The document presents innovative teaching methodologies emphasizing the importance of leadership, analytical and problem-solving skills in students. It discusses the constructivist approach, where teachers facilitate active learning through methods like role play and mind mapping, and highlights Howard Gardner's theory of multiple intelligences to cater to diverse learning styles. Additionally, it outlines essential teaching techniques to engage students, assess learning, and provide constructive feedback.

1. INNOVATIVE TEACHING
METHODOLOGIES
Presentation by
R. EDIN BROW
9841993332, edinbrow@gmail.com

2. WWhhaatt RReeccrruuiitteerrss LLooookk FFoorr
Industry Requirements
◦ Leadership
◦ Analytical Skills
◦ Problem Solving Skills
◦ Teamwork
◦ Communication Skills
◦ Creativity
◦ Passion/Interest in
Industry
◦ Integrity
Student’s Role
• Enrich vocabulary for effective
communication.
• Acquire LSRW skills through
Role play, Situational Dialogue,
Debate, Seminars, Group
discussions , Oral
Presentations.
Teacher’s Role
◦ Teacher should acts as an
advisor, organizer, facilitator,
guide, motivator, evaluator,
and so on.

3. CCoonnssttrruuccttiivviisstt AApppprrooaacchh
 Brader-Araje and M.G. Jones expound constructivism as
"the idea that development of understanding requires the
learner to actively engage in meaning-making situations.”
 It is creativity which generates competence in the learner to
create, to invent, to put forward original and useful ideas in
context of varied situations.
 In a constructivist classroom, the teacher as a facilitator
shows some objects to learner, or draws the fetching pictures
of certain things and urges them to apply their brains,
imagination, memory and wit to unfold various names
(synonyms) of that object.

4. MMiinndd--MMaappppiinngg TThheeoorryy
 Prof. Tony Buzan of England pioneered the effective use of
Mind-Mapping Theory.
 This theory entails the effective use of task-based pictorial
representations and attractive graphics of certain objects.
 The Mind-Map is the manifestation of the brilliance of thinking.
 Mind-map graphics renewed and intensified the interest of the
students in the classroom, and they contemplated and pressed
their brains to evoke, to recall, to think out various synonyms
of the pictorial objects.

5. Mind-Map Graphics
(Pictorial
representations of
human organs)
Constructivist Approach:
(Utterances of words relating to graphics)
Response of students % of various types of vocabulary Teacher's New
Active Passive Ad-hoc words
Hand
Write 100% Rinse
Catch 80% Knit
Hold 80% Scrub
Slap 70% Scour
Throw 90% Blow
Tap 30% Bash
Drive 80% Thump
Clap 70% Grate
Fist 70% Rub
Lift 100% Scribble
Grip 40% Jote down
Knock 70%
Push 80%
Pull 80%
Carry 80%
Dig 40%
Paint 80%
Sweep 40%
Paste 60%
Spin 40%

8. Howard Gardner’s Multiple Intelligences
Intelligence Applications Manifestations
Verbal-Linguistic
“Word Smart”
How can I include numbers,
classification, calculations and
critical-thinking?
Well-developed verbal skills and
sensitivity to the sounds, meanings and
rhythms of words
Mathematical-
Logical
“Logic Smart”
How can I include visuals, colors,
art, graph and pictures?
Ability to think conceptually and
abstractly, and capacity to discern
logical or numerical patterns
Musical
“Music Smart”
How can I include private learning
time and student choice?
Ability to produce and appreciate
rhythm, pitch and timber
Visual-Spatial
“Picture Smart”
How can I include group work,
peer sharing , project work, and
discussions?
Capacity to think in images and
pictures, to visualize accurately and
abstractly
Bodily-
Kinesthetic
“Body Smart”
How can I include movement,
exercise, drama and crafts?
Ability to control one's body movements
and to handle objects skillfully
Interpersonal
“People Smart”
How can I include music, sounds,
rhythms and dance?
Capacity to detect and respond
appropriately to the moods, motivations
and desires of others
Intrapersonal
“Self Smart”
How can I include reading, writing
and speaking?
Capacity to be self-aware and in tune
with inner feelings, values, beliefs and
thinking processes

9. Howard Gardner’s Multiple Intelligences
Intelligence Is strong in: Likes to: Learns best
through:
Famous
examples:
Verbal-
Linguistic
Reading, writing, telling
stories, memorizing dates,
thinking in
Words
Read, write, talk, tell stories,
memorize, work at puzzles
Reading, hearing and seeing
words, speaking, writing,
discussing and debating
Abraham
Lincoln
Math-Logic Math, reasoning, logic,
problem- solving, patterns
Solve problems, Question,
work with numbers,
experiments
Working with patterns and
relationships, classifying,
categorizing, working with the
abstract
Albert
Einstein
Spatial
Reading, maps, charts,
drawing, mazes, puzzles,
imaging things, visualization
Design, draw,
build, create, daydream,
look at pictures
Working with pictures and colors,
visualizing, using the mind’s eye,
drawing
Pablo
Picasso
Bodily-Kinesthetic Athletics, dancing, acting,
crafts, using tools
Move around, touch and
talk, body language
Touching, moving,
processing knowledge
through bodily sensations
Charlie
Chaplin
Musical
Singing, picking up sounds,
remembering melodies,
rhythms
Sing, hum, play an instrument,
listen to music
Rhythm, melody, singing, listening
to music and melodies
Mozart, Ella
Fitzgerald
Interpersonal
Understanding people,
leading, organizing,
communicating,
resolving conflicts, selling
Have friends, talk to
people, join groups
Sharing, comparing, relating,
interviewing, cooperating
Mother
Theresa
Intrapersonal
Understanding
self, recognizing strengths
and weaknesses, setting
goals
Work alone, reflect, pursue
interests
Working alone,
doing self-paced projects, having
space, reflecting
Eleanor
Roosevelt,
Sigmund
Freud
Taken from: Developing students’ Multiple Intelligences by Kristen Nicholson-Nelson (p. 13) (1998)

10. TTeeaacchhiinngg TTeecchhnniiqquueess ttoo rreemmeemmbbeerr
1. Engage: real life situations, problems and examples.
2. Variety – Role play, assignments, fieldwork, Hands on
experiments, group discussions, PPt presentation and so on.
3. Active learning : Ensure that active learning takes place.
4. Students Teaching: Students can teach each other the
material within the classroom i.e. think, pair and share.
5. Review: Prior information, students/ teachers peer review.
6. Evaluation: Evaluation of student learning, Evaluation of
classroom teaching.
7. Feedback : Giving critical feedback in order to improve,
Teacher’s self-reflection.
Learning Never Ends. . .

11. References:
Thanks to all
1.Gardner, Howard. Frames of Minds: The Theory of Multiple Intelligences. New
York: Basic Books, 1983.
2.Hills, J.R. Assessment. from http://sites.google.com/site/uvuedpsych/ files
/assessment _ packet_highered.doc.
3.Clark, D. R. (2004).The Art and Science of Leadership. from
http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
My Sincere thanks to Heavenly Father
Teacher The Greatest
Innovator. . .