Aplication of multiple intelligence theory in teaching and

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Aplication of multiple intelligence theory in teaching and

  1. 1. APLICATION OF MULTIPLE INTELLIGENCETHEORY IN TEACHING AND LEARNING OFMAJOR SUBJECT ( ENGLISH ) HIEW WEI MENG & HAMIZAH JAFFAR TUTORIAL WEEK 14 MADAM VASUKI A/P MUNIANDY
  2. 2. WHY NEED TO USE MULTIPLE INTELLIGENCES? All human beings possess all nine intelligences in varying degrees. Each individual has a different intelligence profile. Education can be improved by assessment of students intelligence profiles and designing activities accordingly. Each intelligence occupies a different area of the brain. The nine intelligences may operate in consort or independently from one another. These nine intelligences may define the human species.
  3. 3. HOW CAN WE ADAPT MULTIPLE INTELLIGENCESIN ENGLISH The multiple intelligences can be integrated into the teaching of ESL by preparing specific intelligence- based lessons for language taught. The idea is to adapt the theme to suit the intelligences of three or four intelligence-based types of learners in a class group. This should quite effectively cover the multiple intelligences of all the ESL learners in even the largest English as a Second Language student groups.
  4. 4. MULTIPLE INTELLIGENCES SKILLS THAT CAN BETOUGHT DURING ENGLISH LESSON Visual – Spatial intelligence by means of which learners primarily process information by sight and in three dimensions · Verbal – Linguistic intelligence by means of which learners primarily process information · Logical – Mathematical intelligence by means of which learners primarily process information · Bodily – Kinesthetic intelligence by means of which learners primarily process information · Musical – Rhythmic intelligence by means of which learners primarily process information · Intra-Personal intelligence by means of which learners primarily process information · Inter-Personal intelligence by means of which learners primarily process information · Naturalist intelligence by means of which learners primarily process information · Spiritual intelligence
  5. 5. VERBAL LANGUAGE-LINGUISTIC Is the use of both written and spoken language for the purpose of communication. Those possessing the verbal-linguistic intelligence are sensitive to the meanings, sounds, and rhythms of words. They love reading, poetry, tongue twisters, puns, humor, puzzles, and riddles. Example of activities:-keep a diary-get together with friends and take turns to read the parts of a play.-play word game.
  6. 6. THE LOGICAL-MATHEMATICAL The use of abstract relationships presented in terms of either numbers or symbols. It also includes the use of logic and analysis in the sense of logically organizing an essay or analyzing poetry. Those possessing the logical-mathematical intelligence enjoy number games, problem solving, pattern games, and experimenting. They also do well with writing that involves exposition, argumentation, definition, classification, and analysis. Example of activity:-sequence events into story line
  7. 7. THE SPATIAL The manipulation of objects within a given space, whether that space is the size of a piece of paper, a room, a building, or a town. Those possessing the spatial intelligence respond to visual cues and they like to invent and design. Example of activities:-cut out favourite pictures from magazine and make a collages-create a story by sketching a series of pictures or by using magazine pictures.-work on Jigsaw puzzle involving language,
  8. 8. THE BODILY- KINESTHETIC The ability to use the body effectively to solve problems. Those possessing the bodily- kinesthetic intelligence enjoy dramatics, role- playing, dancing, and physical expression. Example of activities:-mime or act out a story-enroll in a dance, drama or poetry class.-put on music with songs and make up creative dance to reflect words.
  9. 9. THE MUSICAL The ability to make use of the relationship between pitch, rhythm, and timbre. Those possessing the musical intelligence enjoy playing instruments, singing, and drumming, and they like the sounds of the human voice, environmental sounds, and instrumental sounds. It has been described as hearing patterns. Example of activities:-Join a chorus group or choir-turn some of the learning into a song or ryhthmic chants.
  10. 10. THE INTERPERSONAL The ability to understand the thoughts, beliefs, and intents of others and the ability to respond appropriately. Those possessing the interpersonal intelligence are social and are in tune with the feelings of others. They make excellent leaders, can help their peers, and work cooperatively with others. Example of activities:-interact with at least one person (out of class) in English each day.-watch an English movie or two people interact with one another in English.
  11. 11. THE INTRAPERSONAL A sense of self-awareness used to guide individual behavior. Those possessing the intrapersonal intelligence like to work independently. They are self-motivated and self- aware. Example of activities:- Think and dream about hopes for the future.- Reflects on the future ambition.- List the strength of language learning and areas in which students need assistance.
  12. 12. THE NATURALIST an understanding of the natural world and the ability to use that understanding productively. Those possessing the naturalist intelligence can recognize and classify elements from the natural world (e.g. farming or biological science). Example of activities:-Show the pictures of natural beauty of the world and animals.-Read books or magazines and movies that features nature.
  13. 13. REFERENCES http://www.brighthub.com/education/languag es/articles/65066.aspx#ixzz1arHbY4JN http://projects.coe.uga.edu/epltt/index.php?tit le=Multiple_Intelligences_and_Learning_Styl es http://www.learnenglish.de/Teachers/multiplei ntelligences.htm
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