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Week4

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Week4

  1. 1. Gardner&apos;s Multiple Intelligences<br />
  2. 2. Multiple Intelligence Theory<br />Linguistic<br />Logical-Mathematical<br />Musical<br />Bodily-Kinesthetic<br />Spatial-Visual<br />Interpersonal<br />Intrapersonal<br />
  3. 3. Linguistic<br />writers, lawyers, journalists, speakers, trainers, copywriters,<br />English teachers, poets, editors, linguists,<br />translators, PR consultants, media consultants, TV and<br />radio presenters, voice-over artistes<br />
  4. 4. Logical -mathematical<br />scientists, engineers, computer experts, accountants,<br />statisticians, researchers, analysts, traders, bankers<br />bookmakers, insurance brokers, negotiators, deal-makers,<br />trouble-shooters, directors<br />
  5. 5. Musical<br />musicians, singers, composers, DJ&apos;s, music producers,<br />piano tuners, acoustic engineers, entertainers, partyplanners,<br />environment and noise advisors, voice coaches<br />
  6. 6. Bodily -Kinesthetic<br />dancers, demonstrators, actors, athletes, divers, sportspeople,<br />soldiers, fire-fighters, PTI&apos;s, performance artistes;<br />ergonomists, osteopaths, fishermen, drivers, craftspeople;<br />gardeners, chefs, acupuncturists, healers,<br />adventurers<br />
  7. 7. Spatial - Visual<br />artists, designers, cartoonists, story-boarders, architects,<br />photographers, sculptors, town-planners, visionaries,<br />inventors, engineers, cosmetics and beauty consultants<br />
  8. 8. Interpersonal<br />therapists, HR professionals, mediators, leaders,<br />counsellors, politicians, educators, sales-people, clergy,<br />psychologists, teachers, doctors, healers, organisers,<br />carers, advertising professionals, coaches and mentors;<br />(there is clear association between this type of intelligence and what is now termed &apos;Emotional Intelligence&apos; or EQ)<br />
  9. 9. Intrapersonal<br />arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow&apos;s Self-Actualisation level, and again there is clear association between this type of intelligence and what is now termed &apos;Emotional Intelligence&apos; or EQ<br />
  10. 10. Adult Learning (Andragogy)<br />
  11. 11. Adult Learning (Andragogy)<br />Malcolm Knowles (1978, 1990) <br />Adult learners bring a great deal of experience to the learning environment. Educators can use this as a resource.<br />Adults expect to have a high degree of influence on what they are to be educated for, and how they are to be educated.<br />Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division<br />
  12. 12. Theactive participation of learners should be encouraged in designing and implementing educational programs.<br />Adults need to be able to see applications for new learning.<br />Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division<br />
  13. 13. Adult learners expect to have a high degree of influence on how learning will be evaluated.<br />Adults expect their responses to be acted upon when asked for feedbackon the progress of the program.<br />Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division<br />
  14. 14. ‘<br />adulthood people are self-directing. This is the concept that lies at the heart of andragogy ... andragogy is therefore student-centred, experience-based, problem-oriented and collaborativevery much in the spirit of the humanist approach to learning and education ... the whole educational activity turns on the student.<br />‘<br />Burns (1995, p.233)<br />
  15. 15. Constructivism<br />states that learning is an active, contextualised processof constructing knowledge rather than acquiring it.<br />
  16. 16. Keywords: <br />Learning as experience, activity and dialogical process; Problem Based Learning (PBL)<br />
  17. 17. Social Development Theory<br />social interaction precedes development; consciousness and cognition are the end product of socialisation and social behaviour.<br />Lev Vygotsky (1896-1934)<br />
  18. 18. Communities of Practice (CoP)<br />groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly<br />
  19. 19. Task<br />Analyse in detail how two principles of learning affect the planning of teaching.<br />

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