Multiple Intelligences
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This document discusses multiple approaches to language teaching, including the multiple intelligences approach. It provides an overview of Howard Gardner's theory of multiple intelligences, which characterizes human intelligence as having eight dimensions. The document then discusses how the multiple intelligences approach can be applied to language teaching, including through the use of projects tailored to different intelligences and an emphasis on individualizing learning to students' strengths. Finally, it concludes that the multiple intelligences approach aims to recognize learner differences and develop instruction accordingly.
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- Ausubel's meaningful learning theory which posits that relating new knowledge to prior knowledge leads to more effective learning.
- Humanistic theories like Rogers' which see the teacher as a facilitator and focus on empowering learners in a non-threatening environment.
- Types of learning including transfer, interference, generalization, inductive/deductive reasoning, and aptitude vs. intelligence.
Part one
in eliciting a learner’s answer.
• 4-As prompter: while learners are doing tasks.
• 5-As participant: in joining in activities with learners.
• 6-As resource: in providing information to learners.
• 7-As tutor: in giving individual attention to learners.
Principles of language learning and teaching
This document outlines the chapters of a book on principles of language learning and teaching. It covers topics such as first and second language acquisition, the influence of age on acquisition, learning styles and strategies, sociocultural factors, theories of second language acquisition, and developing communicative competence. Each chapter describes key concepts and theories in its subject area and discusses implications for language teaching methodology.
Learning styles
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This activity develops phonological awareness which is important at the recognition level.
Task 2: Following Directions. Listen to the following directions and do what I say:
(Input: Touch your nose. Clap your hands. Stand up.)
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Howard Gardner's Eight Multiple Intelligences; 1. Verbal-linguistic intelligence 2. Logical-mathematical intelligence 3. Visual-spatial intelligence 4. Musical intelligence 5. Naturalistic intelligence 6. bodily-kinesthetic intelligence 7. Interpersonal intelligence 8. Intrapersonal intelligenceSLA
This document discusses topics related to second language acquisition, including:
1. Hot topics in SLA research such as explicit vs implicit learning, input, output, and frequency.
2. Theoretical perspectives on SLA including Krashen's Acquisition-Learning Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, and Input Hypothesis.
3. Theoretical views on how a second language can best be learned, including the Grammar Translation Method, Audio-Lingual Methods, and Communicative Approaches.
4. The role of linguistic universals in SLA, including linguistic universals themselves, language typology, and the accessibility hierarchy.
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The document provides a lesson on using relative pronouns such as who, whose, whom, which, and that to start adjective clauses. It discusses when to use each pronoun depending on whether it refers to a person or thing. Key points covered include only using who, whose, and whom to refer to people; using which to refer to things and animals; and using that to refer to anything. Examples are provided to demonstrate choosing the correct relative pronoun based on whether it is the subject or object of the verb in the clause.
Relative Pronouns
The document discusses relative pronouns, which introduce subordinate clauses known as relative clauses. It defines common relative pronouns like who, whom, that, which and whose. It provides examples of restrictive and non-restrictive relative clauses and explains when to use that versus which. The document also includes example questions about identifying relative clauses and selecting sentences meeting specific criteria related to relative pronouns.
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The document provides instructions on how to write a basic paragraph and the basic structure of an essay. It defines a paragraph as a series of interconnected sentences on a single subject. It lists four rules for writing a basic paragraph: indenting, using capital letters, periods, and not using point form. It then explains that an essay consists of multiple paragraphs on a given topic and usually has an introduction, body, and conclusion, with the introduction including a title to capture the reader's interest.
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This document discusses multiple approaches to language teaching, including the multiple intelligences approach. It describes multiple intelligences as recognizing that human intelligence has multiple dimensions that must be developed in education. The multiple intelligences approach focuses on learner differences and includes linguistic, logical/mathematical, spatial, musical, bodily/kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The document outlines various methods for incorporating multiple intelligences into language teaching, such as using different types of projects, playing to students' strengths, and ensuring variety and flexibility in teaching methods.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Multiple Intelligences
- 1. Approaches and Methods in Language Teaching Fransina Elisabeth Rumfaan 2012 1250 Created By:
- 2. THE POST METHOD ERA Multiple Intelligences The lexical approach The natural approach
- 3. Multiple Intelligences Multiple intelligences refers to a learner- based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. MI is based on the work of Howard Gardner of the Harvard Graduate School of Education. MI thus belong to a group of instructional perspectives that focus on differences between learner an the need to recognize learner differences in teaching
- 4. Multiple Intelligences 1. Linguistic 2. Ligical/ Mathematcal 3. Spatial 4. Musical 5. Bodily/ Kinesthetic 6.Interpersonal 7.Intrapersonal 8.Naturalist
- 5. Approach: Theory of language and language learning MI theory was originally proposed by Gardner (1993) as a contribution to cognitive science. Fairly early on, it was interpreted by some general educators, such as Armstrong (1994), as a framework for rethinking school educations. In the Gardner view, there exists cluster of mental abilities that are separate but equal and that share the pinnacle at the top of the hierarchy called intelligence – thus, the eight Multiple Intelligences that Gardner has described.
- 6. Design: Objective, syllabus, learning activities, roles of learners, teachers and materials There are no goals stated for MI instruction in linguistic terms. Such a learner is both better empowered and more fulfilled than a learner in traditional classrooms. A more goal – directed learner and happier person is held to be a likely candidate for being a better second language learner and user. Also, there is no syllabus as such, either prescribed or recommended, in respect to MI – based language teaching.
- 7. Lazear has been proposed the four stage as a type of syllabus: Stage 1: awaken the Intelligence Stage 2: amplify the intelligence. Stage 3: teach with/for the Intelligence Stage 4: transfer of the Intelligence
- 8. Nicholson-Nelson (1998-73) describes how MI can be used to individualize learning through project work. She lists five types of projects: 1. Multiple intelligences projects 2. Curriculum-based projects 4. Thematic-based projects 5. Resource-based projects 3. Student-choice projects
- 9. The following list summarizes several of the alternative views as to how the MI model can be used to serve the needs of language learners within a classroom setting: Play to strength Variety is the spice Pick a tool to suit the job All sizes fit one Me and my people
- 10. Conclusion Multiple Intelligences is an increasingly popular approach to characterizing the ways in which learners are unique and to developing instruction to respond to this uniqueness.
- 11. Thank you