 Okay, welcome back. Just before we went for a break, we're looking at Howard Gardner's different learning styles or intelligences. So we looked at, can anyone name the intelligences that we looked at? Anyone? What's the first one we looked at? Okay. The first one we looked at? Linguistic. Okay, sorry, not in this class. The first one that we studied. First one, linguistic. Thank you, Jeffina. Second one. Today I think it was musical. Yes, today it was musical, but I'm saying let's go in order. The first one that we looked at last from last week was linguistic. The second one was logical and mathematical. The third one, like Lubega said, was musical. And after musical, what did we look at? Anyone else? Anyone? What is the fourth one we looked at? Spatial. Spatial. Thank you, Divya. Fifth one. Kynesthetic. Something. Something, bodily kynesthetic. Okay, that's the fifth one. Sixth one. Interpersonal intelligence. Yes. And the seventh one that we look at now is intrapersonal. Okay, which Lubega just shared when we were doing interpersonal, he thought it was intrapersonal. Okay, so we look at intrapersonal intelligence. What comes to your mind when you think of intrapersonal intelligence? So interpersonal is basically those who are good at understanding others' emotions, you know, good at effectively relating with others. What do you think are intrapersonal intelligence? Intrapersonal. Intrapersonal. Good at knowing themselves, like contemplating and reflecting. Okay, good at contemplating, good at reflecting yes, I like Lubega said, you know, they get into their own emotions, able to perceive things, understand things. Jeffina says they're in their own world, which is very true. Have you seen children who are lost and in their own world, you know, in the class and we basically think they are not listening or they are not relating to you, they are not understanding, it's basically they are intrapersonal intelligence, the intelligence that relates to, you know, self-awareness and understanding their own emotions, motivations and strengths. This, can you change the slide to intra please, Sajafina, thank you. Yeah, you can see some children, you know, when when they're seated in the class, you'll have all of them seated in the front or together, you'll have one or two going and sitting way back in the last row or there'll be, you know, they'll leave two benches and they will be sitting there. These are basically this intrapersonal intelligence, they're also people who are not interested in group activities, you put them in group activities, they will slowly get up from the benches, they'll walk very lethargically and they'll just stand there and just, you know, gaze at people or they gaze into the sky, they'll be thinking something and you'll think they're basically not interested, they're lazy, they're, they're basically in their own world. They are listening to information but they are kind of understanding it in their own sense, their own emotions, in their own perspective, seeing things with their own colored lenses, so to say, but they are actually receiving, they're just listening to everybody but they are also deep in thought, lost in thought, okay. So we have, you know, some kind of, some children in Children's Church, their parents of, you know, I know they're kind of very, very sad because all the children will be sitting and listening but their child will be running around the class, will not be sitting in one place, will be fidgeting, running around from here to there to moving their legs or to playing with something and I remember one of them who was teaching in Children's Church, he was saying how once, you know, they got back home and they were just talking about something and the child immediately said, yeah, that is what the teacher taught us today in class and the parent was shocked because the parent thought, you know, their little one was running around, doing all gymnastics, playing, not just listening to, I mean, thought he was not listening to the teacher but he was saying exactly what the teacher was saying, had told in the class and she was pretty shocked. So we can have people like this, people are totally isolated, lost in their own world, you think they are not listening to you but they are receiving information and trying to make it more introspective, they're more introspective, reflective, you know, and there are people who value their own thoughts and feelings, they're kind of internalizing everything, you know, and, you know, they are there because they basically understand their own emotions, motivations and strengths very well. So this kind of learners, they enjoy activities that involve self-reflection, you know, goal-setting, personal growth. So if you have a student workbook and you look at how, you know, look at the section where you, we have the section, how you've applied what you have learned. So children go back home to the week, they, you know, apply the lesson that they've learned and they come, they write on Saturday how they've applied, what they have learned and you will see most of them, some of them who are not, you know, people who are journal-right and all that, you know, would have not written anything in that section but will have people like the intrapersonal intelligence who are more reflective, the linguistic who are good with words, they would have written, you know, we learn how people with, you know, maybe musical linguists will not write but, you know, ask them to sing what they have practiced, they will do that. So, you know, this intrapersonal, you know, intelligence, they will, they're more reflective, they introspect, so they will be able to write and share and journal their thoughts and their feelings. Okay. So you can, what are the kind of activities we can suggest for these kind of learners? Any thoughts? What are some of the activities that we can think of, incorporate in our? Yeah, I'll just share what happened in my class once. So there is always someone who is late for like, they'll be, now they're very wise, they don't sit in the last row, they sit in the first row at last. So there's always someone like that in my class and I remember once they're teaching about love or something, I don't remember but we had a time of making greeting cards for their warm and dark and I was quite surprised that people were very silent, they were so creative because now they don't have to interpret anyone and it's their own world and they wrote paragraphs in their, they wrote so many lines. Then the people who were active, we know that we usually accept the one who are active, they will do more. But when I remember when I gave this greeting card, they wrote paragraphs, they did so many creative things in their thoughts. So I think that's one of the things we can suggest them to do. Yes. Thank you. Jefina, anyone else? Okay. So some of the suggested activities is journaling, self-reflection, exercises or activities, goal setting tasks, you can give them, you know, get them to think about some personal projects that they will take on to explore their own thoughts and emotions. Just allocate some time for personal reflection, you know, for quiet introspection where they can, you know, and encourage them to think about their feelings, their experiences, their personal growths, you know. You can also get them to write a short story of what they went through, you know, share it or what they're going through or how they're going to implement what they're going to, how they're going to practice what they have learned. You can also get them to explore a topic of their own choice, you know, and come and speak it up. They might not want to come and speak it up, but maybe you can, they can write it down, you can, and you can have a linguist read it out for you or somebody who's an interpersonal intelligence to read it out for them, help them. So basically, you know, these kind of learners, they love journaling, you know, writing down their thoughts, feelings, insights, you know, personal reflection time, you know, dedicate the time for each class where there's personal reflection, you know, even a time of meditating on what they have listened, understood, asking God to help them prayer, you know, where to that quiet time of introspection, they're able to connect their inner thoughts, emotions, feelings with God. Also, these kind of learners, you know, you can provide them opportunities for independent study, where they're explore topics of interest related to the lesson that you're teaching them on the topics, you know, and offer them some resources, such as books or articles or online videos, where they, you know, it will be a self directed learning, they'll do very well because it's self motivated, you know, they'll just enjoy that. Also give them some, you know, space to express themselves creatively through art, music, writing these, basically these intrapersonal, you put interpersonal there, intrapersonal. These intrapersonal intelligence can also be linguistic intelligence, they can be, they can also be musically, musical intelligence, they can also be logical and mathematical intelligence because they can have a combination of one or more of them, but that is their strengths. So a creative expression will work very well for these kind of people. A goal setting also get them to, you know, set goals, whether it's spiritual growth, you know, character development, academic achievements, even memorizing scripture passages, you know, you can give them a goal setting for them to do also spiritual growth, growing spiritually in their work with God. Okay, you can also assign them personal projects, you know, where they can explore topics or themes that are meaningful to them and allow them to choose their own topics and, you know, create presentations, they can even lead discussions based on their interests and passions. Okay, you'd be amazed that some of them who are intrapersonal, even though they don't interact well with others, but when you bring them up in front because they have the skill of being a bit linguistic intelligence, they're good at words, they can, you know, share their thoughts and their ideas well with others. Okay, also their personal growth, their goal setting can motivate others as well. And also, you know, encourage these students to engage in self-assessment activities where they're evaluating their own learning progress, their strengths and their area of growth. Okay, so this can, all of these can help this kind of learners. Now, if you notice, I've just mentioned seven of them, seven intelligences. The last one is a naturalistic intelligence, which learns through nature. Okay, so I'm not going to, you know, delve into that, to talk more on that, but they basically, a naturalistic intelligence, they learn through nature very well. So you have these people going on hikes and, you know, outdoors, they're very excited, they learn well, you can sit outside and just study and learn in a park or wherever. So those are naturalistic intelligence. Okay, so we've looked at the seven intelligences. Would you just take a minute to think what are the combinations of intelligence that you have as a person, whether you are linguistic or you are logical and mathematical, you are musical, you are spatial, bodily, kind of static, interpersonal, intrapersonal intelligence. You can have all of them, but what is your dominant learning style? Just take a minute to think, maybe you want to write it down or what is your specific combination and strength these intelligences. It can vary from person to person, but maybe what is your dominant one? And then you can have one or two that adds on to your dominant strength. Yes, Lubega? I think we might be born with one or if not two, but there are others which I think can be developed. For instance, me, I know from the core that I'm logical and mathematical, but I think as a leader or as a pastor, I need also these two, the last two, intrapersonal and interpersonal and interpersonal intelligence. Thank you, mom. No. So Lubega, you said you are logical and mathematical intelligence. Yes, according to Howard Gardner, he says everyone possesses all eight intelligences to some extent, but there will be a specific combination of strength of these intelligences, but it varies from person to person. So basically, we'll have some dominant intelligences. So for you, your dominant intelligences can be logical and mathematical intelligence. What else is your combination? What else adds to that strength? I think you're a good linguistic intelligence also. I think you learn well with words because you speak, right? You're very true, mom. The reason why I was saying like that, because I read, I literally know that everything is embedded in all of us. Sorry, we lost you, Lubega. Well, there are things that I can do with my right hand. Yes. Yeah. Thank you. Anyone else wants to share what is your dominant intelligence and what also other intelligence, you know, combination of them. Anyone wants to share? Yes, Divya. Yeah, thank you, ma'am. I think I'm more of a linguistic intrapersonal dominant. Yeah, those are dominant mostly. Yeah. And have, yeah, others in like varying degrees, degrees. Okay. But your strengths and the combination is linguistic and intrapersonal. Okay. Anyone else likes to share? Yes. Yeah. So I think mine is more like a spatial intelligence. I love to see the object lessons, the graphs, even when I was in school and I was learning, I make sure how I'm remembering all those things and others. So even when I go out and preach and make sure I have something in my hands to teach, I think that that dominates a lot and I love to be creative with what I do always. And thankfully I got some linguistic intelligence as well. So I love the language, the English, the way I narrate, I make sure I add my emotions to it and also God has blessed me with musical intelligence, which I think I have to work on it a lot. I've been blessed, but yeah, but I do love to worship the things else, but haven't tried much creative in it, but I think I can still do it. Thank you, Jeffina. Anyone else likes to share? Hiselotoli says interpersonal and naturalistic is my dominant, okay, intelligences. Okay. Anyone else like to share? Okay. If there's no one else who's like to share, I'll just have an activity, which all of us, I want all of us to share your thoughts and ideas. What's mine? Okay, mine is yes, more linguistic intelligence and I'm also a bodily kinesthetic intelligence. Yeah, and I was interpersonal, but now I think I'm getting more intrapersonal. It's changing a little bit, but yeah, linguistic intelligence. Thank you. Okay, so we're going to have an activity and I want all of us to be involved in that. Okay. So I want to hear your thoughts and ideas. Now, just imagine your teaching, your teaching maybe this Sunday or rostered or the coming Sunday, the next Sunday or rostered to teach at children's church or Sunday school, and you're going to teach them either David and Goliath's story or Zac's story. Okay. How are you going to incorporate all of these seven intelligences in your lesson plan? Okay. So that is the activity that we are going to do now. So I want all of you to think. Okay. We've put up the list on the presented on the slide. So you can think, how am I going to narrate the story or how I'm going to use this lesson to help linguistic learners, logical, mathematical learners, musical, spatial, bodily kinesthetic, interpersonal, intrapersonal. What am I going to do? Okay. What is the teaching methodology? What are the things I'm going to incorporate? Okay. So I'll just give you a minute or two to think, and then we'll start sharing our ideas for each intelligence. You can think on both stories or you can think of anyone. Or do you want to, as a class, do you want to choose something? Do you want to choose David and Goliath or Zac is what you'll think? Can we have some votes, please? Whether you want David and Goliath or Zac is, you can put it on the chat section. Which story would you want to consider? Okay. Zac is anyone else? Okay. We have one Zac is and one David and Goliath. If you're not as David and Goliath, what do the others want? Everyone else else in class, please? Can you post in the chat section? Okay. David and Goliath. So two David and Goliath against one Zac is. Oh no. Oh my gosh. We have two Zac is to David and Goliath. Okay. Others vote quickly, please, so that we can have whichever has a major votes will go for that. Okay. So we have three against two. Okay. Four against two. Okay. So we'll. Okay. So we have three against four. Okay. So maybe we can do what we do is those of you who said Zac is that's fine. Those of you said David and Goliath is also fine. So those who said David and Goliath can share thoughts on linguistic intelligence and how, you know, we can cater to their needs. And those of you who said Zac is you can mention for Zac is okay. So we can have all of you. We don't want to put one particular story, but we can have two stories. So it'll be more exciting than just one. Okay. So now you can think those of you would like Zac is you choose Zac is you can share thoughts for all of these intelligences for those of you said David and Goliath can go with David and Goliath. So we'll just take a minute or two to think and then we'll share our ideas. Maybe you can just put out that linguistic intelligence so people can know what it is and then yeah. So we can just do it. Putting out each slide slowly so you can just look at all the points. Just recollect all that we went through so you can think of some activity. Okay. So we'll begin. The first one is linguistic intelligence. So what is what can the teacher do? Those of you who said suggested David and Goliath can share for David and Goliath. Those who said for Zac is can suggest for Zac is okay. I'm ready to hear your thoughts and ideas. Can I share on linguistic? Yes, please. Yeah. Yeah. One thing I can think of is as we read the passage for Zac is, you know, asked those kids to highlight words that are that they don't understand or that stuck out to them. For example, like maybe dwarf or a big commotion or a tall. So and if they could express what it is in as per their understanding. Yeah. That's one thing I can think of. Thank you. Anyone else? Yes, Lyndon. So it's like explaining the story first and asking them to emulate how they would have reacted in such scenarios, bringing them to discussions, thinking from the object's point of view and making them react to situations. We can also engage the children to think virtually what either Zac is or David's thought process might have been or how they would react to that situation and then bringing them to the objective of the message. Yes. Thank you, Lyndon. Anyone else? For higher classes, I think we can also think about having a debate on why Jesus is Jesus interested in tax collectors, sinners and if you were in that place, how would you approach Jesus? So mostly like a debate and just see, you know, is it okay for a child, is it okay for a person to go to Jesus or not? And yeah. Yes. Good. Thank you, all of you for sharing those lovely thoughts. Yes, Jeffina. I was just thinking about David and Goliath and even us adding a lot of emotions like how Goliath was, how David was. And I was even thinking of the brothers, they didn't actually support David and what Kings all said about David and all this, I think we can add the emotions like how a king speaks, how a Goliath speaks and above all, how David comes with the power of God. And I think the emotions in our words can really make it interesting. Okay. So narrating the story with being very expressive and all that. Okay. Voice modeling. Anything else? Okay. So for good thoughts, very good. Thank you for linguistic intelligence. You can have, you know, the teacher either read out the story best is to narrate it using expressions, you know, using effective story telling techniques. Also, you can encourage, you know, as a recap, you can encourage those children with this kind of intelligence to retell the story in their own words, or individually in small groups, or you can get them to share, you know, the group discussion, you can have a group discussion, you can have a debate, you know, on the emotions or who was right, who was wrong, what they did was right, what they did was wrong. You know, just also ask a lot of questions that will spark them to think and also spark up discussions and just encourage children to share their thoughts and their interpretations of the story. So if you're talking about concepts related to these stories, you know, the power of that is added in Jesus' name or trusting in putting your faith and trust in Jesus, also wonderful themes that you can get these linguistic learners to talk about, discuss, debate, which will be very good. Yeah. We'll move on to the next one, logical and mathematical intelligence. Okay. So what do you think are the suggested activities, logical and mathematical intelligence? Them to the parables of, no, on the miracles of Jesus Christ, especially feeding the 5,000 plus men, women and children. Okay. Thank you, Lubega. Anyone else? Yeah, for Zacche's story, especially we can like make the kids think about how to, you know, how Zacche will accomplish like his purpose of meeting, seeing Jesus in the midst of this big crowd and also like we can highlight like the important, like the change that Zacche has had, the transformation that he had, and he says like he would give away, you know, four times. So maybe, maybe an activity with, you know, marbles or something which can help the kids understand how much, yeah. Yeah, good. You know, four times, giving back, you know, what it means, how much it will involve, how much of, you know, stuff you have to give away and all of those things. Yes. And what he would have done, how big the tree was, you know, how he would have climbed up the tree and all of those things. Yes. Thank you, Divya. Success? Yeah, I think, sorry, I just went out tonight, just coming back. I want to say this on logical and mathematical intelligency, right? I take my own case study of that woman that touched the ends of his garment. He should logically stay there and waiting for God to touch his garment, waiting for Jesus to touch his garment. And the second also with Zaccheus, he climbed, he has already, you know, think ahead. Logically, that his problem will be solved. One of the women, the problem was got solved because she went to a positional herself. She didn't allow anybody to know her mission. Logically, she grabbed and Jesus noticed who touched the ends of my garment. Now, everybody were amazed. This woman positional herself. So I will see it as a mathematical intelligence because she programmed me, she already, I don't know how to put this, but that is my own contribution. Yeah, thank you, Success. Yeah, anyone else? I'm sorry, it's like I went off topic, but let me talk about the story of Zaccheus as far as logic and mathematical is concerned. I can put them into height. What do you think was the height of Zaccheus and other people? And what do you think was the height of the tree? So that Zaccheus was able to see these people. How, who are the most, which categories of people? The story, for instance, there is Jesus Christ, there is Zaccheus and other people. What do you think are the numbers? How big do you think in centimeters or in meters, how big was Zaccheus and how much money do you think was enough in Zaccheus' control to make sure that you can say that I can give this amount of money to the people that he had robbed in case enrobing was there? I'm sorry, I was like offside when I was answering for the first time. No problem. Thank you, Lubega. Thank you, Success. I think that's very important, interesting points. Yes, I think all the logical, mathematical intelligence whose minds will just be spinning in Lubega's class thinking of all the dimensions and all of those things. Great. They'll be really superly excited. Yeah, anyone else? I'll just say about the David and Goliath. You can ask a lot of thought-provoking questions. What are the things you will get for the battles? Do you think David can go without sword and all this and how Goliath and what are the things he wore and all this? And recently, one of the activity that I was thought of doing is a lot of free puzzles available in the internet. We can just take a printout of the whole story and we can just make them sit in a group and do the puzzles and through the puzzles, we can show them the sequence of the stories. Even I think that's one of the things we can do here. Yes, that's good. Thank you. Jafina, anyone else? So I think most of you shared just the talk about strategic elements of the stories such as David using the five stones. Why did he choose smooth stones? How smooth it was? How big it was? Zach is climbing the tree. What was his size? How tall was the tree? Where do you think he was seated on the tree? Which branch? You can also ask children to analyze and compare the strengths and the weaknesses of the characters in the story. What was David's strength? What was Saul's strength? What was Goliath's strength? What was the brother's strength? The army? The Israelite army? Their strengths? What were their weaknesses? So these kind of logical and mathematical intelligences will think quickly and they'll give the answers because they're thinking about comparing strengths and weaknesses. Also, just throw at them some or pose some problem solving questions related to the story. What do you think David had in mind? What was the strategy he would use to bring down Goliath? Or what do you think Zach is would have done to see Jesus? And when Jesus came and stopped in the tree, what do you think Zach is would be thinking? What do you think he was planning to do and all of those things? Or what is the creative way David could have used to sorry, just lost network connection there and back. So the next one is musical intelligence. How can we break this in our lesson plan? Musical intelligence? So for Zach's story is just searching me like for any so that it seems like there is a famous song like Zach is with a wee little man. Yeah. Yeah. So that's kind of a good story to expressed in song which helps kids to especially smaller kids will really enjoy. Yes. There is Zach's story. Even David and Goliath, I think there is a Hindi song but David and Goliath, you know, Guma Guma ke Mara with all the actions and all that, you know. So yeah, you can even also teach the memory verse in song. What else? Yeah. I think for David, we can also include a victory song. Like when you finish the story, you can all just, if they had any known songs like in Tamil, we have so many songs that sings about victory and all this, we can add that. And also if you are musically skilled, there are so many background music that you can add like the music of what happens in a war, what kind of music. Like because nowadays kids, they watch a lot of movies, they know what sound signifies this war and the music of war as you explained and the music of victory as you explained and that would really excite them. Yeah. So you can have Trumpet and Goliath, you can even you know, make those sounds or you can get these musically, you know, intelligent learners to make sounds of Trumpet and Goliath speaking and the boom boom and, you know, everyone got stalking and scared and running away and all of those things. Yes. Also for Zacchus' story, any thoughts? Yes. Yes, Lubega. I wanted also to talk about the after the David story. We know that the women started, as they usually do, started singing that so has killed thousands and David has killed tens of thousands. So I can take them to that to show them that this is what people in those days sang about the victory of David. Thank you. Yes. Thank you. So you can have some song. You can play some Jewish this one and show how the women dance. You can also have a bodily kind of aesthetic intelligence people doing a dance and a choreography just basically dancing. What else can you do? You can show them a video with David and Goliath for the smaller kids. You know, David and Goliath Zacchus' story. You can also have, you know, the narrative in song. You can teach them. They can learn. Yes. We'll move on to the next one. That was also good. Thank you all for sharing your thoughts. Spatial intelligence. I'll just go ahead. I think the slingshot craft, we can make them do that for David and Goliath and also some paper stones. We can make them and we can just help them to see, touch it and all this and even movies on David and Goliath. Yeah. Good. Can get all the props. Yeah. What else? For spatial learners, intelligence can hear others, please. Maybe for Zacchus, we can also like forget to think about different ways. Zacchus would have thought of, you know, seeing Jesus through the crowd. Maybe they can brainstorm on like putting stones up or, you know, climbing a high wall or different ideas that they can come up with. Yeah. Okay. Thank you. Others, can I hear others sharing as well? Any other thoughts? I think in once in a while, it's okay to take them out to a tree to teach about ideas as a student to climb up and all that. Yeah. I think they'll love it. You know, naturalist intelligence would really love this. Spatial intelligence would also love this, sitting under the tree and then thinking that will also be very nice. Yes. Thank you. Just create visuals or illustrations depicting the key scenes. Basically, it says in the Bible, you know, the Israelites would run one mountain, the Philistines are not the mountain down the valley. It was Goliath. So you have to create visuals for them illustrating, depicting the scenes from the story. Yeah. Using visual aid to set the scene and capture the children's attention. Yes. Thank you, Zealotoli. Also, you know, how David was standing in front of Goliath, how David was so small, Goliath was so huge. You know, Zacchus on the tree and how he hides and how Jesus stops and looks up and, you know, all of those things, you can create all those visuals, illustrations, they would just love it. Also, you can use props or simple costumes to engage children to enact or act out the scenes in the story, just allowing them to, you know, physically embody the characters and their actions. So you can have, you know, like an armor, something very heavy for them, you know, the sword and you can find, have this kid just like sinking into it, you know, boots or something, which will be very exciting for them, but they will all learn. So the visual learners will learn by seeing, by doing bodily kind of aesthetic intelligences will also be interested. Interperson will also be interested when you use props and costumes. Okay. We'll move on to the next one. Thank you all for sharing your creative thoughts on spatial intelligence. What about bodily kind aesthetic intelligence? I was just thinking about having team Goliath and team David where they can just act out a specific group of people they can act out like David, we can make them through that even we can make them memorize the verse, like what David said and the power of the words and one can act like David and we can make them move, we can even push the chairs, make it as a battle ground or something so that they can move their body from the head. Yes. Nice. You can create a battle scene there with, you know, brothers standing and the fearful is the lights and David and Goliath. Yes. Anything else? You can have a slingshot stone and you can have, you know, David, you know, enact that slingshot and throw it. You can have, like John Paul said, you can have a child climb up a tree as well, just ensure the child is in fall, you know, all that incorporating physical movements. Okay. Also, you can have, get them to, you know, enact the story, retell the story, do actions or just make the characters. We make the characters. So, you know, and ask that that's the class to guess who's the character, whether it was the brothers or whether it was the Israelites, King Saul, so they can mimic these, these kind of intelligence can mimic the character they have to guess, which should be very, very interesting. Okay. We'll stop here. We'll continue in the next class. Anyone has any questions? Any doubts? Any questions? Any doubts? You can also incorporate, you know, in your teaching, Bible study groups, teaching, your preaching, you can, you know, have this the back of your mind and also cater to these kind of intelligences when you are preaching teaching. It'll just help the audience who's listening to you. Okay. Any questions? Any doubts? No? Okay. Thank you all for joining class. Have a blessed week ahead and I'll see you on Friday for our TTP class. Thank you, everyone.