MULTIPLE RESOURCES FORMULTIPLE INTELLIGENCES    M. S. Xavier Pradheep Singh    Assistant Professor of English, V. O. Chida...
Overview2       Connecting to the BIG picture       MI theory       MI in practice
3     Why should English    language teachers be          creative?
4      “Creativity is a great motivator because it      makes people interested in what they are    doing. Creativity give...
What I Believe5    # 1 – Creativity in the classroom has much          to do with productive skills: Speaking          and...
What I Believe6    # 2 –Creativity comes from the challenges         that we face.        Of course, challenges equip you ...
Our Biggest Challenge7                       Mixed Classes    All learners in our class are not same. They have different ...
Imagine your class like this…8
9    “Chaos in the world brings uneasiness, but it    also allows the opportunity for creativity and                      ...
10
Multiple Intelligences11        Learners have          differentstrengths          Different learning styles        Hu...
12        Howard Gardner has theorized that         individuals have at least eight distinct         intelligences.     ...
Gardner’s “Eight Intelligences”13        Linguistic / Verbal Intelligence        Logical / Mathematical Intelligence    ...
Linguistic Intelligence14        Ability to use language effectively and         creatively        Sensitivity to spoken...
Linguistic Intelligence15        Suitable Professions         ◦   Language teachers         ◦   Lawyers         ◦   Write...
Linguistic Intelligence16        Activities:          Note-taking          Speeches          Story telling          D...
Logical / Mathematical Intelligence17        Ability to            use numbers effectively            see abstract patt...
Logical / Mathematical Intelligence18     ◦   Suitable Professions         ◦   Doctors         ◦   Engineers         ◦   M...
Logical / Mathematical Intelligence19        Activities:          Creating  Codes          Problem Solving          Lo...
Musical / Rhythmical Intelligence20        The ability to recognize tonal patterns        Sensitivity to rhythm, pitch, ...
Musical / Rhythmical Intelligence21        Activities:          Singing          Playing                 music         ...
Visual / Spatial Intelligence22        Sensitivity to shape, size, colour        Ability to use the patterns of wide spa...
Visual / Spatial Intelligence23        Activity:          Graphing          Photographing          Mapping  stories   ...
Bodily / Kinesthetic Intelligence24        The ability to use one’s body to express         oneself and to solve problems...
Bodily / Kinesthetic Intelligence25        Activities:          Hands    on activities          Field trips          G...
Interpersonal Intelligence26        Ability to understand another person’s         moods, feelings, motivations, and     ...
Interpersonal Intelligence27        Activities:          Group  works          Forming clubs          Peer teaching   ...
Intrapersonal Intelligence28        Ability to understand oneself and apply         one’s talents successfully which lead...
Intrapersonal Intelligence29        Activities:          Reflectivequestions          Personal goal setting          J...
Naturalistic Intelligence30        The ability to understand and organize the         patterns of nature          Garden...
Naturalistic Intelligence31        Activities:          Cloud   watching          Identifying insects, plants and anima...
Think32        Who is the best student in your class?        What is his/her intelligence?        Who is the worst stud...
MI in practice33        Always focus on learning objectives        Look for resources that are available in the         ...
Pop Songs34        Songs          relaxesstressed people          improves one’s memory and concentration.          mo...
Melody35        Fast beats distract the attention of the         students        Melodies and soft beats make the studen...
Melody36        Melodies are            closely associated with words            reflect the characteristics of languag...
Techniques                      Preparation:   Find out a melody that suits well to the lesson   Don’t choose songs whic...
Techniques                  Presentation:   Give some background information to the    song   Play the song without show...
Techniques                     Presentation:   Play the song for the second time   Present the lyrics   Point out certa...
Techniques                   Practice:   Give some exercises to test the    understanding of the students    Eg:     Giv...
"My Heart Will Go On . . ."41                      Titanic          Every night in my dreams I see you, I feel you.       ...
"My Heart Will Go On . . ."42                      Titanic          Every night in my dreams I see you, I feel you.       ...
"My Heart Will Go On . . ."                      Titanic43          Every night in my dreams I see you, I feel you.       ...
State Verbs44        State verbs describe mental activities,         emotional states and about perception         E.g.: ...
State Verbs45        Verbs expressing love / hate: desire, hate,         like, love, forget        Verbs expressing need...
State Verbs46        Some verbs are state verbs in some situations but         action verbs in other situations         V...
47     Cartons
Skimming48        What is the sub-title of Colgate?        What is the net weight of this pack?        What is the pric...
Make as many words as possible from49     1) Go        11)   Let    21)   Act     2) Gate      12)   Age    22)   Cot     ...
50
Doctors51          Physician           Dentist        Gynecologist       Dermatologist      Ophthalmologist        C...
Verbs in the carton52        Protect          Brush        Decay            Direct        Reach            Use     ...
53     Cartoons
54
55
56
57
58
59     Drama
Drama60        Drama helps to learn non-verbal         communication.        Non verbal communication includes         ...
Drama61        You can either use a drama written by         famous authors like Shakespeare or ask         students to p...
62     Games
Games63        Card game        Games        Any Mechanical exercise can be         converted into a game          by ...
Telephone Conversation64        Hello        This is Ravi speaking        May I speak to Rakesh?        May I know who...
Note taking65               _______________     …. ______________         … ______________         … ______________     …....
66     News Paper
67
Passive voice – Active Voice68        The Institutionalization was explored by         scientists.        Scientists exp...
69     Origami
Origami70        Origami is an art of cutting and folding         papers into different decorative or         representat...
Origami71        Learners’ success in folding an origami is         basically attributed to their comprehension         o...
Origami72        Task-based instruction emphasizes         communication, negotiation of meaning,         collaboration, ...
Origami73        Origami Book        Envelop Diagram
Other Resources74        Jokes        Personal Photograph        Diary        Puzzles
75
Fostering Creativity at Work: Rules     of the Garage76     1.   Believe you can change the world.     2.   Work quickly, ...
Fostering Creativity at Work: Rules     of the Garage77     6.   Radical ideas are not bad ideas.     7.   Invent differen...
78   Thank you
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Multiple resources for multiple intelligences

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Howard Gardner theorized that individuals have at least eight distinct intelligences. He believes that all of them can be enhanced through training.
Gardner’s “Eight Intelligences” are Linguistic / Verbal Intelligence, Logical / Mathematical Intelligence, Musical / Rhythmic Intelligence, Bodily / Kinesthetic Intelligence, Visual / Spatial Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, and Naturalistic Intelligence

Published in: Education

Multiple resources for multiple intelligences

  1. 1. MULTIPLE RESOURCES FORMULTIPLE INTELLIGENCES M. S. Xavier Pradheep Singh Assistant Professor of English, V. O. Chidambaram College, Thoothukudi
  2. 2. Overview2  Connecting to the BIG picture  MI theory  MI in practice
  3. 3. 3 Why should English language teachers be creative?
  4. 4. 4 “Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and more interesting. ” Edward de Bono
  5. 5. What I Believe5 # 1 – Creativity in the classroom has much to do with productive skills: Speaking and Writing. Of course, there can be no production without any reception: Listening and Reading.
  6. 6. What I Believe6 # 2 –Creativity comes from the challenges that we face. Of course, challenges equip you with all necessary resources.
  7. 7. Our Biggest Challenge7 Mixed Classes All learners in our class are not same. They have different styles of learning. Yet we teach all of them in the same way.
  8. 8. Imagine your class like this…8
  9. 9. 9 “Chaos in the world brings uneasiness, but it also allows the opportunity for creativity and growth.” Tom Barrett
  10. 10. 10
  11. 11. Multiple Intelligences11  Learners have  differentstrengths  Different learning styles  Human Intelligence has multiple dimensions that must be acknowledged and developed in language learning
  12. 12. 12  Howard Gardner has theorized that individuals have at least eight distinct intelligences.  He believes that all of them can be enhanced through training.
  13. 13. Gardner’s “Eight Intelligences”13  Linguistic / Verbal Intelligence  Logical / Mathematical Intelligence  Musical / Rhythmic Intelligence  Bodily / Kinesthetic Intelligence  Visual / Spatial Intelligence  Interpersonal Intelligence  Intrapersonal Intelligence  Naturalistic Intelligence
  14. 14. Linguistic Intelligence14  Ability to use language effectively and creatively  Sensitivity to spoken and written language
  15. 15. Linguistic Intelligence15  Suitable Professions ◦ Language teachers ◦ Lawyers ◦ Writers ◦ Editors ◦ Poets ◦ Speakers ◦ Translators
  16. 16. Linguistic Intelligence16  Activities:  Note-taking  Speeches  Story telling  Debates  Essay writing  Memorizing verses  Listening  Presentation of ideas
  17. 17. Logical / Mathematical Intelligence17  Ability to  use numbers effectively  see abstract patterns  reason well  think rationally  analyze problems logically  carry out mathematical operations  investigate issues scientifically
  18. 18. Logical / Mathematical Intelligence18 ◦ Suitable Professions ◦ Doctors ◦ Engineers ◦ Mathematicians ◦ Programmers ◦ Scientists ◦ Philosophers
  19. 19. Logical / Mathematical Intelligence19  Activities:  Creating Codes  Problem Solving  Logic games  Using money  Using geometry  Solving puzzles  Classifications  Categorizations
  20. 20. Musical / Rhythmical Intelligence20  The ability to recognize tonal patterns  Sensitivity to rhythm, pitch, melody  Singers  Composers
  21. 21. Musical / Rhythmical Intelligence21  Activities:  Singing  Playing music  Rhyming
  22. 22. Visual / Spatial Intelligence22  Sensitivity to shape, size, colour  Ability to use the patterns of wide space, to create mental images  Architects  Decorators  Sculptors  Photographers  Painters
  23. 23. Visual / Spatial Intelligence23  Activity:  Graphing  Photographing  Mapping stories  Using charts  Visual puzzles
  24. 24. Bodily / Kinesthetic Intelligence24  The ability to use one’s body to express oneself and to solve problems  Sports men  Actors  Dancers  Craft persons
  25. 25. Bodily / Kinesthetic Intelligence25  Activities:  Hands on activities  Field trips  Games  Physical movements  Crafts  Drama  Dance
  26. 26. Interpersonal Intelligence26  Ability to understand another person’s moods, feelings, motivations, and intentions  Teachers  Salesmen  Politicians
  27. 27. Interpersonal Intelligence27  Activities:  Group works  Forming clubs  Peer teaching  Social awareness  Group discussions  Study group
  28. 28. Intrapersonal Intelligence28  Ability to understand oneself and apply one’s talents successfully which leads to happy life  Yogis  Autobiographers
  29. 29. Intrapersonal Intelligence29  Activities:  Reflectivequestions  Personal goal setting  Journal keeping (Diary writing)
  30. 30. Naturalistic Intelligence30  The ability to understand and organize the patterns of nature  Gardeners  Environmentalists
  31. 31. Naturalistic Intelligence31  Activities:  Cloud watching  Identifying insects, plants and animals  Nature walk  Gardening  Bird watching  visiting a zoo
  32. 32. Think32  Who is the best student in your class?  What is his/her intelligence?  Who is the worst student in your class?  What is his/her intelligence?  Which intelligence did you address so far?
  33. 33. MI in practice33  Always focus on learning objectives  Look for resources that are available in the class  Involve all learners according to their intelligences
  34. 34. Pop Songs34  Songs  relaxesstressed people  improves one’s memory and concentration.  motivates the students  makes the learning interesting
  35. 35. Melody35  Fast beats distract the attention of the students  Melodies and soft beats make the students attentive in the class  Melody is “a piece of music or a song with a clear or simple tune” - Oxford Advance Learner’s dictionary
  36. 36. Melody36  Melodies are  closely associated with words  reflect the characteristics of language  employ regular patterns and repetitive phrases  make best impressions in the minds of the students  The regular patterns of melodies help the students understand the repetitive nature of grammar.
  37. 37. Techniques Preparation: Find out a melody that suits well to the lesson Don’t choose songs which may divert the students’ attention Look for a repeated grammatical pattern in the lyric  “MyHeart Will Go on…” - state verbs  “Goodbye my Lover…” - past & past perfect 37
  38. 38. Techniques Presentation: Give some background information to the song Play the song without showing the lyrics Make the students guess the lyrics Make them listen & comprehend the pronunciation and vocabulary Ask for a discussion on the theme 38
  39. 39. Techniques Presentation: Play the song for the second time Present the lyrics Point out certain usages of the language in the song Discover the grammar rules behind such usages 39
  40. 40. Techniques Practice: Give some exercises to test the understanding of the students Eg:  Give the gist of the song  Write a dialogue 40
  41. 41. "My Heart Will Go On . . ."41 Titanic Every night in my dreams I see you, I feel you. That is how I know you. Go on. Far across the distance and spaces between us You have come to show you. Go on. Near, Far, wherever you are, I believe that the heart does go on. Once more you opened the door And youre here in my heart, and my heart will go on and on. Love can touch us one time and last for lifetime And never let go till were gone. Love was when I loved you, one true time I hope to In my life well always go on.
  42. 42. "My Heart Will Go On . . ."42 Titanic Every night in my dreams I see you, I feel you. That is how I know you. Go on. Far across the distance and spaces between us You have come to show you. Go on. Near, Far, wherever you are, I believe that the heart does go on. Once more you opened the door And youre here in my heart, and my heart will go on and on. Love can touch us one time and last for lifetime And never let go till were gone. Love was when I loved you, one true time I hope to In my life well always go on.
  43. 43. "My Heart Will Go On . . ." Titanic43 Every night in my dreams I see you, I feel you. That is how I know you. Go on. Far across the distance and spaces between us You have come to show you. Go on. Near, Far, wherever you are, I believe that the heart does go on. Once more you opened the door And youre here in my heart, and my heart will go on and on. Love can touch us one time and last for lifetime And never let go till were gone. Love was when I loved you, one true time I hope to In my life well always go on.
  44. 44. State Verbs44  State verbs describe mental activities, emotional states and about perception E.g.: He knows me I feel tired They like tea  State verbs are not normally used in continuous tenses / progressive aspects E.g.: I am seeing a bird  I see a bird
  45. 45. State Verbs45  Verbs expressing love / hate: desire, hate, like, love, forget  Verbs expressing need: need, want  Verbs about our understanding: know, realize, believe, remember  Verbs about perception: hear, notice, see, look, seem, sound, smell, recognise  Verbs about possessing: belong, have, own  Also: cost, depend, fit, include, matter, mean
  46. 46. State Verbs46  Some verbs are state verbs in some situations but action verbs in other situations Verbs State Verbs Action verbs Have They have lots of They’re having a party friends. Hope I hope you are well. I’m hoping to visit Feel It feels smooth. I’m feeling sad Look She looks tired She is looking at the painting
  47. 47. 47 Cartons
  48. 48. Skimming48  What is the sub-title of Colgate?  What is the net weight of this pack?  What is the price?  When was it manufactured?  What is the abbreviation of IDA?
  49. 49. Make as many words as possible from49 1) Go 11) Let 21) Act 2) Gate 12) Age 22) Cot 3) Goat 13) Tale 23) Coal 4) Ago 14) Tea 24) Lot 5) Log 15) Toe 25) Tag 6) Cat 16) Tag 26) Late 7) Eat 17) Leg 27) Gel 8) Ate 18) At 28) Ale 9) Get 19) To 29) Locate 10) Got 20) Ego 30) Alto
  50. 50. 50
  51. 51. Doctors51  Physician  Dentist  Gynecologist  Dermatologist  Ophthalmologist  Cardiologist  Psychologist  Neurologist
  52. 52. Verbs in the carton52  Protect  Brush  Decay  Direct  Reach  Use  Freshen  Swallow  Clean  Call  Make  Write  Repair  Spread  Penetrate
  53. 53. 53 Cartoons
  54. 54. 54
  55. 55. 55
  56. 56. 56
  57. 57. 57
  58. 58. 58
  59. 59. 59 Drama
  60. 60. Drama60  Drama helps to learn non-verbal communication.  Non verbal communication includes  Gestures  Facial expressions  Tone  Appearance
  61. 61. Drama61  You can either use a drama written by famous authors like Shakespeare or ask students to prepare their own drama
  62. 62. 62 Games
  63. 63. Games63  Card game  Games  Any Mechanical exercise can be converted into a game  by dividing students into groups  by awarding them points E.g.:  Telephone Conversation  Note taking
  64. 64. Telephone Conversation64  Hello  This is Ravi speaking  May I speak to Rakesh?  May I know who is speaking?  Hold a moment please  Call back  Return my call  I guess you have the wrong number
  65. 65. Note taking65 _______________ …. ______________ … ______________ … ______________ …. ______________ … ______________ … ______________ …. ______________ … ______________
  66. 66. 66 News Paper
  67. 67. 67
  68. 68. Passive voice – Active Voice68  The Institutionalization was explored by scientists.  Scientists explored the institutionalization.
  69. 69. 69 Origami
  70. 70. Origami70  Origami is an art of cutting and folding papers into different decorative or representative forms  Origami activities are often viewed as childlike and non-content activities  But they promote language learning among not only young but also adult learners
  71. 71. Origami71  Learners’ success in folding an origami is basically attributed to their comprehension of the text that contains the folding and performing instruction  The teacher can assess learners’ language learning by examining their visible outcome.  Such activities readily lend themselves to task-based instruction
  72. 72. Origami72  Task-based instruction emphasizes communication, negotiation of meaning, collaboration, and use of the language as a means to an end.  While the end is the origami, the means is the process of engaging with the target language to comprehend the origami and negotiate meanings with teachers and other learners.
  73. 73. Origami73  Origami Book  Envelop Diagram
  74. 74. Other Resources74  Jokes  Personal Photograph  Diary  Puzzles
  75. 75. 75
  76. 76. Fostering Creativity at Work: Rules of the Garage76 1. Believe you can change the world. 2. Work quickly, keep the tools unlocked, work whenever. 3. Know when to work alone and when to work together. 4. Share – tools, ideas. Trust your colleagues. 5. No politics. No bureaucracy. (These are ridiculous in a garage.)
  77. 77. Fostering Creativity at Work: Rules of the Garage77 6. Radical ideas are not bad ideas. 7. Invent different ways of working. 8. Make a contribution every day. If it doesn’t contribute, it doesn’t leave the garage. 9. Believe that together we can do anything. Invent. - HP Annual Report (1999)
  78. 78. 78 Thank you

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