1 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
A science lab setting, where students are working in groups to solve a problem
and where the instructor is moving from group to group is an example of
a. a student-centered classroom.
b. a teacher-fronted classroom.
c. none of the above.
Ques. 21 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
Student-centered classrooms can be difficult for instructors because
a. the instructors don't have much of an opportunity to talk.
b. the instructors have to plan carefully and engage in many discussions.
c. the instructors often feel that they are not in charge of the class.
Ques. 31 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
In a classroom with a student-centered format, students
a. are often upset because they rarely have the opportunity to speak.
b. listen to their professor's lecture and do not speak.
c. introduce their own topics and have longer discussions.
Ques. 41 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
College professors often rely on a teacher-fronted format because
a. most colleges don't permit group work in their classrooms.
b. most college rooms are designed as lecture rooms.
c. college professors often have to cover a lot of material in a short time.
Ques. 51 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
What which possible problems of teacher-fronted college classrooms are
mentioned in the reading?
a. College students cannot easily ask questions or introduce their own topics.
b. College students are forced to agree with the opinions of their professors.
c. College students have difficulty listening to long and boring lectures.
Ques. 61 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
Teacher-fronted interaction works well at all levels of instruction.
a. true
b. false
Ques. 71 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
Why do primary school teachers use teacher-fronted interaction in their
classrooms?
a. It helps young students learn how to participate in class.
b. It is a much easier way to design a classroom.
c. It is not possible to do group work with younger students.
Ques. 81 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
According to paragraph 2, students are most comfortable with a teacher-fronted
class because
a. they are familiar with it from primary school.
b. they don't have to do any work.
c. they get to sit in comfortable chairs.
Ques. 91 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
Researchers consider a lecture format to be teacher-fronted because
a. the instructor stands at the front of the room.
b. the teacher does not turn his or her back to the class.
c. the teacher does most of the talking in the classroom.
Ques. 101 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows,
listening and taking notes? Or are students sitting at tables in groups of four and
five, discussing a problem they are trying to solve while the professor moves from
group to group to answer questions? More than likely, the first arrangement came
to mind when you thought of this classroom. This situation represents the most
common classroom interaction, the one which is most familiar to all of us.
2 Researchers who study classroom interaction would describe the first
arrangement with a professor lecturing as a teacher-fronted classroom. In a
teacher-fronted classroom, the instructor's talk is most important. In these
classrooms, the teacher decides the topics that will be discussed and also decides
when a student will talk. Many students are comfortable with this kind of
interaction and classroom organization because they have experienced it
throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade
teacher may tell a story about a zebra and then ask several questions such as,
What color is a zebra? The students will then answer, Black and white. Or
the teacher may ask, What letter does the word zebra start with? and the
students will answer, Z. In these situations, the teacher already knows the
answer to the questions. However, he or she asks these simple questions to help
the students build their confidence and to help them learn how to participate in
class.
3 The teacher-fronted classroom may work well at the lower levels, but it
does not necessarily work well at the college level. Often, students in college
would like to ask their own questions or introduce their own topics,
especially when working on something difficult. They also may wish to have
more detailed discussions which go beyond a question / answer organization.
Finally, they may want to have discussions with fellow students in class as
well as with their instructors. In contrast, a college professor may choose to use a
teacher-fronted format simply because he or she has so much material that must
be covered in a single lecture, and there is not enough time for long discussions in
class.
4 The second scene, with students sitting in groups, is called a
student-centered classroom. In this type of classroom organization, student talk,
rather than teacher talk, is most important. Students have the opportunity to ask
questions, start new topics and follow up with longer discussions with both
classmates and teachers. Very often, in this type of classroom, students are
seated in chairs at tables rather than seated in a row. They have the opportunity
to move around as they complete their classroom assignments. This type of
organization is often very popular with teachers and students, but it does create
more responsibility for the instructor who has to participate in many different
discussions and who must do much more planning to have a successful class.
According to paragraph 1, most students are familiar with a variety of types of
classroom interaction.
a. true
b. false
Ques. 111 What's your favorite way to study? Do you find it helpful to listen to a
lecture you have recorded? Or, do you like to rewrite your notes on your
computer? Perhaps your favorite way is to discuss the materials covered in class
with your classmates while having coffee in the cafeteria. For many years,
researchers, instructors and students have been interested in finding out the best
methods for improving learning. Several new theories have recently been
developed which have helped both instructors and students understand how we
learn.
2 In the early 1990s, Harold Gardner of Harvard University identified seven
types of intelligences that influence how we learn. According to Gardner, some
people have visual-spatial intelligence and learn best through using graphics,
charts, television and videoconferencing. Others have bodily-kinesthetic
intelligence and prefer to learn in hands-on situations and through body
movement. Still others rely on musical intelligence and learn through song and
rhythm. This group of learners also works best with podcasts and other
multimedia.
3 The fourth type of intelligence that Gardner has identified is
interpersonal. These types of learners learn best in seminars, through group
activities and through email. In contrast, intrapersonal learners are often shy
and prefer to work alone. They are often independent learners and benefit most
from reflection and from methods such as keeping journals. Learners with
linguistic intelligence are fond of words and enjoy reading, word games and
working on computers. Finally, learners with logic-mathematical intelligence
engage in learning best when they are solving problems or mysteries. They also
enjoy experimenting to discover concepts.
4 It is often challenging for instructors to meet the needs of these many
types of learners within their classrooms. In fact, as Gardner has noted, most
classrooms are designed for learners with linguistic intelligence and logicalmathematical intelligence. However, many programs offer independent learning
opportunities outside of the classroom that may help a variety of intelligences.
These programs are often connected to labs and study centers that include
computers and various digital devices as well as specific areas for study groups
to meet and discuss course materials. Additionally, if students are able to
identify their particular types of intelligence, they can create study activities and
develop specific study habits on their own. They can modify materials created for
linguistic or logical-mathematical learners to fit their types of intelligence.
What could a bodily-kinesthetic learner who has to read a novel in a reading
class do to best study the novel?
a. keep a journal
b. act out scenes from the novel
c. make a chart of the characters
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