Traditional instruction is the best method for them in a traditional classroom. Such include reading of interesting books, playing word, board or card games, listening to recordings, using various kinds of computer technology, journal writing, making speeches, storytelling and participating in conversation and discussion. Allowing children, who use a second language in communication, to converse in their native tongue add more to their interest in learning and involvement (Dickinson, 1998). Possible careers for this group of learners include novelists, comedians and journalists. .
Visual/Spatial Intelligence. This type of intelligence are found in children who learn best visually and organizing materials spatially. They understand when they see what teachers talk about in class. Students belonging to this group of intelligence perceive the environment in a visual manner. They are able to create and manipulate mental images. The orientation of their body is in space. Positively, they respond to charts, graphs, maps, tables, illustrations, art, puzzles, costumes, pictures, sight and anything that captivates the fancy of their eyes. This intelligence may be developed through experiences in the graphic and plastic arts, sharpening observation skills, solving mazes and other spatial tasks, and exercises in imagery and active imagination (Dickinson, 1998). Architects, mechanical engineers, mapmakers and the like occupations will most likely be for this type of intelligence. .
Logical/Mathematical Intelligence. Students who display an aptitude for numbers, logic or inductive reasoning and problem solving belong to this intelligence. Just like verbal/linguistic intelligence, this group does well in a typical traditional classroom where instruction is logically sequenced and students are asked to conform (McKenzie, 2000). Their learning can be enhanced by number and computing skills, recognizing patterns and relationships, timeliness and order, the ability to solve a variety of problems through logic, developing outlines, creating codes, and calculating (Dickinson, 1998; Schurr, undated.
