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News & Events
  • We wish all our students appearing for the Romain Rolland Concours National de Francais today, Thursday, 24th September, 2015.
  • Names of Students who got Award of Excellence for the Meritorious Performance in Foreign Languages undergoing with us from their respective schools for the Academic Year 2014-15 : Ayush Suri, Pathways, Aravali, Pratap Grewal : Pathways, Aravali, Nishtaa Modi, The Shri Ram School, Aravali, Aranya Mukerji, The Shri Ram School, Aravali and many more .....
  • Proud to share that our student, Nitish Sahni has won the Pramerica Spirit of Community Awards, for his work in the field of community service. He is one of the two gold medalists from India who will represent the country in Washington DC for the awards. He will leave for USA in the first week of May.
  • We are proud to share that Learning Unlimited is selected as a Skill Partner of The International Award for Young People,India (The Duke of Edinburgh's International Award)for imparting Education in Foreign Languages and Communication Skills.
  • We begin our New Batch for both Spanish and French.
  • Welcome to the Fascinating World of Dermatoglyphics Multiple Intelligence & Innate Analysis.
  • We start our new batch for Japanese.
  • Ketaki Mangla Tyagi, D/O Ms. Madhu Vij Tyagi, Student of Class 7th, Sanskriti School, Chankyapuri, New Delhi, undergoing Spanish Classes with us, gets selected for under 14, India Soccer Team. Many congratulations to her and the family, from all of us at LU.
  • We begin Chinese (Mandarin) classes for Beginners and Advanced students.
  • Dermatoglyphics

    Dermatoglyphics Mulitple Intelligence test (D.M.I.T.) is a scientific study of fingerprint patterns that helps in understanding an individual’s potential and personality. D.M.I. Assessment technique has been developed by scientists and research experts from World renowned universities and is based on knowledge from Genetics,Embryology, Dermatoglyphics, Psychology and Neuroscience. The study of Dermatoglyphics is more than 200 years old. In former USSR,it was used to find talented sportsmen for Olympic Games of 1970’s.

    As it turned out, the USSR took home 50 gold medals in 1972 and 125 in 1976. By the 1980’s,China had also adopted the Russian method. Medical experts, with observation, recording, comparison, induction and clinical experiences, confirmed that fingerprints provide accurate analysis of a person’s Multiple Intelligences and potential. Traditionally, IQ is used as a measurement tool of one’s level of intelligence. Dr. Howard Gardner introduced in his book, Frames of Mind, that man has at least 9 intelligences, and everyone has different proportions of these intelligences. We are able to discover our congenital intelligence, character traits and unknown potential through Dermatoglyphics. Advanced countries such as USA, Japan and Taiwan have adopted dermatoglyphics technology in the field of education, human resource management, recruitment and even identifying gifted children. The DMI test has also helped lakhs of students in China, Indonesia, Malaysia, Singapore, Thailand, Taiwan & India for the past 10 years and is continuing to do so successfully. The word dermatoglyphics comes from two Greek words (derma = skin and glyphe = curve) and refers to the friction ridge formations which appear on the finger prints, palms of the hands and soles of the feet. Dermatoglyphics is the scientific study of fingerprints. Fingerprints or dermal ridge patterns are unique to each individual, and there are even differences between identical twins. By determining the form and different types of patterns on the fingers this information can be used to help determine your intrinsic potential.Many research papers have elaborated on the link between finger print patterns and different diseases and psychological conditions. Further studies aroused educators’ interest in establishing a link between fingerprint pattern distribution and innate intelligence potential distributions. Dermatoglyphics Analysis is an integration of neuroscience, medicine, genetics, psychology and behavioral science and it is based on the formation and the amount of ridges present on the finger prints. Fingerprints are usually formed during the 13th to 19th week of an embryo. They begin to develop in the embryo in the 13th week, and it is are formed by the 24th week. It is closely related to the infant’s brain development. The distribution of prints is considered to represent brain cells’ proportion and distribution in each of the brain lobes. According to European and American experts, fingerprints show different kinds of characteristics, even with monozygotic (identical) twins. Experts who study dermatoglyphics believe that fingerprints (dermatoglyphy) were marks of embryonic nerves, which may reflect one’s genetic potential. Statistics show that the accuracy rate of dermatoglyphics analysis can be up to 90%. Dermatoglyphics has a rich and scientific history of over 350 years and has documentation of research data and results dated 200 years back. Dr. Harold Cummins is acknowledged as the Father of Dermatoglyphics. He studied all aspects of finger print analysis in fields as varied as anthropology, embryology and genetics. His famous Down Syndrome studies accurately predicted the genetic link to the disease upon study of finger print patterns and the Simian crease. The findings revealed that most children with learning difficulties have different fingerprints compared to normal children. Since each person’s fingerprints are unique, we can understand one’s innate potential, personality, and preferences by analyzing dermatoglyphic patterns. The Dermatoglyphics Multiple Intelligences Test helps parents to identify their child’s potential at an early age and provide guidance accordingly to help expand their potential.
  • Prof. Howard Gardner & M.I. Theory

    Intelligence is the capacity to do something useful in the society in which we live. Intelligence is the ability to respond successfully to new situations and the capacity to learn from one’s past experiences.” -Dr. Howard Gardner, Author, Frames of Mind and Multiple IntelligencesDr. Howard Gardner, a professor of cognition and education at the Harvard Graduate School of Education, developed his theory of Multiple Intelligences in 1983. Simply put, Dr. Gardner posits that people employ several different types of intelligence, rather than one general type.

    The 8 Multiple IntelligencesLogical-Mathematical IntelligenceAbility to explore patterns, categories and relationships by manipulating objects or symbols, and to experiment in a controlled, orderly way. Ability to reason either deductively or inductively and to recognize and manipulate abstract patterns and relationships. Linguistic IntelligenceAbility to use language to excite, please, convince, stimulate or convey information. Involves not only ease in producing language, but also sensitivity to the nuances, order and rhythm of words. Intrapersonal IntelligenceAbility to gain access to understand one's inner feelings, dreams and ideas. Personal knowledge turned inward to the self. This form of intellect entails the ability to understand one's own emotions, goals and intentions. Interpersonal IntelligenceAbility to understand other people, to notice their goals, motivations, intentions and to work effectively with them. Emphathize with others, observe and understand others’ moods, feelings, temparament. Bodily-Kinesthetic IntelligenceAbility to use fine and gross motor skills in sports, the performing arts, or arts and crafts production. Bodily Intelligence involves using the body to solve problems, to create products, and to convey ideas and emotions. Visual-Spatial IntelligenceAbility to perceive and mentally manipulate a form or object, and to perceive and create tension, balance and composition in a visual or spatial display. Ability to create visual-spatial representations of the world and to transfer those representations either mentally or concretely Musical IntelligenceAbility to enjoy, perform or compose a musical piece. Includes sensitivity to pitch, rhythm of sounds, as well as responsiveness to the emotional implications of these elements. Naturalist IntelligenceAbility to recognise flora and fauna, communion with the natural world and its phenomena. Involves the full range of knowing what occurs in and through our encounters with the natural world including our recognition, appreciation, and understanding of the natural environment.
    IQ : Intelligence Quotient consists of Logical-Mathematical & Linguistic Intelligences EQ : Emotional Quotient consists of Intra-Personal & Inter-Personal Intelligences AQ : Adversity Quotient consists of Bodily-Kinesthetic & Naturalistic Intelligences CQ : Creativity Quotient consists of Visual-Spatial & Musical Intelligences According to renowned psychologists, IQ contributes only about 20 percent to the factors that determine life success, which leaves 80 per cent to other forces. Solving logical or strategic problems involves the use of rational intelligence and is termed as "Intelligence Quotient (IQ)". Initially only verbal and mathematical-logical capabilities were considered intelligence. Howard Gardner's 1983 book ``Frames of Mind'' refuted the narrow IQ view and extended the concept to include spatial capacity, physical fluidity, musical capability, inter-personal intelligence, intra-personal intelligence etc. IQ measures the ability to grasp, retain and recall factual knowledge. Emotional Intelligence, EQ, measures the ability to understand and maturely manage people and challenges. Adversity Quotient, AQ, is the science of human resilience. Resilience is the ability to adapt well to stress, adversity, trauma or tragedy. It entails remaining stable and maintaining healthy levels of physical and psychological functions, even in the face of chaos. People with high IQ exhibit the following characteristics:
    • Logical and Analytical ability
    • Inquisitiveness
    • Problem-Solving Skills
    • Interest in Reading
    • Extraordinary Memory
    • Perfectionism
    • Long attention
    People who successfully apply Adversity Quotient, AQ, exhibit the following:
    • They perform optimally in the face of adversity - the challenges big and small that confront us each day. In fact, they not only learn from these challenges, but they also respond to them better and faster. This is because, Adversity Quotient leverages on our natural ability to learn and change, enhancing this vital ability. Recent researches have proved that Adversity Quotient can be increased dramatically, permanently rewired and strengthened.
    People with high Creative quotient, CQ, exhibit the following characteristics:
    • They are fluent thinkers, able to generate possibilities, consequences, or related ideas.
    • They are flexible thinkers, able to use many different alternatives and approaches to problem solving.
    • They are original thinkers, seeking new, unusual, or unconventional associations and combinations among items of information.
    • They often display intellectual playfulness and like to fantasize and imagine.
    • They are sensitive to beauty and are attracted to aesthetic values.
    People with High Emotional quotient, EQ, exhibit the following characteristics:
    • They Express their feelings clearly and directly.
    • They are not dominated by negative emotions such as Fear, Worry, Guilt, Shame, Embarrassment, Obligation, Disappointment, and Hopelessness.
    • They are able to read non-verbal communication.
    • They Balance feelings with reason, logic, and reality.
    • They are independent, self-reliant and morally autonomous.
    • They are intrinsically motivated.
    • They are not motivated by power, wealth, status, fame or approval.
    • They are emotionally resilient.
  • Preferred Learning Style
    Visual Capability : Characteristics

    Prefer to use graphics stimulation, graphs, flow-charts, reading and observation to learn

    Learning Suggestions
    • Attentive, likes to observe and have excellent grasp of direction and space;
    • Encouraged to record all observation and to visualize the images/scenes while reading.
    • Graphics / Graphs / Charts / Words driven.
    Auditory Capability : CharacteristicsPrefer to use listening and discussion to learn Learning Suggestions
    • Strong auditory / listening capability;
    • Encouraged to use listening and repetition of content during learning.
    • Discussion driven.
    Kinesthetic Capability : Characteristics Prefer to use physical hands-on and practical activities to learn and understand Learning Suggestions
    • Active and have high bodily-kinesthetic and learning sensitivity; encouraged to use sensory and hands-on practical activities in learning.
    • Not necessarily be forced to sit quietly during revision
  • Brain Body co-ordination

    Brain-body/ Nervous muscular coordinationLearning sensitivity reflects the degree and speed of coordination between the nervous muscular system, reflecting one’s efficiency. It is useful for measuring a child’s future performance in sports. The brain is mainly made up of neurons. A nerve cell receives signals from other neurons or sensory organs, processes these signals, and sends signals to other neurons, muscles, or bodily organs.

    It reflects the degree and speed of coordination between the nervous-muscular system, reflecting one’s confidence capability and efficiency. In simple terms, how fast one carry out the thoughts into actions. Fast (ATD Angle < 40°): Fast in putting thoughts and ideas into action, high sensory and reflex actions, high nervous-muscular sensitivity, tend to multi-task, ability to seize opportunity and fully employing strengths in the dominant intelligence. Always challenging own potential. High concentration span. May add undue stress and pressure to oneself. Normal (ATD Angle 40° to 44°): Average pace in carrying out thoughts and ideas. Average sensory and reflex actions, average nervous-muscular sensitivity, step-by-step approach in learning. Use the dominant intelligence area(s) to complement the other intelligences in learning. Average concentration span. Preferred among the three types of Learning Sensitivity. Slightly Slow (ATD Angle 45° to 54°): Slow in carrying out thoughts, tasks and ideas. Slow in action does not mean slow learner but lower reflex and sensitivity, long decision-making process. To allow self-paced learning environment. Short concentration span. Need more “push” and set deadlines. Slow (ATD Angle 55° and above): Slow in carrying out ideas and responses. Might indicate learning disorders and difficulty in grasping knowledge. Need special counselling and different learning approach
  • Learning - Communication Character
    Cognitive Learner : Characteristics
    • Self-discovery in pursuit of knowledge i.e. will take own initiative to see knowledge and find answer
    • Somewhat self-centered, difficulty in communication i.e. strong believer in own beliefs and knowledge found; need to allow him to self-discover own mistakes and wrong answers
    • Need to be motivated with a reason to learn, with a clear goal; allow more thinking & give less answers
    • Self-motivated with own achievements
    • Demand space and respect in communication and decision
    • High ego and very proud of self
    • Discourage harsh punishment but allow self-learning from mistakes
    Suggestions for parents
    • Do not impose rigid and fixed rules for such children as they like to learn by inspiration.
    • Allow them to solve problems and challenging questions independently.
    • Encourage them to set goals as they are self motivated and good at setting goals and standards.
    • Respect their personal opinions as they like to learn from their own mistakes.
    • Do not interfere with their fixed routine unless they themselves are interested to do so.
    • Provide them opportunities to analyze a problem in depth from various aspects.
    • They do not need much feedback until the job is completed.
    Affective Learner : Characteristics
    • Self-discovery through modifications and leveraging on existing materials i.e. learning of new subjects/topics is preferred to be example based
    • Leverage and learn from the media - newspaper, films, magazines etc.
    • Motivated through reading of famous biographies
    • Organized and planned with guided examples
    • Quiet achiever but thrive on being appreciated by others; give regular encouragement to instill feel-good factor in learning and improve motivation
    Suggestions for Parents
    • Parents need to set good examples for such children as they learn by imitation.
    • They value relationships so parents and tutors should communicate in an affective manner in order to inspire them to learn.
    • Remind them often how much you value them in your life, and how important the relationship is to you.
    • Thank them warmly and show appreciation when they show support, compromise, or sacrifice. Be sure to let them know that you notice their efforts as timely rewards will work very well for them.
    • Prepare them mentally before assigning a certain task.
    • They need guidance and directions to set goals and manage their time well.
    • They can master a skill if they are trained at an early age.
    Reflective Learner : Characteristics
    • Open-minded, able to absorb a lot but not necessarily understand it
    • Need patience with continuous repetition in the accumulation of knowledge
    • Best if given 1-1 focused learning/coaching
    • Clear reward and punishment method to drive improvement and to meet objectives
    • Motivated by philosophical ideas and objectives
    • Need to plan daily activities; need to reflect on daily activities
    Suggestions for parents
    • Reflective Learners learn at their own pace and should be given time to understand a wide range of information and putting it into concise form.
    • Allow them to work alone. A reflective learner’s motto is, “Let me think it through first.”
    • They should be given personalized attention in order to clarify their points.
    • Appreciate their interest in reading, lectures, exploring analytical models and having time to think things through.
    • Provide them journals to write down their day to day experiences to reflect upon.
    • They will appreciate clear instructions and set objectives to be accomplished at their own pace and if there is someone to guide them and remind them.
    Critical Learner : Characteristics
    • Creative, love challenges, very competitive
    • Thrive on setting new standards and challenges
    • Coached by reverse reasoning and using reverse psychology
    • Use stages and points accumulation to achieve reward
    • Motivated by challenges and use self-planning and self-management
    Suggestions for parents
    • Parents should encourage the critical learners’ curiosity and inquisitiveness to explore their environment.
    • Respect their unique attributes and creativity and encourage them to use reverse thinking in analysis, creative art, research or invention.
    • They should be provided with intellectually stimulating environment as they thrive on competitive and challenging situations.
    • Encourage them to experiment with new ideas, stimulations, laboratory assignments and practical applications.
    • Allow them to point out mistakes and errors and appreciate their ability to criticize and question things.
    • They should be taught in reverse operation way to boost their extraordinary thinking ability.
  • Activities based on Multiple Intelligences for children

    The multiple intelligences can be enhanced with the use of technology. Following Howard Gardner's theory of Multiple Intelligence, teachers can encourage development by providing enrichment opportunities in each of the areas of the intellect.

    Logic Smart Children : Tips for parents and teachers
    • If your children are very curious and inquisitive about the world around them and constantly ask questions about how things work, answer them patiently and let them know that their questions are always welcomed. If they are keen to explore and do things without anybody's help, encourage them to do so.
    • Encourage them to be involved in problem solving and critical thinking activities such as enrolling in a math club or a chess club.
    • Provide them games such as checkers, chess, backgammon, puzzles, science resource books ,Popular science magazines, Biographies of scientists and inventors, Exploration and experimentation tools, Magnifying glass, microscope, telescope or binoculars, Megaphones, cones and microphones, Measurement devices (rulers, graduated cylinders etc.), Bug jars and boxes, plastic containers for collecting specimens (botanical, entomological, geological etc.), Teacher-written index card challenges "What happens if you..." (students make predictions, then conduct experiments)
    Integrating Technology in Logical/ Mathematical Intelligence:
    • Computer programs that teach logic and critical thinking skills are also available in game formats that could motivate children.
    Maths programs that allow drilling and practicing. Database programs that help explore and organize data and information. Other applications children may benefit from:
    • Problem solving software
    • Computer Aided design programs
    • Strategy game software
    • Graphing calculators
    • Computer with colour printer: probe-ware, robotics, spreadsheets and time liners. Science-based software and reference CD-ROMs Word Smart Children
    Tips for parents and teachers:
    • These kids love to read and write. Provide them with Creative writing tools (variety of pens, paper, etc.); tape recorder; magazines that can be cut up for images; story starter books and cards.
    • Let them share and discuss the books or articles they have read with you. Encourage them to write a review about the books they read.
    • These kids love to talk. They will enjoy if you let them read stories to you or even act out the story while reading.
    • Give them opportunities to conduct interviews and do talk shows.
    • Have them prepare speeches or enrol in drama classes. You can ask your kids to read stories to each other as well.
    Integrating Technology in Linguistic Intelligence:Use of word processing programs can help teach language, writing, editing and rewriting skills. Also the Internet is an invaluable tool in learning. Through e-mail children can improve their language skills as well. Other applications children may benefit from are:
    • Computer with colour printer: concept mapping software, word processor, e-mail and Internet connection
    • Multimedia presentation tools (e.g. Hyper Studio, PowerPoint etc.)
    • Word processors with voice annotations.
    • Desktop publishing programs.
    • Programs that allow children to create stories, poems, essays etc.
    Self Smart Children : Tips for parents and teachers:
    • Encourage them to keep a journal and write down their wish list, goals and create vision boards.
    • Help them to realize the steps and goals to achieve larger future goals, to name a few,places they would like to go, books they would like to read, activities they would like to join, foods that they would like to eat, cars that they would like to drive or houses that they would like to live in the future.
    Integrating Technology in Intrapersonal Intelligences: The computer can help children build up individual skills. It allows for differences in children’s learning styles and abilities. Children may work on their own pace with computers. Applications children may benefit from are:
    • Any programs which allow children to work independently.
    • Games involving only one person.
    • Brainstorming or problem solving software.
    • Instructional games
    • Word processors for journaling and recording feelings
    • Developing multimedia portfolio
    • Video editing
    People Smart Children : Tips for parents and teachers
    • People smart children are always willing to join group activities in the school and out of the school.
    • Encourage them to participate in group discussions and organize events and manage activities.
    • Try and have brain storming sessions with such children.
    • Develop this intelligence by emphasizing and encouraging your child to participate and demonstrate good behaviour in social settings. And remember, you are the role model of this intelligence for your children. They will learn a lot by imitating.
    Integrating Technology in Interpersonal Intelligence: Students can work in groups of two to four on the computers. Working in groups will strengthen children’s communication and co-operation skills. Applications children may benefit from are:
    • Computer games which requires two or more persons
    • Programs that allow to create group presentations (PowerPoint)
    • Telecommunication programs
    • E-mail
    • Distance education
    • Chat to discuss ideas
    • Help others with learning new subjects/ concepts
    Body Smart Children : Tips for parents and teachers
    • Body smart children are full of energy and exhibit natural inclination towards sports activities, dance or well coordinated activities. To develop this intelligence, encourage them to participate in school sports days.
    • Enrol them in sports activities outside the school such as swimming, tennis, basketball or soccer classes. This intelligence may possibly be a good opportunity to stretch other intelligences by hands on experiences.
    • You can provide them with sports magazines as they will enjoy reading about their favourite sports, teams or players or simply ask them to read the daily newspaper's sport section. Enrolling them in dance classes will give them an opportunity to be interested in music as well.
    Integrating Technology in Bodily/Kinesthetic Intelligence: Using computers will help develop hand-eye coordination. Working with a computer will allow children to become involved in their learning, actively. Other applications children may benefit from are:
    • Software games that allow contact with the keyboard, mouse, joystick and other devices.
    • Animation programs
    Picture Smart Children : Tips for parents and teachers
    • Provide opportunities for your kids to motivate their creative imagination such as drawing,painting, colouring, printing, designing etc.
    • Encourage them to join drawing and painting classes. Provide them with comic books and pictures of cartoon characters and let them draw the images.
    • Challenge their creativity and encourage them to design clothing, 3D projects, buildings and scenery or play areas. Provide them with blocks, puzzles and things that they can take apart and put back together.
    Integrating Technology in Visual Intelligence: Graphics programs that help develop creativity and visual skills. Also browsing the Internet, organizing files, folders will develop some spatial understanding. Other applications children may benefit from are:
    • Drawing related programs (Paint, Photoshop, CorelDraw)
    • Image composing programs (image composer)
    • Reading programs with visual clues
    • Web page programs
    • Spreadsheet programs which allow children to see charts, maps or diagrams
    Music Smart Children : Tips for parents and teachers:
    • Kids who have a high level of musical rhythmic intelligence exhibit greater sensitivity to sounds, rhythms, tones and music. In addition they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
    • To develop this intelligence, encourage your children to join school bands or choirs or play an instrument at home. Encourage them to listen and study different types of music and culture of other countries.
    • Encourage them to create and compose music, lyrics and melody of their own. Provide them with books about musicians to read.
    Integrating Technology in Musical Intelligence : Programs that help write or play music
    • Music composing software
    • DVD player
    • Programs integrating stories with songs and instruments
    • Reading programs which relate letter/sound with music
    • Programs which allow children to create their own music
    • CD-ROMs about music and instruments
    • Audio CDs
    • Word processors (to write about a movie or song)
    • Suggested Software: Music Writer, Music Studio, Musicland and Band-in-a-Box
    Nature Smart Children : Tips for parents and teachers Encourage your children to
    • Participate in nature clubs.
    • Build a birdhouse.
    • Collect leaves, stones, bugs, flowers etc.
    • Identify the types of flowers and trees in your back yard or neighbourhood.
    • Learn the different types of animals (e.g., types of dogs and cats, wildlife, squirrels, birds etc.).
    • Develop an interest in collecting pictures of rare animals and plant varieties
    • Do outdoor activities such as camping, fishing, gardening etc.
    • Watch National Geographic, the Discovery Channel, or other programming that examines wildlife, fish, and other animals
    Integrating Technology in Naturalistic Intelligence:
    • As technology becomes more accessible we as educators, have to realize it can not replace human interaction and experiences in the natural world. To experience snow falling, building a snowman, gardening, hiking, etc. is irreplaceable.
    • Suggested Software: Magic School Bus (takes students on electronic field trips)
  • A Beautiful Mind
    • A child’s mind is like the bud of a flower; beautiful and ready to blossom and witness the beauty of the world outside.
    • As responsible and loving parents you need to remember one important thing though.
    • A Jasmine bud never blossoms into a Rose flower, nor does a Rose bud never blossoms into a Lotus flower……!!!!

    Let every child’s mind blossom and radiate it’s own fragrance……!!!!

    You just need to nurture it with your love and care……!!!!

    The 2 most wonderful things a parent can give his child are “ Roots & Wings “

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