Lifetime GPS (Guided by Passions and Strengths) for Kids
At Kidzmet, one of our learning preference “pillars” is VAK cognitive styles. Unfortunately, many of the sites you’ll find on the Web today provide an incomplete summary of Learning Styles: Concepts and Evidence by Pashler, McDaniel, Rohrer, & Bjork from
While there are a significant number of people on both sides of the fence as it relates to Brain Gym’s trademarked series of movements and whether or not they work, there IS a significant amount of scientific evidence that movement (particularly
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." Albert Einstein MBTI Manual, p32 Break by Multiple Intelligence FIRST Place at
Just as a seed needs to first grow roots, then develop a shoot, then a bud before becoming a flower, introductions to new pursuits for children need to be approached in a similar way. Kidzmet members use our teacher student
Simple changes that will make life easier for everyone Going back to school is tough for most kids—it’s a sudden blast of social anxiety, new responsibilities, and unfamiliar territory that hit all at once, and can leave both parents and
Genesis of Kidzmet While we started building the current version of Kidzmet in late 2010, the inspiration for the idea actually came from Jen Lilienstein’s undergraduate senior thesis in 1994. Under the direction of Dr. Francesca Cancian at UCI, Jen
by Farid Gasim There are different types of learning methods for every kind of learner. But one of the most common cognitive styles is visual learning. Visual learning is a style in which a learner uses graphs, charts, maps, and
Most children are active learners. This means they can’t sit still during classes; they do best with extra-curricular activities and they easily get bored with plain reading. These types of learners are called Kinesthetic Learners. Kinesthetic learners understand information through
Break Apart by Multiple Intelligence FIRST Place at least one child with a parallel preference in each of your breakout groups. E.g., for a history lesson, place a child with and intra- or interpersonal preference in each breakout group; for
“In dealing with people, when we keep their type in mind, we are respecting not only their abstract right to develop along lines of their own choosing, but also the importance of qualities they have developed by making that choice.“