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Chapter 4 Brown

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Jennifer Jolly

on 3 August 2013

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Transcript of Chapter 4 Brown

Chapter 4 - Human Learning
Objectives
How is language related to intelligence?

Learning and Teaching Behaviorism
Palvo
Skinner

Learning Styles
Gagne

Grasp of language regarding multiple intelligence
Gardner

How do ELL students fit into multiple intelligence?
Learning and Teaching
Multiple Intelligence
Individuals have different human faculties and their strength (or weakness) in one intellectual sphere simply does not predict whether a particular individual will be strong or weak in some other intellectual component.

Right Brain vs Left Brain
Drew upon the ideas of the right brain - left brain theory originally developed by Roger W. Sperry.
Conclusion
In conclusion, regarding the behaviorist theory, the theory of right brain vs. left brain dominance, Gardner's theory, and the idea of multiple intelligences and learning styles of Gagne. Our overall opinion is consistent with our classroom theory of
"it depends".
Classical Behaviorist
Conditional Response to Stimuli
Pavlov
Learning is the involuntary association of stimulus and response.
Skinner
Neobehaviorist
Claimed that language is just another form of behavior. It is a response to stimuli in the environment. And it is learned.
LIME

TIME
Operant Conditioning
Skinner believed that it accounted for most of human learning.
Type of Learning
Gagne
Believed that skills are to be learned at the lowest level and mastered before proceeding. An instructor should use positive reinforcement and repetition, with each new skill building upon previously acquired skills.
Gardner
Monkey
Quiz
Son of German Immigrants
Cognitive psychologist (Neuroscientist)
l. Linguistic intelligence: the intelligence of a writer, orator, journalist

2. Logical mathematical intelligence: the intelligence of a logician, mathematician, scientist. (Piaget).

Traditional, scholastic forms of intelligence:
3. Musical intelligence: the capacity to create, perform, and appreciate music

4. Spatial intelligence: the capacity to form mental imagery of the world—the large world of the aviator or navigator, or the more local world of the chess player or the surgeon.

5. Bodily-kinesthetic intelligence: the capacity to solve problems or fashion products using your whole body, or parts of your body, like your hands or mouth. Exhibited by athletes, dancers, actors, craftspeople, and, again, surgeons.

Talents
6. Interpersonal intelligence: understanding of other persons—how to interact with them, how to motivate them, how to understand their personalities, etc. Important for people in business, teachers, clinicians, and those involved in politics or religion.

7. Intrapersonal intelligence: the capacity to understand oneself—one’s strengths, weaknesses, desires, fears.

(not categorized)
8. Naturalist intelligence involves the capacity to make consequential distinctions in nature—between one plant and another, among animals, clouds, mountains. (Charles Darwin). In our consumerist culture, may be reflected in ability to distinguish between makes of cars, styles of sneakers.

(hypothetical)
9. Existential intelligence: ‘intelligence of big questions’. When children ask about the size of the universe, when adults ponder death, love, conflict, the future of the planet, etc.


Personal or Emotional Intelligences (Goleman):
Multiple Intelligence
A. All of us have these 8 or 9 intelligences, that is what makes us human beings, cognitively speaking.

B. No two individuals have exactly the same profile of intelligences, not even identical twins.

C. Having an intelligence does not mean that you will behave morally or intelligently.

Classroom Applications : (from video)

Differentiated teaching
Active engagement of students
Student-directed learning
Opportunity for technology as interactive learning tool
Many changes needed in assessment, curriculum, and school format…

www.surveymonkey.com/s/YXHSQHT
Full transcript