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Time to read! Time to think! Time to choose one! Choose one quote and express your opinion. Your classmates will guess which quote it is.

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Time to read! Time to think! Time to choose one! Choose one quote and express your opinion. Your classmates will guess which quote it is.

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Just watch the trailer! Be ready to speak about it!

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Just watch the trailer! Be ready to speak about it!

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True Spirit | Official Trailer | Netflix

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Time to speak about holidays. Choose five questions and answer them in your folder. 

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Time to speak about holidays. Choose five questions and answer them in your folder. 

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Rueda del azar - Gira la rueda para ver que elemento aparece a continuación.

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SpaceFlight Insider and USA in Space recently had a chance to interview U.S. astronaut Dr. Anna Lee Tingle Fisher. In 1978, Dr. Fisher was in the first group of six women ever selected to be American astronauts. Prior to 1978, women were not allowed into NASA's Astronaut Training Program. In fact, the only woman to have gone into space was Soviet cosmonaut Valentina Tereshkova, who went into space in 1963.

Dr. Fisher was selected for NASA's Space Shuttle program. She was one of six women in a group of 35, known as NASA's Astronaut Group 8. It had been almost 10 years since the Apollo era Group 7 was selected. NASA had decided that they no longer needed just military pilots, they needed people with a high degree of academics and now they wanted to include women in the selection process. All six women selected had doctorate degrees in 'STEM' (Science, Technology, Engineering, and Math) fields or in medicine. They were both highly educated and motivated.

Dr. Fisher is a chemist, a medical doctor, specializing in emergency medicine, and is a NASA astronaut. Today, at the age of 65, Fisher is the oldest active American astronaut. During her career at NASA, she has been involved with three major programs: the Shuttle Program, the International Space Station, and NASA's new crew-rated spacecraft - Orion.

Fisher said she knew she wanted to become an astronaut at the age of 12 when she heard the voice of Alan Shepard over the radio on his sub-orbital flight. In her dealings with NASA, she never felt any discrimination and felt that NASA was welcoming the women into the program. In fact, she said that she felt more negative attitudes in college against her becoming a doctor than she did by NASA in becoming an astronaut.

Once she was accepted into the program, she knew there was a spotlight on all of them. They all knew, that from this group, the first American woman astronaut would be selected. Dr. Fisher said it did not matter to the group, who was selected to be the first American woman Astronaut. Just knowing that there was going to be a first woman was more important to them than who it was. They all understood the importance of being a contributing part of the space program and to pave the way for women in the future. was selected and made the historic flight on STS-7 on June 18, 1983, becoming America's .

On November 8, 1984, Dr. Fisher launched into space on the Space Shuttle Discovery (OV-103). For Fisher, this was a dream come true. As a mother, this meant she was the first mother in space. She said that she most enjoyed the thrill of the launch and time spent looking out the windows at the Earth passing so fast below. One of her favorite moments in space was looking into the cargo bay of the Shuttle and seeing the two satellites they had captured from their orbits in space.

The two satellites were secured in the shuttle bay earlier in the mission. The STS-51-A mission marked the first time a shuttle deployed two communications satellites, and then retrieved from orbit two other communications satellites. The Anik D-2 and Syncom IV-1 satellite were deployed and Westar 6 and Palapa B2 satellite were retrieved. She spent 7 days, 23 hours, and 44 minutes in space and had completed 127 orbits of the Earth before landing at Kennedy Space Center, Florida.

Dr. Fisher was assigned to be on the flight manifest for the launch after the next Challenger shuttle launch.

On Jan. 28, 1986, Space Shuttle Challenger (OV-099) (mission STS-51-L) broke apart 73 seconds into its flight, leading to the deaths of its seven crew members. The Shuttle Program was grounded until a cause and a fix could be made.

Two years later, on September 29, 1988, Space Shuttle Discovery lifted off, signifying a "Return to Flight". This flight was commanded by astronaut Frederick Hauck who was also on STS-51A with Fisher, but Fisher was not part of this mission. With the birth of a second daughter, Dr. Fisher took a leave of absence to raise her kids.

She returned to NASA seven years later in 1996 and discovered that the agency she returned to, was not the one she had remembered. They were developing processes and procedures for the new International Space Station (ISS) program. Fisher became the chief of the Space Station branch and was able to use the experience of working through all of the issues that came up in the beginning of the Shuttle Program to help alleviate those same types of issues in that were coming up at the beginning of the ISS program.

Dr. Fisher continues to use her experience to contribute to the success of NASA as it starts of the Commercial Crew Program and the Orion Program. Pioneering women like Fisher helped to pave the way for many U.S. women astronauts and she continues to be an inspiration to many.

Tagged: Marshall Space Flight Center NASA Space Shuttle

JD Taylor was a long-time space enthusiast who, wanting to become more involved, opened his own space-themed news website: USAinSpace.com. Since the formation of this site, Taylor was introduced to the team at SpaceFlight Insider and opted to partner with SFI so as to be able to better tell the space exploration story.

Related Reading

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Women in Space: Dr. Anna Fisher, one of the 'Original Six'

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Final feature for SpaceFlight Insider's Women in Space series on NASA astronaut Anna Fisher.

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Time to work in your folder. Watch the trailer and write down.

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Time to work in your folder. Watch the trailer and write down.

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Name of the movie?
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Plot? Briefly (Don't copy and paste)
Songtrack?
Singer?

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Linguistic - understanding and using spoken and written languages , Visual/ spatial - Visualizing things and interpreting pictures , graphs and charts , Musical - Thinking in patterns , rhythms , and sounds; composing and performing music , Intrapersonal - Being aware of his or her own emotional states , feelings and motivations , Bodily -kinesthetic - Controlling the body and handling objects , Interpersonal - Understanding an interacting with other people , Logical- mathematical - Reasoning, recognizing patterns and logically analyzing problems , Naturalistic - Recognizing and classifying flora and fauna ,

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Linguistic - understanding and using spoken and written languages , Visual/ spatial - Visualizing things and interpreting pictures , graphs and charts , Musical - Thinking in patterns , rhythms , and sounds; composing and performing music , Intrapersonal - Being aware of his or her own emotional states , feelings and motivations , Bodily -kinesthetic - Controlling the body and handling objects , Interpersonal - Understanding an interacting with other people , Logical- mathematical - Reasoning, recognizing patterns and logically analyzing problems , Naturalistic - Recognizing and classifying flora and fauna ,

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Wordwall - Cree mejores lecciones de forma más rápida

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"I have a new job" said Samantha. - Samantha said she had a new job., "I'm a student" I said. - I said I was a student., "I don't like Monday mornings" said Ben. - Ben said he didn't like Monday mornings., "I am doing my homework" said Layla. - Layla said she was doing her homework., "It's ten o'clock" said my dad. - My dad said it was ten o'clock., "I can speak three languages" said Helen. - Helen said she could speak three languages., "We aren't playing video games!" said my two little brothers. - My two little brothers said they weren't playing video games., "My mum doesn't like rock music" said George. - George said that his mum didn't like rock music,

Tabla de clasificación

Tarjetas flash es una plantilla abierta. No genera puntuaciones para una tabla de clasificación.

Requiere iniciar sesión

Tema

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Interactivos

A medida que juegue a la actividad, aparecerán más formatos.

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"I have a new job" said Samantha. - Samantha said she had a new job., "I'm a student" I said. - I said I was a student..

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English: an open door to the whole world

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English: an open door to the whole world

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Tense Change! Check how to change tenses!

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Tense Change! Check how to change tenses!

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Past simple - Present simple, Past continuous - Present continuous, Would - Will , Could - Can, was/were going to - am/is/are going to.

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After watching the video, complete the chart. Full ideas! Check spelling and punctuation.

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After watching the video, complete the chart. Full ideas! Check spelling and punctuation.

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Listen to the song and write down as many words as you can. 

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Listen to the song and write down as many words as you can. 

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TONES AND I - I MADE IT (OFFICIAL VIDEO) FROM TRUE SPIRIT

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Musical intelligence - Playing the violin, Bodily-kinesthetic intelligence - Creating a piece of art, Logical-mathematical intelligence - Experimenting for finding the COVID vaccine, Linguistic intelligence - Writing an opinion essay, Spatial intelligence - Putting a puzzle together, Interpersonal intelligence - Assessing a child's emotions, Intrapersonal intelligence - Finding motivation in myself, Naturalistic intelligence - Categorizing kinds of plants,

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Musical intelligence - Playing the violin, Bodily-kinesthetic intelligence - Creating a piece of art, Logical-mathematical intelligence - Experimenting for finding the COVID vaccine, Linguistic intelligence - Writing an opinion essay, Spatial intelligence - Putting a puzzle together, Interpersonal intelligence - Assessing a child's emotions, Intrapersonal intelligence - Finding motivation in myself, Naturalistic intelligence - Categorizing kinds of plants,

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Look out! This photo shows how the brain is developed when two languages are learnt.

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Look out! This photo shows how the brain is developed when two languages are learnt.

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Howard Gardner, multiple intelligences and education

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Who's he? What did he develop? How important has his research  been for education and health.

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Who's he? What did he develop? How important has his research  been for education and health.

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Howard Gardner, multiple intelligences and education. Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization.

Contents: introduction · howard gardner - a life · howard gardner on multiple intelligences · the appeal of multiple intelligences · are there additional intelligences? · howard gardner's multiple intelligences - some issues and problems · conclusion · further reading and references · how to cite this article

I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)

Howard Earl Gardner's (1943- ) work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner's contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:

In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)

One of the main impetuses for this movement has been Howard Gardner's work. He has been, in Smith and Smith's (1994) terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget. Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole.

In this article we explore Howard Gardner's contribution and the use to which it has been put by educators.

Howard Gardner - a life

Howard Gardner was born in Scranton, Pennsylvania in 1943. His parents had fled from Nürnberg in Germany in 1938 with their three-year old son, Eric. Just prior to Howard Gardner's birth Eric was killed in a sleighing accident. These two events were not discussed during Gardner's childhood, but were to have a very significant impact upon his thinking and development (Gardner 1989: 22). The opportunities for risky physical activity were limited, and creative and intellectual pursuits encouraged. As Howard began to discover the family's 'secret history' (and Jewish identity) he started to recognize that he was different both from his parents and from his peers.

His parents wanted to send Howard to Phillips Academy in Andover Massachusetts - but he refused. Instead he went to a nearby preparatory school in Kingston, Pennsylvania (Wyoming Seminary). Howard Gardner appears to have embraced the opportunities there - and to have elicited the support and interest of some very able teachers. From there he went to Harvard University to study history in readiness for a career in the law. However, he was lucky enough to have Eric Erikson as a tutor. In Howard Gardner's words Erikson probably 'sealed' his ambition to be a scholar (1989: 23). But there were others:

My mind was really opened when I went to Harvard College and had the opportunity to study under individuals-such as psychoanalyst Erik Erikson, sociologist David Riesman, and cognitive psychologist Jerome Bruner-who were creating knowledge about human beings. That helped set me on the course of investigating human nature, particularly how human beings think. (Howard Gardner quoted by Marge Sherer 1999)

Howard Gardner's interest in psychology and the social sciences grew (his senior thesis was on a new California retirement community) and he graduated summa cum laude in 1965.

Howard Gardner then went to work for a brief period with Jerome Bruner on the famous MACOS Project ('Man: A course of study'). Bruner's work, especially in The Process of Education (1960) was to make a profound impact, and the questions that the programme asked were to find an echo in Gardner's subsequent interests. During this time he began to read the work of Claude Levi-Strauss and Jean Piaget in more detail. He entered Harvard's doctoral programme in 1966, and in the following year became part of the Project Zero research team on arts education (with which he has remained involved to the present). Howard Gardner completed his PhD in 1971 (his dissertation was on style sensitivity in children). He remained at Harvard. Alongside his work with Project Zero (he now co-directs it with David Perkins) he was a lecturer (1971-1986) and then professor in education (1986- ). His first major book, The Shattered Mind appeared in 1975 and some fifteen have followed. Howard Gardner is currently Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and adjunct professor of neurology at the Boston University School of Medicine.

Project Zero provided an environment in which Howard Gardner could begin to explore his interest in human cognition. He proceeded in a very different direction to the dominant discourses associated with Piaget and with psychometric testing. Project Zero developed as a major research centre for education - and provided an intellectual home for a significant grouping of researchers. A key moment came with the establishment of the Project on Human Potential in the late 1970s (funded by Bernard van Leer Foundation) to 'assess the state of scientific knowledge concerning human potential and its realization'. The result was Frames of Mind (1983) Howard Gardner's first full-length statement of his theory of multiple intelligences.

Howard Gardner on multiple intelligences - the initial listing

Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). He reviewed the literature using eight criteria or 'signs' of an intelligence:

Potential isolation by brain damage.The existence of idiots savants, prodigies and other exceptional individuals.

An identifiable core operation or set of operations.

A distinctive development history, along with a definable set of 'end-state' performances.

An evolutionary history and evolutionary plausibility.

Support from experimental psychological tasks.

Support from psychometric findings.

Susceptibility to encoding in a symbol system. (Howard Gardner 1983: 62-69)

Candidates for the title 'an intelligence' had to satisfy a range of these criteria and must include, as a prerequisite, the ability to resolve 'genuine problems or difficulties' ( ibid.: 60) within certain cultural settings. Making judgements about this was, however, 'reminiscent more of an artistic judgement than of a scientific assessment' ( ibid.: 62).

Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43).

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

In Frames of Mind Howard Gardner treated the personal intelligences 'as a piece'. Because of their close association in most cultures, they are often linked together. However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.

In essence Howard Gardner argued that he was making two essential claims about multiple intelligences. That:

The theory is an account of human cognition in its fullness. The intelligences provided 'a new definition of human nature, cognitively speaking' (Gardner 1999: 44). Human beings are organisms who possess a basic set of intelligences.

People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences' ( ibid.: 45).

These intelligences, according to Howard Gardner, are amoral - they can be put to constructive or destructive use.

The appeal of multiple intelligences to educators

Howard Gardner's theory of multiple intelligences has not been readily accepted within academic psychology. However, it has met with a strongly positive response from many educators. It has been embraced by a range of educational theorists and, significantly, applied by teachers and policymakers to the problems of schooling. A number of schools in North America have looked to structure curricula according to the intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner develops. The theory can also be found in use within pre-school, higher, vocational and adult education initiatives.

This appeal was not, at first, obvious.

At first blush, this diagnosis would appear to sound a death knell for formal education. It is hard to teach one intelligence; what if there are seven? It is hard to enough to teach even when anything can be taught; what to do if there are distinct limits and strong constraints on human cognition and learning? (Howard Gardner 1993: xxiii)

Howard Gardner responds to his questions by first making the point that psychology does not directly dictate education, 'it merely helps one to understand the conditions within which education takes place'. What is more:

Seven kinds of intelligence would allow seven ways to teach, rather than one. And powerful constraints that exist in the mind can be mobilized to introduce a particular concept (or whole system of thinking) in a way that children are most likely to learn it and least likely to distort it. Paradoxically, constraints can be suggestive and ultimately freeing. ( op. cit.)

Mindy L. Kornhaber (2001: 276), a researcher involved with Project Zero, has identified a number of reasons why teachers and policymakers in North America have responded positively to Howard Gardner's presentation of multiple intelligences. Among these are that:

... the theory validates educators' everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms.

The response to Howard Gardner is paralleled by the adoption of Kolb's model of experiential learning by adult and informal educators. While significant criticism can be made of the formulation (see below) it does provide a useful set of questions and 'rules of thumb' to help educators to think about their practice. The way in which Howard Gardner's theory of multiple intelligences has been translated into policy and practice has been very varied. Howard Gardner did not, initially, spell out the implications of his theory for educators in any detail. Subsequently, he has looked more closely at what the theory might mean for schooling practice (e.g. in The Unschooled Mind, Intelligence Reframed, and The Disciplined Mind). From this work three particular aspects of Gardner's thinking need noting here as they allow for hope, and an alternative way of thinking, for those educators who feel out of step with the current, dominant product orientation to curriculum and educational policy. The approach entails:

A broad vision of education. All seven intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern. As Kornhaber (2001: 276) has noted it involves educators opting 'for depth over breadth'. Understanding entails taking knowledge gained in one setting and using it in another. 'Students must have extended opportunities to work on a topic' ( op. cit.).

Developing local and flexible programmes. Howard Gardner's interest in 'deep understanding', performance, exploration and creativity are not easily accommodated within an orientation to the 'delivery' of a detailed curriculum planned outside of the immediate educational context. 'An "MI setting" can be undone if the curriculum is too rigid or if there is but a single form of assessment' (Gardner 1999: 147). In this respect the educational implications of Howard Gardner's work stands in a direct line from the work of John Dewey.

Looking to morality. 'We must figure out how intelligence and morality can work together', Howard Gardner argues, 'to create a world in which a great variety of people will want to live' (Gardner 1999: 4). While there are considerable benefits to developing understanding in relation to the disciplines, something more is needed.

Are there additional intelligences?

Since Howard Gardner's original listing of the intelligences in Frames of Mind (1983) there has been a great deal of discussion as to other possible candidates for inclusion (or candidates for exclusion). Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. He has concluded that the first of these 'merits addition to the list of the original seven intelligences' (Gardner 1999: 52).

Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' ( ibid.: 48).

The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to spiritual intelligence is far more complex. According to Howard Gardner (1999: 59) there are problems, for example, around the 'content' of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, 'and the need for it to be partially identified through its effect on other people'. As a result:

It seems more responsible to carve out that area of spirituality closest 'in spirit' to the other intelligences and then, in the sympathetic manner applied to naturalist intelligence, ascertain how this candidate intelligence fares. In doing so, I think it best to put aside the term spiritual, with its manifest and problematic connotations, and to speak instead of an intelligence that explores the nature of existence in its multifarious guises. Thus, an explicit concern with spiritual or religious matters would be one variety - often the most important variety - of an existential intelligence.

Existential intelligence, a concern with 'ultimate issues', is, thus, the next possibility that Howard Gardner considers - and he argues that it 'scores reasonably well on the criteria' ( ibid.: 64). However, empirical evidence is sparse - and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. 'I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence - at least for now' ( ibid.: 66).

The final, and obvious, candidate for inclusion in Howard Gardner's list is moral intelligence. In his exploration, he begins by asking whether it is possible to delineate the 'moral domain'. He suggests that it is difficult to come to any consensual definition, but argues that it is possible to come to an understanding that takes exploration forward. Central to a moral domain, Howard Gardner suggests, 'is a concern with those rules, behaviours and attitudes that govern the sanctity of life - in particular, the sanctity of human life and, in many cases, the sanctity of any other living creatures and the world they inhabit' ( ibid.: 70). If we accept the existence of a moral realm is it then possible to speak of moral intelligence? If it 'connotes the adoption of any specific moral code' then Howard Gardner does not find the term moral intelligence acceptable ( ibid.: 75). Furthermore, he argues, researchers and writers have not as yet 'captured the essence of the moral domain as an instance of human intelligence' ( ibid.: 76).

As I construe it, the central component in the moral realm or domain is a sense of personal agency and personal stake, a realization that one has an irreducible role with respect to other people and that one's behaviour towards others must reflect the results of contextualized analysis and the exercise of one's will.... The fulfilment of key roles certainly requires a range of human intelligences - including personal, linguistic, logical and perhaps existential - but it is fundamentally a statement about the kind of person that has developed to be. It is not, in itself, an intelligence. 'Morality' is then properly a statement about personality, individuality, will, character - and, in the happiest cases, about the highest realization of human nature. ( ibid.: 77)

So it is, that Howard Gardner has added an eighth intelligence - naturalist intelligence - to his list. He has also opened the door to another possibility - especially that of existential intelligence - but the court is out on that one.

Howard Gardner's multiple intelligences - some issues and problems

There are various criticisms of, and problems around, Howard Gardner's conceptualization of multiple intelligences. Indeed, Gardner himself has listed some of the main issues and his responses (1993: xxiii-xxvii; 1999: 79-114). Here, I want to focus on three key questions that have been raised in debates. (There are plenty of other questions around - but these would seem to be the most persistent):

Are the criteria Howard Gardner employs adequate? John White (1997) has argued that there are significant issues around the criteria that Howard Gardner employs. There are questions around the individual criteria, for example, do all intelligences involve symbol systems; how the criteria to be applied; and why these particular criteria are relevant. In respect of the last, and fundamental question, White states that he has not been able to find any answer in Gardner's writings ( ibid.: 19). Indeed, Howard Gardner himself has admitted that there is an element of subjective judgement involved.

Does Howard Gardner's conceptualization of intelligence hold together? For those researchers and scholars who have traditionally viewed intelligence as, effectively, what is measured by intelligence tests - Howard Gardner's work will always be problematic. They can still point to a substantial tradition of research that demonstrates correlation between different abilities and argue for the existence of a general intelligence factor. Howard Gardner (1993: xxiv) disputes much of the evidence and argues that it is not possible, as yet, to know how far intelligences actually correlate. More recent developments in thinking around intelligence such as Robert Sternberg's (1985, 1996) advancement of a 'triarchic model' have shared Gardner's dislike of such standard intelligence theory. However, in contrast to Howard Gardner, Robert Sternberg does not look strongly at the particular material that the person is processing. Instead he looks to what he calls the componential, experiential and contextual facets of intelligence. A further set of criticisms centre around the specific intelligences that Howard Gardner identified. For example, it can be argued that musical intelligence and bodily-kinesthetic intelligence are better approached as talents (they do not normally need to adapt to life demands).

Is there sufficient empirical evidence to support Howard Gardner's conceptualization? A common criticism made of Howard Gardner's work is that his theories derive rather more strongly from his own intuitions and reasoning than from a comprehensive and full grounding in empirical research. For the moment there is not a properly worked-through set of tests to identify and measure the different intelligences.

I once thought it possible to create a set of tests of each intelligence - an intelligence-fair version to be sure - and then simply to determine the correlation between the scores on the several tests. I now believe that this can only be accomplished if someone developed several measures for each intelligence and then made sure that people were comfortable in dealing with the materials and methods used to measure each intelligence. (Gardner 1999: 98)

Howard Gardner himself has not pursued this approach because of a more general worry with such testing - that it leads to labelling and stigmatization. It can be argued that research around the functioning of the brain generally continues to support the notion of multiple intelligence (although not necessarily the specifics of Howard Gardner's theory).

There are further questions around the notion of selfhood that Howard Gardner employs - something that he himself has come to recognize. In the early 1990s he began to look to the notion of distributed cognition as providing a better way of approaching the area than focusing on what goes on in the mind of a single individual (Hatch and Gardner 1993) (see the discussion of social/situational orientations to learning).

Conclusion

While there may be some significant questions and issues around Howard Gardner's notion of multiple intelligences, it still has had utility in education. It has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing. For example, Mindy Kornhaber and her colleagues at the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the performance of a number of schools and concluded that there have been significant gains in respect of SATs scores, parental participation, and discipline (with the schools themselves attributing this to MI theory). To the extent that Howard Gardner's multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, then it has to be judged a useful addition.

Project SUMIT (2000) uses the metaphor of Compass Points -'routes that educators using the theory have taken and which appear to benefit students'. They have identified the following markers that characterize schools with some success in implementing practices that attend to multiple intelligences theory.

Culture: support for diverse learners and hard work. Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary.

Readiness: awareness-building for implementing MI. Building staff awareness of MI and of the different ways that students learn.

Tool: MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself.

Collaboration: informal and formal exchanges. Sharing ideas and constructive suggestions by the staff in formal and informal exchanges.

Choice: meaningful curriculum and assessment options. Embedding curriculum and assessment in activities that are valued both by students and the wider culture.

Arts. Employing the arts to develop children's skills and understanding within and across disciplines.

Informal educators can usefully look at this listing in respect of their projects and agencies. The multiple intelligences themselves also provide a good focus for reflection. Arguably, informal educators have traditionally been concerned with the domains of the interpersonal and the intrapersonal, with a sprinkling of the intelligences that Howard Gardner identifies with the arts. Looking to naturalist linguistic and logical-mathematical intelligences could help enhance their practice.

Further reading and references

The main Howard Gardner writings on multiple intelligences are as follows:

Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books. The second edition was published in Britain by Fontana Press. 466 + xxix pages. (All references in this article refer to this second, 10th Anniversary, edition). A major addition to the literature of cognitive psychology being the first full length explication of multiple intelligences.

Gardner, Howard (1989) To Open Minds: Chinese clues to the dilemma of contemporary education, New York: Basic Books. This book includes a significant amount of material on Gardner's early life.

Gardner, H. (1991) The Unschooled Mind: How children think and how schools should teach, New York: Basic Books.

Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books. 292 + x pages. Useful review of Gardner's theory and discussion of issues and additions.

Gardner, Howard (1999) The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, New York: Simon and Schuster (and New York: Penguin Putnam).

References

Brualdi, A, C. (1996) 'Multiple Intelligences: Gardner's Theory. ERIC Digest', Eric Digests, [ http://www.ericdigests.org/1998-1/multiple.htm. Accessed June 15, 2008]

Bruner, J (1960) The Process of Education, Cambridge, Mass.: Harvard University Press.

Gardner, Howard (1975) The Shattered Mind, New York: Knopf.

Gardner, Howard (2006) Changing Minds. The art and science of changing our own and other people's minds. Boston MA.: Harvard Business School Press.

Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001) Good Work: Where Excellence and Ethics Meet, New York: Basic Books.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.

T. Hatch and H. Gardner (1993) 'Finding cognition in the classroom: an expanded view of human intelligence' in G. Salomon (ed.) Distributed Cognitions. Psychological and educational considerations, Cambridge: Cambridge University Press.

Kornhaber, M. L. (2001) 'Howard Gardner' in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. From Piaget to the present, London: Routledge.

Project SUMIT (2000) SUMIT Compass Points Practices. [ http://pzweb.harvard.edu/Research/SUMIT.htm. Accessed June 15, 2008]

Scherer, M. (1999) 'The Understanding Pathway: A Conversation with Howard Gardner', Educational Leadership 57(3) [ www.georgejacobs.net/MIArticles/Gardner%20ASCD%201999.doc. Accessed June 15, 2008].

Smith, L. G. and Smith, J. K. (1994) Lives in Education. A narrative of people and ideas 2e, New York: St Martin's Press.

Sternberg, R. J. (1985) Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.

Sternberg, R. J. (1996) Successful intelligence. New York: Simon & Schuster.

White, J. (1998) Do Howard Gardner's multiple intelligences add up? London: Institute of Education, University of London.

Williams, W. M., Blythe, T., White, N., Li, J., Sternberg, R. J., & Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins College Publishers.

Acknowledgement: The picture of Howard Gardner is reproduced here under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0) Licence. It is part of the Aspen Institute's photostream at Flickr.

To cite this article: Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', The encyclopedia of pedagogy and informal education, https://www.infed.org/mobi/howard-gardner-multiple-intelligences-and-education.

© Mark K. Smith 2002, 2008

Last Updated on October 19, 2019 by infed.org

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Howard Gardner, multiple intelligences and education

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Contents: introduction · howard gardner - a life · howard gardner on multiple intelligences · the appeal of multiple intelligences · are there additional intelligences? · howard gardner's multiple intelligences - some issues and problems · conclusion · further reading and references · how to cite this article I want my children to understand the world, but not just because the world is fascinating and the human mind is curious.

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Test Result_ If you got the highest score in section …

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Ordenar por grupo - Arrastra y suelta cada elemento en su grupo correcto.

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Good at languages, reading, and writing, These learners have the ability to interact and understand others., Good with numbers, Good at using images, graphs, and pictures, Good with body movements., Good at making or understanding music., Good at knowing how others are feeling., Good at knowing how you are feeling., Good at knowing plants and animals., These learners try to understand their inner feeling and dreams..

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Good at languages, reading, and writing, These learners have the ability to interact and understand others., Good with numbers, Good at using images, graphs, and pictures, Good with body movements., Good at making or understanding music., Good at knowing how others are feeling., Good at knowing how you are feeling., Good at knowing plants and animals., These learners try to understand their inner feeling and dreams..

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1) People who are good at thinking in patterns, rhythms, and sounds. a) Visual - Spatial Intelligence b) Linguistic - Verbal c) Musical Intelligence 2) People who are able to use words well, both when writing and speaking. a) Linguistic - Verbal b) Intrapersonal c) Interpersonal 3) Individuals who are good at being aware of their own emotional states, fellings, and motivations. a) Bodily - Kinesthetic b) Intrapersonal c) Naturalistic 4) People who are good at visualizing things, with directions as well as maps, charts, videos, and pictures. a) Naturalistic b) Logical - Mathematical c) Visual - Spatial 5) People who are good at body movement, performing actions, and physical control. a) Naturalistic b) Bodily - Kinesthetic c) Linguistic - Verbal 6) People who are good at understanding and interacting with other people. a) Interpersonal Intelligence b) Musical c) Visual - Spatial 7) People who are often interested in nurturing, exploring the environment, and learning about other species. a) Logical - Mathematical b) Visual - Spatial c) Naturalistic 8) People who are good at reasoning, recognizing patters, and logically analyzing problems. a) Interpersonal b) Logical - Mathematical c) Bodily - Kinesthetic

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1) People who are good at thinking in patterns, rhythms, and sounds. a) Visual - Spatial Intelligence b) Linguistic - Verbal c) Musical Intelligence 2) People who are able to use words well, both when writing and speaking. a) Linguistic - Verbal b) Intrapersonal c) Interpersonal 3) Individuals who are good at being aware of their own emotional states, fellings, and motivations.

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Time to play! Time to guess what MIGHT or MAY mean.

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Time to play! Time to guess what MIGHT or MAY mean.

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Keep the receipt for the dress. - You might want to change it , There are some good films on. - We may watch one of them., There's no one in the pool. - It might not be warm enough., I need to improve my English. - I might do a summer course in the UK., They've never been to my house before. - They might not know the way., I'm not sure which jacket to buy. - I might get the blue one or the red one. , Andy doesn't like meat. - He might not like the idea of eating barbecue., Alan's parents are from Spain. - He may visit them this summer., Peggy is ill. - She may not go to the party tomorrow., She doesn't answer. - She may be driving., I can't take photos with my camera. - It might be broken., Candy is not very keen on classical music. - She may not want to go to the ballet.,

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Keep the receipt for the dress. - You might want to change it , There are some good films on. - We may watch one of them., There's no one in the pool. - It might not be warm enough., I need to improve my English.

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Jack may be coming to see us tomorrow. (= Perhaps Jack will come to see us tomorrow.) Oh dear! It's half past ten. We may be late for the meeting. (= Perhaps we will be late for the meeting.) She's had no sleep. She may be tired. (= Perhaps she is tired.)

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Aprende en Inglés los modales May- Might

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Reordenar - Arrastra y suelta palabras para reordenar cada oración en su orden correcto.

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Keep the receipt for the top - You might want to change it. , There are some good films on, - we might go to the cinema, I need to improve my English, - Imight do a summer course in the U.K , I'm not sure which one to buy, - I might get the blue one or the red one, They have never been to my house before. - They might not know the way. , She's not answering her phone. - She might be driving. , His company is not doing very well. - He might lose his job. , I wouldn't lend her the money if I were you. - She might not pay you back. , Take an umbrella with you. - It heard that it might rain later. , Its quite early. - The children might not be in bed yet, She told me she was very tired - She might not be at the party tonight., I must write down the date of my doctor's appointment. - If I dont, i might forget it. ,

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Keep the receipt for the top - You might want to change it. , There are some good films on, - we might go to the cinema.

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Ficha online de Vocabulary and Grammar para Elementary. Puedes hacer los ejercicios online o descargar la ficha como pdf.

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Read Part 1 again and answer the questions.

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Read Part 1 again and answer the questions.

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1- Who is Anna's classmate?
2- Who do Anna and her friend do together?
3- Does Anna know what to study?
4- Why does Anna talk to her uncle about her dream?
5- What does her uncle give her?

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Follow your dreams, hand writting inspiration quote.

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123RF - Millions of Creative Stock Photos, Vectors, Videos and Music Files For Your Inspiration and Projects.

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Time to watch the video and enjoy Britney Spears Oops!... I Did It Again. 

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Time to watch the video and enjoy Britney Spears Oops!... I Did It Again. 

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Britney Spears - Oops!...I Did It Again (Official HD Video)

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Time to read about NASA. Browse the page and be ready to speak about NASA.

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Time to read about NASA. Browse the page and be ready to speak about NASA.

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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Time to work with a song! Listen to it and complete the worksheet! Then, press 'FINISH' to see your own performance. 

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Time to work with a song! Listen to it and complete the worksheet! Then, press 'FINISH' to see your own performance. 

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I'll be there for you (Friends Theme Song) worksheet

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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1) Time to work in Class:  Monday, 6th
2) Read part 1 again and answer the questions Thrusday, 9th
3)  Practice with Tenses and the story.  Monday, 12th

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Time to listen to the audio! First practise the questions! Then, practise pronounciation! 

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Time to listen to the audio! First practise the questions! Then, practise pronounciation! 

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Read about Funny Chris' Ambitions and find the missing word.

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Read about Funny Chris' Ambitions and find the missing word.

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When Funny Chris left school, he wanted to ____ a clown and make children laugh. He also wanted to have his ____ business. He decided to leave Poland and live ____. He settled in America and went to a circus school there. He ____ about acrobatics and magic tricks. He also learned to play the ____. When he finished school, he learned a new ____ - German. Then he opened two circus schools in the UK and in Germany. Now he ____ a big business. Funny Chris often visits children in hospitals. He wears ____ clothes and makes children laugh. He wants them to ____ fun. He is ____ with his life.

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When Funny Chris left school, he wanted to ____ a clown and make children laugh. He also wanted to have his ____ business. He decided to leave Poland and live ____. He settled in America and went to a circus school there. He ____ about acrobatics and magic tricks.

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Time to work in your folder.
Read the story and write down

1) Two affirmative sentences in Present Simple
2) Two negative sentences in Present Simple
3) Two affirmative sentences in Past Simple.
4) Two negative sentences in Past Simple.
5) Two affirmative sentences in Future GOING TO
6) Two interrogative sentences in Future GOING TO
7) Two affirmative sentences with CAN
8) One negative sentence with CAN'T.
8) One question with WOULD.

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Hell ♥, it's me | Citas y frases célebres 💬💡🤔 | Enviar auténticas postales en línea

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Envía auténticas postales y tarjetas de felicitación con MyPostcard. Diseñar ahora Hell ♥, it's me en línea y enviar como una auténtica postal. La mayor selección de motivos, frases, plantillas y diseños para auténticas postales y tarjetas de felicitación de la categoría Citas y frases célebres 💬💡🤔

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Time to read and complete the chart in your folder.

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Time to read and complete the chart in your folder.

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Perhaps the greatest challenge learners of English as a second language (ESL) will face is remembering the grammatical rules of all 16 verb tenses that describe actions happening in the past, present and future. On top of that, they must be able to use them in the correct situation!

The best way to tackle this seemingly impossible task is to fully understand the most basic of English verb forms before worrying over the more complex ones. So, let's examine the four fundamental tenses you need to know:

Present Simple

This verb tense is all about general facts (the earth revolves around the sun, my father has brown hair) or the things we do on a regular basis - this could be every day, every week, every year, sometimes, rarely or always. If you exercise three times a week or if your brother plays basketball for the school team, use the present simple to talk about those actions.

Simply use the base form of a verb (v1) when the subject is I, you, we or they:

If you are talking about another person or object (he, she, it), add an -s or -es to the end of the verb:

Present Continuous

When describing any ongoing action, we use the -ing verb. And if that action is happening now or in the general present and has a foreseeable end (which means it's not a habit), we use the present continuous. In these situations, use the To Be verb (am, is, are), followed by an -ing verb:

They are traveling across Java. / He is studying in England. / Is she reading in her room?

Past Tense

Like its name suggests, this tense is all about the past; specifically, completed actions in the past that are connected to a specific time. These use past tense verbs (v2) that are either regular (with a d -or -ed at the end) or irregular, which means they change slightly from their base forms.

Present Perfect

Don't let its name fool you; this tense only has a slight connection to the present. The present perfect is mostly used to describe past achievements - big and small - without being specific on when they took place. This means that these statements don't include a past time marker. They can, however, mention how many times you have done something.

To use the present perfect and talk about what you have done, combine has/have with the past participle verb (v3):

I have seen that movie twice. / Have you done your homework? / We have taken the exam.

However, this tense can also be used to talk about actions that started in the past and are still true today. In this case, include how long the action has taken place:

I have worked here for two years / She has studied English for five years.

After studying the details of these English tenses, remember to put them to use and practice, practice, practice!

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The best way to tackle the seemingly impossible task of remembering the rules of all 16 verb tenses? You have to understand the most basic of English verb forms.

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Look at these examples to see how will, going to and the present continuous are used.

Oh great! That meeting after work's been cancelled. I'll go to that yoga class instead.
I'm going to try to visit my relatives in Australia this year.
The restaurant is reserved for 8. We're having a drink at Beale's first.

Try this exercise to test your grammar.

Grammar explanation

We use different verb forms to talk about our plans for the future, depending on what kind of plan it is: a spontaneous plan, a pre-decided plan or an arrangement.

We use will to talk about spontaneous plans decided at the moment of speaking.

Oops, I forgot to phone Mum! I'll do it after dinner.
I can't decide what to wear tonight. I know! I'll wear my green shirt.
There's no milk. I'll buy some when I go to the shops.

We use going to to talk about plans decided before the moment of speaking.

I'm going to phone Mum after dinner. I told her I'd call at 8 o'clock.
I'm going to wear my black dress tonight.
I'm going to go to the supermarket after work. What do we need?

Present continuous

We usually use the present continuous when the plan is an arrangement - already confirmed with at least one other person and we know the time and place.

I'm meeting Jane at 8 o'clock on Saturday.
We're having a party next Saturday. Would you like to come?

We often use the present continuous to ask about people's future plans.

Are you doing anything interesting this weekend?

Do this exercise to test your grammar again.

Language level

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Future forms: 'will', 'be going to' and present continuous

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Do you know how to talk about future plans using will, going to and the present continuous? Test what you know with interactive exercises and read the explanation to help you.

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Look at these examples to see how we can tell someone what another person said.

direct speech: 'I love the Toy Story films,' she said.
indirect speech: She said she loved the Toy Story films.

direct speech:'I worked as a waiter before becoming a chef,' he said.
indirect speech: He said he'd worked as a waiter before becoming a chef.

direct speech:'I'll phone you tomorrow,' he said.
indirect speech: He said he'd phone me the next day.

Try this exercise to test your grammar.

Read the explanation to learn more.

Grammar explanation

Reported speech is when we tell someone what another person said. To do this, we can use direct speech or indirect speech.

direct speech: 'I work in a bank,' said Daniel.
indirect speech:Daniel said that he worked in a bank.

In indirect speech, we often use a tense which is 'further back' in the past (e.g. worked) than the tense originally used (e.g. work). This is called 'backshift'. We also may need to change other words that were used, for example pronouns.

Present simple, present continuous and present perfect

When we backshift, present simple changes to past simple, present continuous changes to past continuous and present perfect changes to past perfect.

'I travel a lot in my job.'
Jamila said that she travelled a lot in her job.
'The baby's sleeping!'
He told me the baby was sleeping.
'I've hurt my leg.'
She said she'd hurt her leg.

Past simple and past continuous

When we backshift, past simple usually changes to past perfect simple, and past continuous usually changes to past perfect continuous.

'We lived in China for five years.'
She told me they'd lived in China for five years.
'It was raining all day.'
He told me it had been raining all day.

Past perfect

The past perfect doesn't change.

'I'd tried everything without success, but this new medicine is great.'
He said he'd tried everything without success, but the new medicine was great.

No backshift

If what the speaker has said is still true or relevant, it's not always necessary to change the tense. This might happen when the speaker has used a present tense.

'I go to the gym next to your house.'
Jenny told me that she goes to the gym next to my house. I'm thinking about going with her.
'I'm working in Italy for the next six months.'
He told me he's working in Italy for the next six months. Maybe I should visit him!
'I've broken my arm!'
She said she's broken her arm, so she won't be at work this week.

Pronouns, demonstratives and adverbs of time and place

Pronouns also usually change in indirect speech.

'I enjoy working in my garden,' said Bob.
Bob said that he enjoyed working in his garden.
'We played tennis for our school,' said Alina.
Alina told me they'd played tennis for their school.

However, if you are the person or one of the people who spoke, then the pronouns don't change.

'I'm working on my thesis,' I said.
I told her that I was working on my thesis.
'We want our jobs back!' we said.
We said that we wanted our jobs back.

We also change demonstratives and adverbs of time and place if they are no longer accurate.

'This is my house.'

He said this was his house. [You are currently in front of the house.]

He said that was his house. [You are not currently in front of the house.]

'We like it here.'

She told me they like it here. [You are currently in the place they like.]

She told me they like it there. [You are not in the place they like.]

'I'm planning to do it today.'

She told me she's planning to do it today. [It is currently still the same day.]

She told me she was planning to do it that day. [It is not the same day any more.]

In the same way, these changes to those, now changes to then, yesterday changes to the day before, tomorrow changes to the next/following day and ago changes to before.

Do this exercise to test your grammar again.

Language level

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Do you know how to report what somebody else said? Test what you know with interactive exercises and read the explanation to help you.

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Read and complete the chart- Reinforce Past Simple and check Past Continuous. 

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Read and complete the chart- Reinforce Past Simple and check Past Continuous. 

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Do you know how to use the past continuous and past simple? Test what you know with interactive exercises and read the explanation to help you.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Read the questions and answer them. Give full answers. Pay attention to tenses.

1- Does Anna have a friend? What do they do together?
2- What was Anna doing when the computer turned on?
3- What did Anna do when she received the first message?
4- Anna has a dream. What has she done to fulfil her dream?
6- According to Anna's parents. What is she going to be?
7- Why didn't Anna tell her dad about her ambition?

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Yesterday at half past twelve - I was having lunch, for 3 months - Miss Maria has been our teacher, this week - we're having lunch at the canteen, two years ago - Miss María wasn't our teacher, on Tuedays - We go home at half past three., next month - we are going to study with a new book, last year - we had remote lessons using zoom, since I was born - I have lived in the same house,

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Yesterday at half past twelve - I was having lunch, for 3 months - Miss Maria has been our teacher, this week - we're having lunch at the canteen, two years ago - Miss María wasn't our teacher, on Tuedays - We go home at half past three., next month - we are going to study with a new book, last year - we had remote lessons using zoom, since I was born - I have lived in the same house,

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MUSICAL START -  Maria Garcia and Ignacio - At the piano

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MUSICAL START -  Maria Garcia and Ignacio - At the piano

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High School Musical 3 - Spring Show [Disney]

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SCENE  1  PART 2 Acting +  GABI and TROY's song  + Acting

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SCENE  1  PART 2 Acting +  GABI and TROY's song  + Acting

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Right Here - Right Now Gabriella and Troy

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Right Here - Right Now Gabriella and Troy

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Right Here, Right Now (From "High School Musical 3: Senior Year")

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Put the words in order to make sentences about holidays. 

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Put the words in order to make sentences about holidays. 

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Wordwall - Cree mejores lecciones de forma más rápida

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The holidays finished., I enjoyed the holidays., I played a lot., I went to the park., I visited my family., I rode my bike., I watched movies..

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Wordwall - Cree mejores lecciones de forma más rápida

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TRUE 👍🏻: SHE SLEPT , HE WROTE A LETTER, HE READ A BOOK, SHE COOKED, HE WATCHED TV, HE PLAYED WITH TOYS , FALSE 👎🏻: SHE PLAYED ON THE COMPUTER, HE PAINTED.

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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GO
EAT
BUY
DO
GET UP
READ
RIDE
WAKE UP
HAVE
SEE
MEET
VISIT
LISTEN
DANCE
STAY
Choose EIGHT verbs in SIMPLE PAST and complete the anagram
H
O
L
I
D
A
Y
S

Write down seven sentences about the best holidays ever.

Look for a selfie or photos and talk about your best holidays ever. ORAL MARK

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Oral Task! My last Winter Holidays! Monday, 7th

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Oral Task! My last Winter Holidays! Monday, 7th

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Oral Task! My last Winter Holidays!  Monday, 7th

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Oral Task! My last Winter Holidays!  Monday, 7th

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Dance (whole group downstairs while Gabi and Troy are up the tree)

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Dance (whole group downstairs while Gabi and Troy are up the tree)

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Who wrote the story? Pair work! Time to play with your classmate!

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Who wrote the story? Pair work! Time to play with your classmate!

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Wordwall - Cree mejores lecciones de forma más rápida

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J.K. Rowling - Harry Potter, C.S. Lewis - The Chronicles of Narnia, Tolkien - Lord of the Rings, Stan Lee - Marvel, Malcolm Wheeler-Nicholson - DC Comics.

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Changing time and place references | EF | Global Site

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Time and place must often change when going from direct to reported speech.

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Summary - How to turn the sentences into reported speech.

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Summary - How to turn the sentences into reported speech.

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1- ' I play sport in my free time,' Maria said.
2- ' I had a great breakfast yesterday,' Nancy said.
3- ' Alice can kill her husband with an ice statue,' a guest said.
4- 'We'll do my best at school,' The students said.

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Wordwall - Crea mejores lecciones de forma más rápida

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Jack: "I want to play chess." Jack said that ____ ____ to play chess. Sophie: "I don't like painting." Sophie said that ____ ____ like painting.

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Wordwall - Create better lessons quicker

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at the moment - at that moment, today - that day, now - then, yesterday - the day before/the previous day, last week/month/year - the week/month/year before or the previous week/month/year, tomorrow - the next/following day, next week/month/year - the following week/month/year, this - that, these - those, here - there,

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at the moment - at that moment, today - that day, now - then, yesterday - the day before/the previous day.

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Wordwall - Crea mejores lecciones de forma más rápida

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Une las parejas - Arrastra y suelta cada palabra junto a su definición.

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Time to work in your binder! Write down the Direct Speech Statements and turn them into Indirect Speech. 

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Time to work in your binder! Write down the Direct Speech Statements and turn them into Indirect Speech. 

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Wordwall - Crea mejores lecciones de forma más rápida

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"I go to work by helicopter.", "I spoke to my boss on Monday.", "I'm going to be an aunt.", "I'm scared of spiders.", "I don't have a mobile phone.".

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Wordwall - Crea mejores lecciones de forma más rápida

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1) Carol knew her friends were not__________the truth. 2) The teacher______a story to his pupils. 3) She_______what she wanted to do.

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Wordwall - Crea mejores lecciones de forma más rápida

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Reported speech - changes in time and place expressions

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Wordwall - Crea mejores lecciones de forma más rápida

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1) "Mark has been keeping a close eye on his competitors this year" She said. a) She said that Mark had been keeping a close eye on his competitors that year. b) She said that she had kept a close eye on her competitors that year. c) She say that Mark has been kept a close eye on his competitors this year 2) "The product will be more expensive now because the cost of production is higher" Jack said. a) Jack said that the product will be more expensive then because the cost of production is higher. b) Jack said that the product would been more expensive now because the cost of production was higher. c) Jack said that the product would be more expensive then because the cost of production was higher. 3) "I worked as a waiter before becoming an accountant" he said. a) He said he worked as a waiter before becoming an accountant. b) He said he had worked as a waiter before becoming and accountant. c) He said he has worked as a waiter before becoming an accountant. 4) "I travel a lot in my job" Mary said. a) Mary said that she travelled a lot in her job. b) Mary says that she travelled a lot in my job. c) Mary told that she travelled a lot in her job. 5) "I'm reading the company's bank statements" said the accountant. a) The accountant says that he is reading the company's bank statements. b) The accountant said that he was reading the company's bank statements. c) The accountant said that he had read the company's bank statements. 6) "My time is limited, so I don't waste it living someone else's life" said Steve Jobs. a) Steve Job said that his time was limited so he didn't waste it living someone else's life. b) Steve job said that his time is limited, so he doesn't waste it living someone else's life. c) Steve Jobs says my time is limited, so I don't waste it living someone else's life. 7) "The price of success is hard work" said Peter's boss. a) Peter's boss says that the price of success was hard work. b) Peter's boss said that the price of success had been hard work. c) Peter's boss said that the price of success was hard work. 8) "I will go to the office tomorrow" said Jane. a) Jane said that she would go to the office the next day. b) Jane says she will go to the office the next day. c) Jane said she had to go to the office tomorrow. 9) "I worked in a small shop in London last summer" said Janice. a) Janice says she will work in a small shop in London last summer. b) Janice said that she had worked in a small shop in London the previous summer. c) Janice says she works in a small shop in London last summer. 10) "You will never guess how much money I have spent in this business" said John. a) John said that I will never guess how much money he has spent in his business. b) John said that I would never guess how much money he had spent in that business. c) John says that he would never guess how much money I have spent in that business.

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बहुविकल्पीय प्रश्नों की एक श्रृंखला। आगे बढ़ने के लिए सही जवाब पर टैप करें।. 1) "Mark has been keeping a close eye on his competitors this year" She said.

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Wordwall - Crea mejores lecciones de forma más rápida

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"The zip on my hoddie broke yesterday", said Peter - Peter said that the zip on his hoodie had broken the day before.

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Time to practice! Tur the ten statements into reported speech!

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Time to practice! Tur the ten statements into reported speech!

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Wordwall - Crea mejores lecciones de forma más rápida

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He said he had lost his watch., She said she was very busy., She said she couldn't go to the party., He said he had to go out..

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Wordwall - Crea mejores lecciones de forma más rápida

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"The zip on my hoddie broke yesterday", said Peter - Peter said that the zip on his hoodie had broken the day before.

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Wordwall - Cree mejores lecciones de forma más rápida

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1) When I first met Mattie, he 1) (play) __________ cards with some of his friends. a) played b) was playing c) has played d) did play 2) This is a quiet young boy and not at all what I expected from a fishing champion. Mattie 2) (teach) __________ fishing by his father, John, when he was nine. a) taught b) had taught c) was taught d) has been taught 3) Before he started fishing by himself, he 3) (join) __________ his father on numerous fishing excursions. a) joined b) had joined c) was joined d) did join 4) So then it seemed to come so naturally to him... "I 4) (can) ___________ catch my first fish after about four minutes. My father was really envious," he laughs. a) can b) could c) did can d) would 5) His father says, "He 5) (always / have) ___________ a great technique, enormous patience and, most importantly, he is always ready to listen and learn." a) is always have b) always had c) has always had d) had always 6) When the stray dog Laika 1) (walk) ____________ along the streets of Moscow, she was chosen to become one of the most famous dogs in the world. a) walked b) was walked c) walks d) was walking 7) On 3rd November 1957 she 2) (send) ____________ into space and became the first living creature to orbit the Earth. a) is sending b) was sending c) was sent d) was send 8) Some scientists used 3) (think) ____________ humans would be unable to survive the conditions of outer space, so engineers believed flights by animals were a necessary precursor to human missions. a) think b) thought c) to think d) to thinking 9) However, Laika did not come back to have her photograph taken. After she 4) (spend) _____________ a few hours in space, she died aboard the spaceship Sputnik 2. a) had spent b) has spent c) was spending d) spent 10) One of the scientists responsible for sending Laika into space said: "If someone suggested sending an animal into space again, I 5) (not do) _______________ it." a) won't do b) wouldn't do c) didn't do d) doesn't do

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Juego de concurso - Un cuestionario de opción múltiple con límite de tiempo, líneas de vida y una ronda de bonos.

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Find two similarities between the FILM and YOU.

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Find two similarities between the FILM and YOU.

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Watch the trailer and complete the task.

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Watch the trailer and complete the task.

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Name of the movie? _________
Main Characters' names? _________
Type of movie: ____________
Where was the movie filmed?________
Write down ten words in English you were able to understand from the trailer.
______________________

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High School Musical 3 Trailer - Official

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1- When was the movie released?
2- Who was the movie directed by?
3- Who wrote the script?
4- Read the plot and write down briefly what the movie is about.

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High School Musical 3: Senior Year is a 2008 American teen musical film directed by Kenny Ortega and written by Peter Barsocchini. The sequel to High School Musical 2 (2007) and the third installment of the High School Musical film series, the film follows Troy Bolton ( Zac Efron), Gabriella Montez ( Vanessa Hudgens), Sharpay Evans ( Ashley Tisdale), her twin brother Ryan Evans ( Lucas Grabeel), Chad Danforth ( Corbin Bleu), and Taylor McKessie ( Monique Coleman), who are in their final year of high school and face the daunting prospect of being separated as they go off to college. Joined by the rest of their East High classmates, they stage their last spring musical, reflecting their experiences, hopes, and fears about the future.

High School Musical 3: Senior Year was developed immediately following the success of its predecessor. Production returned to Utah for which Disney received a $2 million tax-break incentive, the largest the state has ever given to a film. Principal photography began in May 2008, and Walt Disney Pictures diverted a larger production and marketing budget to accommodate a theatrical release. The production returned to previous filming locations East High School and Murray High School, while additional scenes were filmed in Los Angeles.

High School Musical 3: Senior Year premiered in London on October 17, 2008, and was theatrically released in the United States on October 24, making it the only theatrical release in the franchise. Upon release, the film proved to be a moderate critical success, with some critics noting it as an improvement over the previous two installments due to the more emotional tone and themes, while many praised the higher production values. The film was also a commercial success, as it grossed $90.5 million worldwide in its first three days of release, setting a new record for the largest opening weekend for a musical film. Overall, the film grossed $252.9 million worldwide. The film's soundtrack was also successful, debuting and peaking at number two on the Billboard 200 in the United States. A spin-off film, Sharpay's Fabulous Adventure (2011), was released direct-to-video and on television.

East High's Wildcats basketball team compete against their long-time rival, the West High Knights, in the final game of the season. At the half, East High is severely losing. However, Troy rallies his teammates and wins the game. During the team's celebration, Troy and Gabriella discuss their unknown future and the short time they have left at East High.

The next day, at school, Ms. Darbus notices the lack of students signing up for the musical, and Sharpay suggests a one-woman show. Kelsi signs up everyone in homeroom, much to the class' dismay. Ms. Darbus announces that the show will be called "Senior Year", focusing on the future of the graduating seniors, and reveals that Sharpay, Ryan, Kelsi, and Troy have all been considered for a scholarship at Juilliard, but only one will be chosen. Sharpay becomes desperate to win and, knowing that Kelsi will give the best songs to Troy and Gabriella, gets Ryan to try to persuade Kelsi to give them a song by predicting her and Ryan's future. Sharpay later befriends Tiara Gold, a British transfer student, and they begin working together. However, everyone begins to suspect Tiara might be using Sharpay for her own gain, with Ryan, Taylor, Chad, and the others attempting to warn her. However, Sharpay refuses to believe it.

While on the rooftop, Troy asks Gabriella to prom and she teaches him how to dance, while Taylor refuses Chad's attempt to ask her to the dance. She later relents when Chad asks again in front of the students during lunch. The group rehearses for the musical with a scene about their prom night. The next day, Ryan and Kelsi rehearse, which leads to Ryan asking Kelsi to prom, while Troy and Chad reminisce about their past in Reilly's Auto Parts. Tiara learns Gabriella has been accepted into the Stanford Freshman's Honors Program and informs Sharpay, who, in turn, informs Troy and convinces him that he is the only thing keeping Gabriella from going. Troy convinces Gabriella to go, and she leaves for college the next day.

Troy and his father, Jack, argue about which college he will attend, and Troy drives to East High conflicted until he finally screams in the theater. Witnessing this, Ms. Darbus reveals that she sent in his application for Juilliard. Troy gets a call from Gabriella saying that although she loves him, she will not return to Albuquerque for prom nor graduation. However, on the day of the dance, Troy visits Gabriella at Stanford University and they have their own dance. Meanwhile, Sharpay prepares for the musical at East High, and Troy texts his teammate Jimmie "Rocket Man" Zara to be his understudy because he is going to be late to the show.

Kelsi and Ryan start the show. As Troy and Gabriella's understudy, Jimmie performs with Sharpay and embarrasses her, although the audience applauds. Troy and Gabriella appear during the second half of the show and sing their duet together. Tiara betrays Sharpay, telling her she will take over the drama department next year. Humiliated and betrayed, Sharpay ultimately joins Tiara's performance and upstages her as payback.

At the end of the musical, Ms. Darbus reveals that both Kelsi and Ryan have won the Juilliard scholarship, and Troy reveals he has chosen to attend the University of California, Berkeley to be close to Gabriella, play basketball, and perform in theater. Taylor reveals that she will be attending Yale University with honors to study political science, and Sharpay and Chad reveal they will attend the University of Albuquerque for performing arts and basketball, respectively. At the graduation ceremony, Troy gives the class speech after being selected by Ms. Darbus, and everyone celebrates their graduation. The six leads walk toward the stage and take their final bows as the curtain closes.

Additionally, Leslie Wing Pomeroy and Socorro Herrera reprise their roles from previous films as Troy and Gabriella's respective mothers. Dave Fox portrays Bolton's assistant Coach Kellogg, Yolanda Wood plays Chad's mother Jenny Danforth, and Joey Miyashima reprises his role as Principal Dave Matsui.

Stan Ellsworth plays Mr. Riley, Jeremy Banks plays a stagehand, and Todd Snyder and Tara Starling appear as the representatives of Juilliard. Ortega's dog, Manly "Little Pickles" Ortega, reprises his role as Sharpay's pet Yorkie Boi.

"Senior Year Spring Musical"

Troy, Gabriella, Ryan, Sharpay, Chad, Kelsi, Jason, Zeke, Martha, Jimmie and Tiara

East High Auditorium ( The Spring Musical performance)

Featuring:
"Last Chance" (Kelsi and Ryan)
"Now or Never (Reprise)" (Troy, Martha, Chad, Zeke and Jason)
"I Want it All (Reprise)" (Ryan)
"Just Wanna Be with You (Reprise)" (Sharpay, Jimmie, Troy and Gabriella)
"A Night to Remember (Reprise)" (Sharpay and Tiara)

"We're All in This Together
(Graduation Mix)"

Troy, Gabriella, Ryan, Sharpay, Chad, Taylor, Kelsi, Martha, Zeke, Jason, Jimmie, Donnie and Tiara (on soundtrack); Choir (in film)

East High auditorium/graduation ceremony on the East High Football Field

A slower, graduation-tuned reprise of the song

According to The Salt Lake Tribune, "...to help lure the production back to where it all began - at Salt Lake City's East High School - the GOED board Friday approved a maximum $2 million incentive for the production, the largest ever given to entice a filmmaker to Utah."

Principal photography began on May 3, 2008; the 41 days scheduled for shooting was a longer period than for the first two films.

Stan Carrizosa, the winner of ABC's summer reality show, High School Musical: Get in the Picture appears in "Just Getting Started", a song that is played over the end credits of the theatrical release of the film. The show's other 11 finalists were featured in the music video as well.

Zac Efron was quoted in People Magazine as saying, "I can tell you that if the script is good and if we all agree on a final script, then there's nothing that is going to hold us back from doing it. We have fun making these movies and that's very rare in this business." Rumors persisted of ongoing salary disputes between Disney and the lead performers, particularly Efron. According to Rachel Abramowitz, as reported online by the Chicago Tribune, "an eclectic cross-section of Hollywood insiders think Efron should get a cool $5 million for High School Musical 3, the theatrical version of the franchise, which Disney hoped to make before the Writers Guild strike and Screen Actors Guild strike shut down Hollywood for several months. Efron declined to comment for the article, and although contract negotiations still are ongoing, sources say Efron is being offered a salary closer to $3 million, not $5 million, for the follow-up, which focuses on senior year at East High. Whatever the price, he's still perceived as a steal." The film was originally titled Haunted High School Musical with plans of a Halloween theme that were later scrapped.

Ortega stated that pre-production would most likely start in January 2008. Filming began May 3, 2008, at East High School in Salt Lake City, Utah. He stated that the script had been submitted before the writers' strike started and that they were developing music. He added that filming would take place in Salt Lake City as in the first two films, hinted that the plot will be something of the nature of the Wildcats' final year in high school and stated, "it looks like we've rounded up the cast."

Before filming began, the HSM3 board and cast held a press conference at East High School announcing the start of filming. The film was set for release in theaters in the United States on October 24, 2008, though the film was to open in several countries, including the United Kingdom, at least one week earlier. The film had an $11 million budget and was said at the time to be the final installment with the current cast.[citation needed ]

Despite early reports that Vanessa Hudgens would be dropped from the film due to her nude photo scandal, Disney denied the reports, saying, "Vanessa has apologized for what was obviously a lapse in judgment. We hope she's learned a valuable lesson."

A sing-along edition with lyrics highlighted on the screen was released in select theaters on November 7, 2008, two weeks following its initial release.

High School Musical 3: Senior Year opened with $17 million on Friday, setting the biggest opening day for a musical film of all time, until the record was topped in 2012 by Les Miserables ($18.1 million). It debuted at the #1 spot (beating out ) with an opening weekend of $42,030,184 in the United States and breaking the record, previously held by , for the biggest opening ever for a movie musical. This record would later be broken by Pitch Perfect 2 in 2015 ($69.2 million). The film also opened at #1 overseas, with an international opening of $42,622,505. The film ultimately grossed $90,559,416 in North America and $162,349,761 in other territories leading to a worldwide total of $252,909,177.

High School Musical 3: Senior Year received mixed-to-positive reviews from critics. On Rotten Tomatoes the film has a rating of 64%, based on 132 reviews, with an average rating of 5.95/10. The site's critical consensus reads, "It won't win many converts, but High School Musical 3 is bright, energetic, and well-crafted." The site also gave it a Golden Tomato for best musical film of 2008. Metacritic, which assigns a weighted average score, the film has a score of 57 out of 100, based on 26 critics, "mixed or average reviews".

The Telegraph praised the changes brought about by the higher budget of a theatrical release: " High School Musical 3 uses its bigger budget to inject colour, scale, and visual depth. The opening basketball game alone is dizzying as the camera swoops high and wide before a winning point makes the crowd erupt".

Stephen Farber, writing for Reuters, says the film "will please fan base but won't win converts", as the story "never really does kick in" and that "the picture quickly grows tedious", while MSNBC's Alonso Duralde describes it as "a stitched-together Frankenstein monster of an entertainment, featuring major components that were already trotted out the first two times."

Peter Johnson of The Guardian describes the film as so bland that it "makes cellophane taste like chicken jalfrezi", and says that "the sheer squeaky-cleanness of everything is creepy, and when the characters are called upon to dance, they do so with robotic efficiency, and sing in that decaffeinated high vibrato, like 21st-century Hollywood castrati."

Entertainment Weekly was very positive towards the film, praising the stars' energy: "the beauty of Efron's performance is that he's a vibrant athletic hoofer who leaps and clowns with the heartthrob vigor of a young Erika Casanova, yet he's also achingly sincere. His fast-break alertness makes him the most empathetic of teen idols; he's like a David Cassidy who knows how to act, and who can swoon without getting too moist about it. Apart from Efron, the breakout star is Ashley Tisdale, whose Sharpay makes narcissism a goofy, bedazzled pleasure."

MovieGuide has also favorably reviewed the film, strongly recommending it for the family as "fun, clean and full of energy" and describing it as "thin on plot" yet nevertheless "a phenomenon".

BBC film critic Mark Kermode loved the film and said it was in his top 5 films for the year, and named Tisdale the "Best Supporting Actress" of 2008.

The Fort Worth Star-Telegram stated that the latest installment was "critic-proof" and "everything fans could hope for and more." They go on to say that "the kids finally look like true performers rather than Disney Channel mainstays desperately trying to remain relevant, and they deserve the lucrative careers that lie ahead" and gave the film a rating of four out of five stars. Hudgens was recognized as Kids' Choice Children's Pick at Nickelodeon's Kids' Choice Awards, Efron was voted Best Male Performance at the 2009 MTV Movie Awards and Choice Actor: Music/Dance at the 2009 Teen Choice Awards, and Tisdale was voted Breakthrough Performance Female at the 2009 MTV Movie Awards and Best Supporting Actress at the 2009 UK Kermode Awards.

High School Musical 3: Senior Year was released in Region 1 DVD and Blu-ray on February 17, 2009, in Region 2 DVD on February 16, 2009 and in Region 3 DVD on February 24, 2009. The DVD was released in single- and two-disc editions.

In Region 2, the single-disc edition DVD featured most of the two-disc edition bonus features such as bloopers, deleted scenes, extended version of the film, sing-along and cast goodbyes. In Region 3, only the single-disc edition DVD was released with all of the two-disc bonus features as well the extended edition of the film. In the Philippines, it was released on February 25, 2009. The Region 4 DVD was released on April 8, 2009. As of November 1, 2009, the DVD has sold over 23 million copies and generated over $200 million in sales revenue.

The film premiered on Disney Channel in the United States on April 4, 2010, before the series premiere of Good Luck Charlie. The premiere on Disney Channel brought 4 million viewers.

The film premiered on Disney Channel India on 18 October 2009 and on 5 December 2009 in Disney Channel Asia. On 4 December 2009, for one night only, it premiered on Disney Cinemagic, and it premiered on Disney Channel in the United Kingdom and Ireland in January/February 2010. It premiered on 12 December 2009 on Disney Channel New Zealand/ Australia. And 16 March 2011 in Latin America. It premiered in France on 31 October 2011 on M6.

A spin-off film, Sharpay's Fabulous Adventure (2011), was released direct-to-video and on television. Set one year after the events of Senior Year, it follows Sharpay Evans' life after graduation as she sets out to earn a place in a Broadway show.

In early 2016, Disney announced that a fourth installment of the series was "in the works", later announcing a casting call for the film, tentatively referred to as High School Musical 4. In March 2016, details about the film's prospective principal characters were reported.

A series titled High School Musical: The Musical: The Series was announced in 2017, with its first episode premiering on ABC, Disney Channel, and Freeform on November 8, 2019, serving as a simulcast preview before its release on Disney+ on November 12. The series takes place in a fictionalized version of the real-life East High School with a brand new cast of characters, as they stage an adaptation of the first High School Musical film.

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High School Musical 3: Senior Year - Wikipedia

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High School Musical 3: Senior Year is a 2008 American teen musical film directed by Kenny Ortega and written by Peter Barsocchini.

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Complete the task! Use different tenses.

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Complete the task! Use different tenses.

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Listen to the song and reflect upon the lyrics. What's the main message?

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Listen to the song and reflect upon the lyrics. What's the main message?

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Write down in your folder, what the message of the song is.

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High School Musical 3 - Just Wanna Be With You (with lyrics)

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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Listen to the song Now or Never and complete the tasks

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Listen to the song Now or Never and complete the tasks

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Backshift of Tenses in Reported speech - Online Exercise

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Backshift of tenses in Indirect/Reported speech in English, Simple Present, Simple Past - Free Online Exercise