increase your motivation to learn something?something?

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Does the way a concept/idea is presented Does the way a concept/idea is presented matter to how you learn?matter to how you learn?– Learning Styles (Learning Styles (Learning StylesLearning Styles))

– Howard Gardiner and Multiple Intelligences (Howard Gardiner and Multiple Intelligences (Multiple Intelligences IMultiple Intelligences I , , Multiple Intelligences IIMultiple Intelligences II, and , and Multiple Intelligences IIIMultiple Intelligences III) )

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

What Multiple Intelligences do you have?What Multiple Intelligences do you have?– Take the Take the quizquiz

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

What does all of this have to do with you What does all of this have to do with you as staff members at Camp Shalom this as staff members at Camp Shalom this summer? Think, Pair, Share.summer? Think, Pair, Share.

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Hebrews 12:1-3Hebrews 12:1-311Therefore, since we are surrounded by such a great Therefore, since we are surrounded by such a great cloud of witnesses, let us throw off everything that cloud of witnesses, let us throw off everything that hinders and the sin that so easily entangles, and let us hinders and the sin that so easily entangles, and let us run with perseverance the race marked out for us. run with perseverance the race marked out for us. 2Let us fix our eyes on Jesus, the author and perfecter 2Let us fix our eyes on Jesus, the author and perfecter of our faith, who for the joy set before him endured the of our faith, who for the joy set before him endured the cross, scorning its shame, and sat down at the right cross, scorning its shame, and sat down at the right hand of the throne of God. hand of the throne of God. 3Consider him who endured such opposition from sinful 3Consider him who endured such opposition from sinful men, so that you will not grow weary and lose heart. men, so that you will not grow weary and lose heart.

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

AssignmentAssignment

In small groups of 2-3, suggest as many In small groups of 2-3, suggest as many different ways, referring to learning styles different ways, referring to learning styles and multiple intelligences, that you can and multiple intelligences, that you can help the campers to come to know (learn) help the campers to come to know (learn) the theme for this year.the theme for this year.

Present your ideas.Present your ideas.

Learning Styles and Multiple IntelligencesLearning Styles and Multiple Intelligences

Serve the campers with great Serve the campers with great (learning) style and have a (learning) style and have a wonderfully multiply intelligent wonderfully multiply intelligent summer!summer!