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Transcript of Multiple Intelligences
Theory of Language: Language is seen not as an “added-on” and peripheral skill but as central to the whole life of the language learner and user. A multi- sensory view of language is required to build a theory of language, due to the context it provides for giving the message meaning and purpose. Dr. Gardner proposes eight different types of “intelligences”, which are seen as personal tools each individual possesses to make sense out of new information and to store it in such a way that it can be easily retrieved when needed for use.
Linguistic- Explanation and understanding through the use of words. Visual Explanation- and comprehension through the use of pictures, graphs, maps, etc.
Body/Kinesthetic Ability- to use the body to express ideas, accomplish tasks, create moods, etc.
Interpersonal Ability- to get along with others, work with others to accomplish tasks.
Mathematical Use of logic and mathematical models - to represent and work with ideas.
Musical Ability -to recognize and communicate using melody, rhythm, and harmony.
Intrapersonal Learning through self-knowledge leading - to understanding of motives, goals, strengths and weaknesses.
Environmental Ability- to recognize elements of the natural world around us and learn from them. Role of the Teacher: Teachers become curriculum developers, lesson designers and analysts, activity finders or inventors, and, most critically, orchestrators of a rich array of multisensory activities within the realistic constraints of time, space, and resources of the classroom. Role of the Student: Students are active learners; they use their particular intelligences to gain knowledge, or experiment with each until they find to appropriate ones for them. T e c h n i q u e s :
Linguistic : Speeches story telling, written reports.
Visual :Poster making, use of overheat projector/ b-board. Body/Kinesthetic :Role playing, co-operative learning.
Interpersonal : Co-operative tasks, class discussions, multiplayer games. Mathematical: Problem solving, riddles.
Musical :Choral reading, lyric poems.
Intrapersonal : Poetry writing, goal setting, concentration exercises, meditations, silent reflection time.
Environmental :Outdoor education, nature walk, star gazing, exploring nature, environmental studies, field trips, bird watching, ecology studies, identifying leaves and rocks. Evaluation: The forms of students’ evaluation vary depending on the intelligence that is being worked.
Students’ Feelings: Students’ feelings have a great importance; they receive a lot of encouragement to develop and use their particular intelligences. They feel confident, because they learn the language on their own way. Advantages:
-Students are likely to become more engaged in learning as they use learning modes that match their intelligence strengths.
- Students' regular reflection on their learning broadens their definitions of effective and acceptable teaching and learning practices.
-Students' increased engagement and success in learning stimulates teachers to raise their expectations.
-Multiple intelligences interfere with each other if the class isn’t planned carefully and the activities are mixed up.
-Some students might have trouble defining their strong Intelligences.
-Sometimes, this method lacks support from parents and teachers, as they consider mathemathical and linguistic abilities worthier than any other ability. Modes of Interaction
Visual -T-Ss, Ss-T, Ss-Ss
Body/Kinesthetic - Whole class, Ss-Ss, T-Ss
Mathematical- Ss-T, T-Ss, Ss-Ss
Musical- Whole class, Ss-T, T-Ss
Intrapersonal- T-Ss, Ss-T
Environmental- Whole class, Ss-Ss, Ss-T Theory of Learning: Students learn quickly when they use their special ability in language study and learning.
Syllabus: these stages show the procedures used when teaching this method:
Stage 1. Awaken the Intelligence. By many extrasensory experiences, students discover the different properties of the objects and events of their environment.
Stage 2. Amplify the Intelligence. It can be strengthened by choosing and comparing the properties and contexts of experience of these events and objects have and provide.
Stage 3. Teach with/for the Intelligence. The intelligence is linked to some aspect of language learning, via worksheets and small-group work.
Stage 4. Transfer of the Intelligence. Students reflect what they learned in the previous stages and use them in the out-of-class world.