Multiple intelligences 4
•Download as DOCX, PDF•
0 likes•264 views
The document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in the EFL classroom. The theory proposes that people learn and problem solve in different ways, possessing strengths in linguistic, logical-mathematical, spatial, musical, naturalist, interpersonal, intrapersonal, or kinesthetic intelligence. Rather than focusing solely on linguistic and logical skills as traditional IQ tests do, the EFL classroom should incorporate activities addressing all eight intelligences. Some suggested strategies include using stories, jokes, songs, drawings, games, and cooperative group work to engage different intelligences and learning styles.
Report
Share
Report
Share
Recommended
Czarnowski theorists
The document discusses Howard Gardner's theory of multiple intelligences which proposes that people learn and process information through eight different types of intelligence. It describes the eight intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document also discusses how understanding multiple intelligences can help students identify their dominant intelligence and better adapt their study habits.
Whole Language, Multiple Intelligence, and Beyond Method
This document provides an outline and background information for a presentation on theories of language teaching, including whole language, multiple intelligences, and post-method approaches. The presentation covers the concepts, principles, goals and criticisms of whole language, describes Howard Gardner's theory of multiple intelligences including the nine types of intelligence, and discusses the concept of post-method and the roles of teachers and materials in language teaching.
Learner differences
This document discusses different contexts for language teaching including EFL, ESL, and ESOL. It describes where teaching takes place such as schools, language schools, one-on-one, and large classes. It also covers learner differences including age, aptitude, learning styles, language levels, methodology, topics, and individual variations based on neuro-linguistic programming and multiple intelligences theory. Finally, it questions what can be done with individual differences in language teaching.
Sociocultural Factors In Sla
A presentation on the concepts, theories and role of sociocultural factors in second language acquisition. Primary source is Chapter 7 of H. Douglas Brown, 2007.
Multiple Intelligences
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.
Visual Literacy
This document discusses visual literacy and the use of picture books in education. It introduces several researchers and theorists in the field of visual literacy and notes that while the English curriculum mentions interpreting visual resources, it does not explicitly encourage using picture books or developing visual literacy skills. The document argues that picture books can help students develop important visual literacy abilities and that more should be done to incorporate them into classrooms across all grade levels.
Multiple Intelligences Theory (2013)
The document outlines Howard Gardner's theory of multiple intelligences, which defines intelligence as the ability to solve problems and create products valued in a particular cultural context. Gardner proposes eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that language learning should incorporate and value all intelligences, not just linguistic skills. Teachers should help students develop their multiple intelligences and see language learning as part of personal development. A variety of activities can be used to engage different intelligences in the language classroom.
Key competences for lifelong learning
This document outlines 8 key competences that are important for lifelong learning in a knowledge society:
1. Communication in the mother tongue and foreign languages
2. Mathematical competence, basic competences in science and technology
3. Digital competence
4. Learning to learn
5. Interpersonal, intercultural and social competences, and civic competence
6. Entrepreneurship
7. Cultural expression
Each competence is defined and the essential knowledge, skills, and attitudes related to it are described in 1-2 sentences. The competences aim to equip individuals for personal fulfillment, active citizenship, social inclusion, and employment throughout life.
Recommended
Czarnowski theorists
The document discusses Howard Gardner's theory of multiple intelligences which proposes that people learn and process information through eight different types of intelligence. It describes the eight intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document also discusses how understanding multiple intelligences can help students identify their dominant intelligence and better adapt their study habits.
Whole Language, Multiple Intelligence, and Beyond Method
This document provides an outline and background information for a presentation on theories of language teaching, including whole language, multiple intelligences, and post-method approaches. The presentation covers the concepts, principles, goals and criticisms of whole language, describes Howard Gardner's theory of multiple intelligences including the nine types of intelligence, and discusses the concept of post-method and the roles of teachers and materials in language teaching.
Learner differences
This document discusses different contexts for language teaching including EFL, ESL, and ESOL. It describes where teaching takes place such as schools, language schools, one-on-one, and large classes. It also covers learner differences including age, aptitude, learning styles, language levels, methodology, topics, and individual variations based on neuro-linguistic programming and multiple intelligences theory. Finally, it questions what can be done with individual differences in language teaching.
Sociocultural Factors In Sla
A presentation on the concepts, theories and role of sociocultural factors in second language acquisition. Primary source is Chapter 7 of H. Douglas Brown, 2007.
Multiple Intelligences
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.
Visual Literacy
This document discusses visual literacy and the use of picture books in education. It introduces several researchers and theorists in the field of visual literacy and notes that while the English curriculum mentions interpreting visual resources, it does not explicitly encourage using picture books or developing visual literacy skills. The document argues that picture books can help students develop important visual literacy abilities and that more should be done to incorporate them into classrooms across all grade levels.
Multiple Intelligences Theory (2013)
The document outlines Howard Gardner's theory of multiple intelligences, which defines intelligence as the ability to solve problems and create products valued in a particular cultural context. Gardner proposes eight intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that language learning should incorporate and value all intelligences, not just linguistic skills. Teachers should help students develop their multiple intelligences and see language learning as part of personal development. A variety of activities can be used to engage different intelligences in the language classroom.
Key competences for lifelong learning
This document outlines 8 key competences that are important for lifelong learning in a knowledge society:
1. Communication in the mother tongue and foreign languages
2. Mathematical competence, basic competences in science and technology
3. Digital competence
4. Learning to learn
5. Interpersonal, intercultural and social competences, and civic competence
6. Entrepreneurship
7. Cultural expression
Each competence is defined and the essential knowledge, skills, and attitudes related to it are described in 1-2 sentences. The competences aim to equip individuals for personal fulfillment, active citizenship, social inclusion, and employment throughout life.
Multiple Intelligences
This document discusses Howard Gardner's theory of multiple intelligences. It defines intelligence, outlines the eight types of intelligence in Gardner's theory (logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, verbal/linguistic, naturalist), provides examples of each type, and describes how teachers can incorporate activities targeting different intelligences into their lesson plans. A sample lesson plan targeting several intelligences with a series of steps is also outlined. The conclusion emphasizes that students have unique strengths and that understanding students' varied intelligences fosters lifelong learning.
Gardner's Theory of Multiple Intelligences
Explains Gardner's theory of Multiple Intelligence's and how teachers and students can integrate technology while using this theory.
Multiple intelligences
Howard Gardner proposed eight multiple intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. The document discusses using multiple intelligences in education, including developing lessons that awaken, amplify, teach with/for each intelligence and transfer learning. It also describes using project-based learning to individualize instruction through multiple intelligence, curriculum-based, thematic, resource-based, and student-choice projects.
Emotional and social distance
Social distance refers to the cognitive and affective proximity between two cultures that come into contact within an individual, such as an Indonesian studying in the UK. Emotional distance is a psychological distance caused by culture shock that can lead to emotions like sadness and frustration, decreasing motivation to learn the target language. Teachers can help reduce social and emotional distance by using role plays, readings, films and other materials to promote cross-cultural understanding and give students opportunities to practice the target language. They should also encourage students to interview native speakers to develop positive attitudes towards the target culture.
Visual Literacy And The Arts
Visual literacy is the ability to interpret, use, appreciate, and create visual images using conventional and digital media to advance thinking, communication, and learning. While pictures can express what words cannot, visual literacy is difficult to define verbally. The fundamentals of visual communication are based on basic visual elements like line, shape, color, scale, and motion. Developing visual literacy is important as we live in an increasingly visual culture surrounded by images.
The Multiple INtelligences
The document summarizes three language teaching approaches: Multiple Intelligences, the Lexical Approach, and the Natural Approach.
Multiple Intelligences recognizes different types of intelligence and focuses on individual learner differences. The Lexical Approach views words and phrases as the basic building blocks of language over grammar.
The Natural Approach is based on meaningful communication without translation. It focuses on acquiring language through comprehensible input and reducing anxiety.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
Sustaining mainstream english language learners with universal design for lea...
This document summarizes a presentation about sustaining mainstream English language learners with Universal Design for Learning (UDL). The presentation discusses research on mainstream ELLs and introduces UDL principles of engagement, representation, and expression. It then provides two case studies of ELL students struggling in mainstream classes and discusses how UDL principles could help address their needs. The presentation recommends resources for further reading on UDL and supporting ELL students.
Literacies across the curriculum
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
Presentation1
The document outlines principles for effective teaching and learning of language. It discusses beginning with clear objectives, encouraging student-set goals, and the importance of motivation. It also emphasizes learning as a social and integrative process that incorporates listening, speaking, reading and writing. A conducive learning atmosphere that encourages active participation and handles errors tactfully is important. Learning should be an active, reflective process where students construct their own meaning and make real-world connections through performance-based assessment.
Individual differences
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
Cognitive Code Approach
The document discusses the cognitive code approach to teaching English as a second language. It states that this approach arose in reaction to behaviorism, combining new thinking from psychology, anthropology, and linguistics. Under this approach, language is conceived as a mental process rather than a behavior, and is considered an abstract and conventional system. The cognitive code approach emphasizes developing vocabulary and grammar through reading and writing, and views errors as a natural part of learning. Teachers provide tools for students to work independently to solve problems.
Grade 2 Parent Information Session 2012 13
The document provides information for a Grade 2 parent information evening. It introduces the teachers and provides tips for parents. It outlines the school's approach to literacy, mathematics, units of inquiry, learner profile, attitudes, home learning, language acquisition and transdisciplinary skills. The goal is to inform parents about the Grade 2 curriculum and classroom expectations.
Visual literacy
This document discusses the importance of visual literacy and visual thinking in learning. It defines visual literacy as the ability to interpret and understand visual images. Teachers need to recognize the significant role of visual thinking in learning, as people think and learn in different ways, and the modern world relies heavily on visual communication. The document explores strategies for creating a learning environment that supports visual thinking, such as using images, graphics, and multimedia authoring. It discusses how visuals can help with comprehension, engagement, and as advance organizers to structure information. Developing visual literacy is important for both students and teachers.
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
This document discusses the role of Content and Language Integrated Learning (CLIL) and plurilingualism in teaching languages. It addresses several topics:
- The challenges of identity, interdisciplinarity, and diversity in the 21st century that CLIL and plurilingualism can help address.
- The rationale for CLIL and plurilingualism in Europe, including that communication is now international and Europe needs to invest in its diversity.
- Key principles of CLIL including that the methodology is at the core and that CLIL models can vary depending on the learning context.
- The importance of developing learners' plurilingual competence and allowing them to use language in a variety of contexts, including
emergent literacy
This document discusses emergent literacy and its importance for early childhood development. It defines emergent literacy as the early skills, knowledge, and attitudes that are developmental precursors to conventional reading and writing. These include vocabulary, narrative skills, print motivation, print awareness, letter knowledge, and phonological awareness. Emergent literacy begins at birth and is fostered through social interactions with caregivers and exposure to literacy materials. Children who start school without having developed early literacy skills are at higher risk for later reading difficulties. The document also discusses tools for measuring emergent literacy skills and provides recommendations for parents, teachers, and organizations to promote early literacy development.
COGNITIVE FACTORS OF SECOND LANGUAGE LEARNING
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
Building interactive spaces for learning: two pilot studies for literacy acqu...
We conceive TELEs (technology-enhanced learning environments) as interactive spaces that positively influence the learning attitude. These learning environments are equipped with technological resources and tools that, with the help of a teacher, facilitate the acquisition of knowledge and skills. That is to say that the teacher is one of the main actors in these spaces, and such spaces do not substitute them.
We present two implementations of such spaces. A set of mobile applications combined with NFC (Near Field Communication) technology allow us to overlay interactivity in everyday learning environments. NFC is a short range wireless technology which permits storing data in sticker-like devices and reading the stored data with NFC enabled phones by approaching the phone to the sticker. NFC enables adding multimedia content to interactive spaces – the data read from an NFC tag can trigger multimedia content to be played on a mobile phone. Using this technology, an application in a mobile device can propose tasks that a pupil can solve by interacting with objects around.
We have organized two pilot studies with two groups of children. Both studies have been designed and implemented by an interdisciplinary team formed by researchers from the fields of Computer Science and Education. Teachers participated actively in the studies as well.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
Mutiple intelligence presentation by asma
The document discusses Howard Gardner's theory of multiple intelligences. It begins by explaining that traditional views of intelligence are limited but Gardner proposes that there are eight different types of intelligence that account for a broader range of human potential. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The study aims to understand how the theory of multiple intelligences can help foreign language teachers address the different linguistic and cognitive backgrounds of students in the classroom. It also discusses implications and applications of MI for improving foreign language teaching and learning.
MI in language classroom- Atula Ahuja
The document discusses the application of Howard Gardner's theory of multiple intelligences to language classrooms. It provides background on the original theory from 1983 and how it has developed since, being applied to general education starting in 1993. Key aspects discussed include the eight core intelligences, various researchers and scholars who have contributed to applying and developing the theory for classrooms, and specific strategies for using the different intelligences to enhance language abilities. The conclusion is that the theory acknowledges learner differences and provides diverse activities to engage all students, potentially leading to greater achievement.
More Related Content
What's hot
Multiple Intelligences
This document discusses Howard Gardner's theory of multiple intelligences. It defines intelligence, outlines the eight types of intelligence in Gardner's theory (logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, verbal/linguistic, naturalist), provides examples of each type, and describes how teachers can incorporate activities targeting different intelligences into their lesson plans. A sample lesson plan targeting several intelligences with a series of steps is also outlined. The conclusion emphasizes that students have unique strengths and that understanding students' varied intelligences fosters lifelong learning.
Gardner's Theory of Multiple Intelligences
Explains Gardner's theory of Multiple Intelligence's and how teachers and students can integrate technology while using this theory.
Multiple intelligences
Howard Gardner proposed eight multiple intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. The document discusses using multiple intelligences in education, including developing lessons that awaken, amplify, teach with/for each intelligence and transfer learning. It also describes using project-based learning to individualize instruction through multiple intelligence, curriculum-based, thematic, resource-based, and student-choice projects.
Emotional and social distance
Social distance refers to the cognitive and affective proximity between two cultures that come into contact within an individual, such as an Indonesian studying in the UK. Emotional distance is a psychological distance caused by culture shock that can lead to emotions like sadness and frustration, decreasing motivation to learn the target language. Teachers can help reduce social and emotional distance by using role plays, readings, films and other materials to promote cross-cultural understanding and give students opportunities to practice the target language. They should also encourage students to interview native speakers to develop positive attitudes towards the target culture.
Visual Literacy And The Arts
Visual literacy is the ability to interpret, use, appreciate, and create visual images using conventional and digital media to advance thinking, communication, and learning. While pictures can express what words cannot, visual literacy is difficult to define verbally. The fundamentals of visual communication are based on basic visual elements like line, shape, color, scale, and motion. Developing visual literacy is important as we live in an increasingly visual culture surrounded by images.
The Multiple INtelligences
The document summarizes three language teaching approaches: Multiple Intelligences, the Lexical Approach, and the Natural Approach.
Multiple Intelligences recognizes different types of intelligence and focuses on individual learner differences. The Lexical Approach views words and phrases as the basic building blocks of language over grammar.
The Natural Approach is based on meaningful communication without translation. It focuses on acquiring language through comprehensible input and reducing anxiety.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
Sustaining mainstream english language learners with universal design for lea...
This document summarizes a presentation about sustaining mainstream English language learners with Universal Design for Learning (UDL). The presentation discusses research on mainstream ELLs and introduces UDL principles of engagement, representation, and expression. It then provides two case studies of ELL students struggling in mainstream classes and discusses how UDL principles could help address their needs. The presentation recommends resources for further reading on UDL and supporting ELL students.
Literacies across the curriculum
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
Presentation1
The document outlines principles for effective teaching and learning of language. It discusses beginning with clear objectives, encouraging student-set goals, and the importance of motivation. It also emphasizes learning as a social and integrative process that incorporates listening, speaking, reading and writing. A conducive learning atmosphere that encourages active participation and handles errors tactfully is important. Learning should be an active, reflective process where students construct their own meaning and make real-world connections through performance-based assessment.
Individual differences
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
Cognitive Code Approach
The document discusses the cognitive code approach to teaching English as a second language. It states that this approach arose in reaction to behaviorism, combining new thinking from psychology, anthropology, and linguistics. Under this approach, language is conceived as a mental process rather than a behavior, and is considered an abstract and conventional system. The cognitive code approach emphasizes developing vocabulary and grammar through reading and writing, and views errors as a natural part of learning. Teachers provide tools for students to work independently to solve problems.
Grade 2 Parent Information Session 2012 13
The document provides information for a Grade 2 parent information evening. It introduces the teachers and provides tips for parents. It outlines the school's approach to literacy, mathematics, units of inquiry, learner profile, attitudes, home learning, language acquisition and transdisciplinary skills. The goal is to inform parents about the Grade 2 curriculum and classroom expectations.
Visual literacy
This document discusses the importance of visual literacy and visual thinking in learning. It defines visual literacy as the ability to interpret and understand visual images. Teachers need to recognize the significant role of visual thinking in learning, as people think and learn in different ways, and the modern world relies heavily on visual communication. The document explores strategies for creating a learning environment that supports visual thinking, such as using images, graphics, and multimedia authoring. It discusses how visuals can help with comprehension, engagement, and as advance organizers to structure information. Developing visual literacy is important for both students and teachers.
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
This document discusses the role of Content and Language Integrated Learning (CLIL) and plurilingualism in teaching languages. It addresses several topics:
- The challenges of identity, interdisciplinarity, and diversity in the 21st century that CLIL and plurilingualism can help address.
- The rationale for CLIL and plurilingualism in Europe, including that communication is now international and Europe needs to invest in its diversity.
- Key principles of CLIL including that the methodology is at the core and that CLIL models can vary depending on the learning context.
- The importance of developing learners' plurilingual competence and allowing them to use language in a variety of contexts, including
emergent literacy
This document discusses emergent literacy and its importance for early childhood development. It defines emergent literacy as the early skills, knowledge, and attitudes that are developmental precursors to conventional reading and writing. These include vocabulary, narrative skills, print motivation, print awareness, letter knowledge, and phonological awareness. Emergent literacy begins at birth and is fostered through social interactions with caregivers and exposure to literacy materials. Children who start school without having developed early literacy skills are at higher risk for later reading difficulties. The document also discusses tools for measuring emergent literacy skills and provides recommendations for parents, teachers, and organizations to promote early literacy development.
COGNITIVE FACTORS OF SECOND LANGUAGE LEARNING
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
Building interactive spaces for learning: two pilot studies for literacy acqu...
We conceive TELEs (technology-enhanced learning environments) as interactive spaces that positively influence the learning attitude. These learning environments are equipped with technological resources and tools that, with the help of a teacher, facilitate the acquisition of knowledge and skills. That is to say that the teacher is one of the main actors in these spaces, and such spaces do not substitute them.
We present two implementations of such spaces. A set of mobile applications combined with NFC (Near Field Communication) technology allow us to overlay interactivity in everyday learning environments. NFC is a short range wireless technology which permits storing data in sticker-like devices and reading the stored data with NFC enabled phones by approaching the phone to the sticker. NFC enables adding multimedia content to interactive spaces – the data read from an NFC tag can trigger multimedia content to be played on a mobile phone. Using this technology, an application in a mobile device can propose tasks that a pupil can solve by interacting with objects around.
We have organized two pilot studies with two groups of children. Both studies have been designed and implemented by an interdisciplinary team formed by researchers from the fields of Computer Science and Education. Teachers participated actively in the studies as well.
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
What's hot (20)
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015
Sustaining mainstream english language learners with universal design for lea...
Sustaining mainstream english language learners with universal design for lea...
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
Building interactive spaces for learning: two pilot studies for literacy acqu...
Building interactive spaces for learning: two pilot studies for literacy acqu...
Individual differences in second language learning
Individual differences in second language learning
Similar to Multiple intelligences 4
Mutiple intelligence presentation by asma
The document discusses Howard Gardner's theory of multiple intelligences. It begins by explaining that traditional views of intelligence are limited but Gardner proposes that there are eight different types of intelligence that account for a broader range of human potential. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The study aims to understand how the theory of multiple intelligences can help foreign language teachers address the different linguistic and cognitive backgrounds of students in the classroom. It also discusses implications and applications of MI for improving foreign language teaching and learning.
MI in language classroom- Atula Ahuja
The document discusses the application of Howard Gardner's theory of multiple intelligences to language classrooms. It provides background on the original theory from 1983 and how it has developed since, being applied to general education starting in 1993. Key aspects discussed include the eight core intelligences, various researchers and scholars who have contributed to applying and developing the theory for classrooms, and specific strategies for using the different intelligences to enhance language abilities. The conclusion is that the theory acknowledges learner differences and provides diverse activities to engage all students, potentially leading to greater achievement.
Multiple intelligences, Akram Jabar Najim
Multiple intelligences,
Akram Jabar Najim
Supervisor by Asst. Prof. Dr. Shaymaa Abdulbaqi.
University of Baghdad
365 385
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
Asaricaoglu aarikan
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
Comm skills & multiple intelligences approach to communicative teaching
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
Cross curricular projects
This document discusses different types of activities that can be used in CLIL (Content and Language Integrated Learning) classes. It identifies four basic types of activities: 1) activities for communicating subject content orally, 2) activities to develop listening and reading strategies, 3) activities to guide student production (oral, written, physical), and 4) activities to engage higher cognitive skills. For each type, an example activity is described along with the cognitive skills it targets. The examples included an activity on the water cycle, endangered animal leaflets, role plays, and a map activity. The document emphasizes that activities should be meaningful, relevant, and help students improve both content knowledge and language skills.
Cross curricular projects
This document discusses different types of activities that can be used in CLIL (Content and Language Integrated Learning) classes. It identifies four basic types of activities: 1) activities for communicating subject content orally, 2) activities to develop listening and reading strategies, 3) activities to guide student production (oral, written, physical), and 4) activities to engage higher cognitive skills. For each type, an example activity is provided and the cognitive skills targeted are identified. The examples include an activity on the water cycle, endangered animal leaflets, role plays, and a map activity. The document emphasizes that activities should be meaningful, relevant, and help students improve both content knowledge and language skills.
Constructivismo
This document discusses the constructivist approach to teaching second languages. It provides 12 principles of constructivism, including that learning involves constructing one's own understanding, meaningful learning leads to better retention than rote learning, and language learning involves developing a new identity. The document also summarizes different historical approaches like structuralism and behaviorism, and notes that modern language teaching understands diverse contexts, student needs, and effective traits.
Student diversity
This document discusses student diversity and intelligence. It covers several key points:
1) Student diversity refers to the many factors that make students different, such as race, gender, socioeconomic status, ability, age, and religious beliefs. Each student brings unique experiences and strengths to the classroom.
2) There are various theories and models of intelligence discussed, including Sternberg's triarchic theory of intelligence, Gardner's theory of multiple intelligences, and emotional intelligence. Intelligence tests like the Binet test and Wechsler scales are also summarized.
3) The document discusses controversies around intelligence testing, such as the role of nature vs nurture, ethnic comparisons, and whether tests are culturally biased.
Proposal to Implement Learning Styles When Using the Competency Based Approac...
Proposal to Implement Learning Styles When Using the Competency Based Approac...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.Gardners Multiple Intelligence Ppp 1
Universal Design for Learning (UDL) and Howard Gardner's Theory of Multiple Intelligences both address learner diversity and acknowledge that students learn in different ways. UDL argues that traditional curriculum needs reform to be more inclusive of all learners, while Multiple Intelligences proposes presenting lessons in various styles using music, art, role playing and other activities to engage different intelligences. Both reject the notion that intelligence is singular and can be measured by IQ alone.
"Namasté!" CLIL Unit template
Here is the temaplate of a CLIL didactic unit for 6th graders. It is called "Namasté!" and it has been created by Ana Márquez López.
Hope you enjoy!
Learning theories and approaches
This document discusses numerous language learning theories and approaches that have influenced English language teaching, including behaviorism, the Audio-Lingual Method, the Natural Approach, and the lexical approach. It also covers debates around the role of grammar instruction, the importance of noticing language, the affective filter hypothesis, and discovery learning.
Module 13 Learning Theories
The document discusses Howard Gardner's Theory of Multiple Intelligences, which proposes that individuals possess different combinations of eight main intelligences. The intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The theory suggests that lessons should incorporate activities aligned with students' varying strengths in these intelligences to promote effective learning. Some examples provided include using music to teach concepts, hands-on activities, visual aids, group work, and nature-based projects.
What Is Good Primary Practice
The document discusses theories of child development that have influenced approaches to teaching English as a foreign language to young children. It outlines Piaget's, Vygotsky's, and Bruner's theories on cognitive development and learning. Specifically, it focuses on how these theories emphasize a child-centered approach, learning through social interaction and play, and scaffolding learning based on a child's developmental level. The document also discusses implications for EFL classrooms, including using tasks that allow children to communicate, make mistakes, and work individually or collaboratively.
Module 13 learning theories final
The document discusses Howard Gardner's Theory of Multiple Intelligences, which proposes that individuals possess different combinations of eight main intelligences. The intelligences include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The theory suggests that lessons should incorporate activities aligned with students' varying strengths in these intelligences to promote effective learning. Some examples provided include using music to teach concepts, hands-on activities, visual aids, group work, and nature-based projects.
CATESOL 2010 Handout
This document discusses the relationship between educational theory and classroom practice in teaching English to speakers of other languages (TESOL). It provides an overview of several learning theories (e.g. behaviorism, constructivism, socioconstructivism) and how they can inform practical teaching approaches and activities. The document also examines concepts related to language acquisition, such as comprehensible input/output, the zone of proximal development, and reducing foreign language anxiety. Overall, it aims to bridge the gap between theory and practice in TESOL by offering specific classroom applications and examples based on established learning theories.
Similar to Multiple intelligences 4 (20)
This is a presentation used in a class observation about multimodal elements ...
This is a presentation used in a class observation about multimodal elements ...
Comm skills & multiple intelligences approach to communicative teaching
Comm skills & multiple intelligences approach to communicative teaching
GROUP-6 jajsjzsvftfyfyouoaoaahh the biggest qiqitt
GROUP-6 jajsjzsvftfyfyouoaoaahh the biggest qiqitt
Proposal to Implement Learning Styles When Using the Competency Based Approac...
Proposal to Implement Learning Styles When Using the Competency Based Approac...
Recently uploaded
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Recently uploaded (20)
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Multiple intelligences 4
- 1. MULTIPLE INTELLIGENCES How to use them in the EFLclassroom? DIDACTIC II Teacher: Ezia Valenzuela Student: Priscilla Concha 1
- 2. MULTIPLE INTELLIGENCES Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value to the society. Gardner is the founder of the MI theory: a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be recognized. The Multiple Intelligences Theory is a cognitive model that seeks to describe how individuals use their intelligences to solve problems and fashion products” (Armstrong 2000: 12). According to Gardner (1999) every human possesses eight intelligences whereas the IQ test (Alfred Binet, 1911) mainly focuseson linguistic and mathematical intelligences. For this reason teacher tend to focus on these intelligences limiting other possible ways that students learn. The author claims that to understand MI theory and its principles because opens up wide range of poosibilities for helping students learn more effectively and successfully in EFL classroom These intelligences are: LINGUISTIC: An ability to analyze information and create products involving oral and written language such as speeches, books, and memos. LOGICAL-MATEMATICAL: An ability to develop equations and proofs, make calculations, and solveabstract problems. SPATIAL: An ability to recognize and manipulate large-scale and fine-grained spatial images. MUSICAL: An ability to produce, remember, and make meaning of different patterns of sound. 2
- 3. NATURALIST:Ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world. INTERPERSONAL: An ability to recognize and understand other people’s moods, desires, motivations, and intention. INTRAPERSONAL: An ability to recognize and understand his or her own moods, desires, motivations, and intentions. KINESTHETIC:An ability to use one’s own body to create products or solve problems. How and WhytouseMIinthe EFL classroom? Tele (2000) points out that students have different ways of learning. The theory of MI suggests that teacher need to pay attention in those different intelligences in the classroom and schools, specially spatial, bodly-kinesthetic, musical and naturalist intelligences that may be have not been successful in linguistic or mathematical issues. Each person possesses ALL eight intelligences. Learning strategies: the learner chooses and uses learning strategies that work them. There are different activities using different strategies: Words are not enough: movement and involve the senses, colours and sounds. You will need to have plenty of objects and pictures to work with, this will always helpp the pupils to learn (Scott and Ytreberg 1990) Telling jokes in the class: students can create puppets and then tell jokes to their peers. They also compose a song for the joke and then act out the joke in the classroom, jokes not only practise language but also encourage children to think” (Brewster, Ellis and Girard, 2003) Play with the language: make them to play with the language by making up rhymes, singing songs, telling stories, etc. The purpose, is that singing stimulate the child’s sense of humour. 3
- 4. Cooperation not competition: the theory of MI jis based on Cooperation, because this avoid prizes, and awards in the class, group the children together whenever and wherever posible. Using storybooks: as a way to create an acquisition rich environment and ideal learning contidions which provide “comprehensible input”, children enjoy listening to stories. Some examples: Drawing and colouring, Handicrafts, Songs and rhymes, Vocabulary activities, Dramas, Games. 4