Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Addressing Multiple Intelligences in Second Language Acquisition

No description
by

serpil erdoğan

on 3 June 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Addressing Multiple Intelligences in Second Language Acquisition

Traditional Intelligence In 19th-20th century Intelligence = results of IQ tests Alfred Binet HOWARD GARDNER We are all smart in
different ways!!! The Types of Intelligences Verbal/Linguistic
Intelligence Musical/Rhytmic
Intelligence Logical-Mathematical
Intelligence Visual/Spatial
Intelligence Bodily/Kinesthetic Intelligences Interpersonal Intelligence Intrapersonal
Intelligence Naturalistic Intelligence Words are not enough! What Can Be Done In Class? Play With The Language! Cooperation Not Competition! What about the advantages of
using MI theory in class? *self-confidence OUTLINE Theories Traditional Inteligence
Multiple Intelligences Theory Types of intelligences What can be done in class?
Micro teaching session ANY QUESTIONS Addressing Multiple Intelligences
in Second Language Acquisition
Activities for Young Learners By Serpil ERDOĞAN THANK YOU OUR EDUCATION SYSTEM Bodily/Kinesthetic
Intelligence Existential Intelligence THANK
YOU Alfred Binet '' the ability to solve problems or fashion products that are valued in at least one culture''
(Gardener, 1983) It refers to an individual's capacity to use language, his native language, and perhaps other languages, to express what is on his mind and to understand other human beings.
It involves an individual's capacity to think logically, to solve problems scientifically, to work with symbols such as numbers and geometric shapes, and to discern relationships and patterns between concepts and things. It refers to the ability to comprehend shapes and to create mental images. It is the ability to use one's whole body to express ideas and feelings. It includes the ability to communicate verbally and nonverbally, to cooperate and collaborate with others, to notice and make distinctions among other individual. It involves the capacity to understand yourself, to assess your strengths and weaknesses, to reflect on your inner moods and intuitions. It is related to inner states of being, self-reflection, meta-cognition and awareness of spiritual realities. It is an individual's ability to identify and classify patterns in nature. *developing responsibility * independence *solving problems It includes the capacity to unite body and mind to perfect performance, and to interpret and invoke effective body language. It is related to the capacity to observe, understand, and organize patterns in the natural environment. ARMSTRONG, Thomas. 1994. Multiple intelligences in the Classroom. Alexandria, VA:Association for Supervision and CuiTİculum Development.
CAMPBELL, Linda et al. 1996. Teaching and Learning Through Multiple intelligences.Mass.: Simon and Schuster Co.
CAMPBELL, Linda. 1997. How teachers interpret MI theory. In Educational Leadership.55:1. pp:14-19.
CHECKLEY, Kathy. 1997. The first seven and the eighth: a conversation with Howard Gardner. In Educational Leadership. 55:1. pp: 8-13.
CRISTISON, Mary Ann. 1996. Teaching and learning languages through multipleinteUigences.In TESOL Joumal. 6:1. pp:10-14.
GARDNER, Howard. 1983. Frames of Mind: The Theory of Multiple intelligences. NewYork: Basic Books.
GARDNER, Howard. 1993. Multiple intelligences: The Theory in Practice. New York:Basic Books.
.HAGGERTY, Brian. 1995. Nurturing intelligences: A Guide to Multiple Theory andTeaching. Toronto: Addison Wesley.
LAZEAR, David. 1994. Seven Pathways of Learning. Arizona: Zephyr Press BIBLIOGRAPHY *Each person possesses all eight intelligences. *Most people can develop each intelligence to an adequate level of competency. *Intelligences usually work together in complex ways. *There are many ways to be intelligent within each category. KEY POINTS They like reading maps, finding their way around new places, drawing, painting, making interesting designs and patterns, and building things. It refers to the ability understand and develop musical technique, to interpret musical forms and ideas, to respond emotionally to music, and to create imaginative performances and compositions. It refers the to ability to handle chains of reasoning and to recognize patterns and order. It involves an individual's capacity to think logically, to solve problems scientifically to work with symbols such as numbers and geometric shapes. What can be done in the classroom? Micro teching session Suggested activities for different intelligences.
Full transcript