[The following definitions were obtained from ldpride.net.]
The idea of multiple intelligences was conceived by Dr. Howard Gardner. Multiple intelligences are seven different ways people demonstrate intellectual ability. Our programs will use each of these ways to master the material.
Regardless of your child's learning disability, Rocky Point Academy can make use of all learning pathways.
ability to perceive the visual…
Mental imagery is a strength of visual/spatial intelligence These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.
Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Many of the tools at Rocky Point Academy are learned through mental imagery, diagrams or clay examples. The models created are then placed into mental imagery.
ability to use words and language…Motivational speaking is a strength of verbal/linguistic intelligence.
These learners have highly developed auditory skills and are generally elegant speakers. They may think in words rather than pictures.
Their skills include: listening, speaking, writing, story telling, explaining, teaching, using humour, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
During a program each step is explained and discussed verbally with the client and then mastered aloud after the concept has been created in clay.
ability to use reason, logic and numbers…
Problem solving is a strength of logical/mathematical intelligence. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments.
Their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes.
Because each step builds logically upon the next, sequencing, relationships and progression are all being developed. The facilitator’s role is to lead a client towards discovery by guiding them through reasoning and logic.
ability to control body movements and handle objects skilfully…Coordination and sports are strengths of bodily/kinaesthetic intelligence.
These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (E.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.
Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body.
The program develops neural pathways required for development in both gross and fine motor skills. Movement in the environment is necessary in order to find and experience the concepts being taught. Balance, hand-eye coordination and orientation are achieved through physical exercises.
ability to produce and appreciate music…
Musicianship is a strength of musical/rhythmic intelligence These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).
Their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music.
A form of auditory orientation will be used to ensure accurate perception of sounds. This can help with speech and sound sensitivity. At Rocky Point Academy we may, depending on the client’s needs, use low frequency background sounds or music to help refocus the client.
ability to relate and understand others…Empathy is a strength of interpersonal intelligence
These learners try to see things from other people’s point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.
Their skills include: seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people’s moods and feelings, counseling, co-operating with groups, noticing people’s moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
Tools are provided to help the client become more aware of personal space, appropriate actions, reading facial expressions, body language and relating to others. Some clients are very empathetic before they come in, and they can use these skills as they work through the concepts and experiment with them in their daily environment.
ability to self-reflect and be aware of one’s inner state of being…
Self-reflection is a strength of intrapersonal intelligence These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.
Their skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others.
As we work through the tools and concepts, a client becomes more aware of their own strengths, learning styles and appropriate energy levels. As this occurs, clients will become aware of areas of weakness and become motivated to overcome their specific struggles. In an autism program we also emphasize that each person is an individual separate from self. We then explore feelings, emotions, wants, needs, intention and motivation.