| A | B |
|---|
| Gardner's Logical Mathematics | Skills related to mathematical manipulations and solving logical problems |
| Gardner's Linguistic | Sensitivity to meanings, sounds, and rhythms |
| Gardner's Kinesthetic/bodily | Ability to excel physically and to handle objects skillfully |
| Gardner's Musical | Ability to produce pitch and rhythm |
| Gardner's Spatial | Ability to form a mental model of the spatial world and maneuver and operate the model |
| Gardner's Interpersonal | Ability to analyze and response to the motivations, moods, and desires of other people |
| Gardner's Intrapersonal | knowledge of one's feelings, needs, strengths, and weaknesses |
| Gardner's Existentialist | Belief or hope in a higher being |
| Gardner's Naturalist | Ability to discriminate among living things, to classify plants, animals, or minerals |
| Five Minds | Ethical mind, respectful mind, discipline mind, synthesizing mind, and creating mind |
| Emotional intelligence Quotient | Ability to monitor emotions of their own and others. Along with information to guide one's thinking and actions. |
| Factors that contribute to learning styles | Affective factors, cognitive factors, and physiological factors. |
| Visual learners use.. | Guided imagery and illustrations. |
| Kinesthetic/tactile learners use.. | Skits, role plays, and taking notes. |
| Auditory learners learn best by.. | Encouraging students to recite main points and group work where students can verbally share ideas. |
| Exceptional learners are students with | Learning disabilities, developmental/intellectual disabilities, hearing/visual impairment, speech and communications disorders, ADHD, Autism, and traumatic brain injury. |
| Critical principles of education | Zero reject, parental participation, nondiscriminatory, procedural due process, individual education program. |
| Mainstreaming | Placing special needs students in regular classroom settings part of the day. |
| Inclusion | Least restrictive environment to the maximum degree possible. |
