This document discusses using learners' styles and differences to help students learn more effectively. It covers key topics like multiple intelligences theory, which proposes different types of intelligence. The document also discusses strategies for managing differences in the classroom, like gathering student feedback, varying activities, and understanding frustrations. Overall, it advocates understanding students' unique strengths and tailoring activities accordingly to enrich language courses and better meet student needs and purposes.
Color it!
Who says that coloring only appeals to kids? Not at all. Believe it or not, big guys in my class enjoyed doing it while trying to master their grammar lesson on adverbs of frequency. I was even surprised to see them working so peacefully that it’s as if they’ve been deprived from their art sessions years back. Anyhow, this creative task was inspired by my students who are mostly artistically-inclined. More obviously, this coloring activity was so popular to boys and girls alike whom I usually catch doodling, scribbling, sketching on their notebooks, worksheets, and worse is—vandalizing over their armchair for a reason that only their conscience knows. Howard Gardner’s claim about multiple intelligences (artistic) clearly explains this integrative method of teaching adverbs of frequency and its usage through coloring.
Speaking is a productive higher level skill. Teachers need to be very creative in motivating and helping students elicit sentences about a picture, describing it in details.
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Using learners styles and differences to help students learn more and better ...Caltabiano Idiomas
What is intelligence?
"If something exists, it exists in some amount.If it exists in some amount, then it is capable of being measured.“
- René Descartes
(Principles of Philosophy, 1644)
Color it!
Who says that coloring only appeals to kids? Not at all. Believe it or not, big guys in my class enjoyed doing it while trying to master their grammar lesson on adverbs of frequency. I was even surprised to see them working so peacefully that it’s as if they’ve been deprived from their art sessions years back. Anyhow, this creative task was inspired by my students who are mostly artistically-inclined. More obviously, this coloring activity was so popular to boys and girls alike whom I usually catch doodling, scribbling, sketching on their notebooks, worksheets, and worse is—vandalizing over their armchair for a reason that only their conscience knows. Howard Gardner’s claim about multiple intelligences (artistic) clearly explains this integrative method of teaching adverbs of frequency and its usage through coloring.
Speaking is a productive higher level skill. Teachers need to be very creative in motivating and helping students elicit sentences about a picture, describing it in details.
Teacher Resource Guidebook - Using Role Play, Dialogue, Drama in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Using learners styles and differences to help students learn more and better ...Caltabiano Idiomas
What is intelligence?
"If something exists, it exists in some amount.If it exists in some amount, then it is capable of being measured.“
- René Descartes
(Principles of Philosophy, 1644)
This show helps teachers to call their students' attention in the classroom. Before starting your lessons, think well how you call your students' attention to you and your ideas. Think, Rethink to think more and more creative ideas of teaching.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
Teaching one to-one: advantages, expectations and challengesBruna Caltabiano
One-to-one classes have become a growing trend. There are a lot of advantages to this kind of instruction, such as more flexibility and customization, among others. However, there are challenges to be met: the student is often required to participate, which might be stressful; there is no comparison of progress with other students; and less variety of interaction, to name but a few. As a result, it might be more difficult to teach a dynamic and varied class, and to keep students motivated.
In this workshop, we aim at discussing teaching tools, environment, the roles of the teacher and how to design and plan the course in a way it meets the expectations and needs of the students and is aligned with the best teaching practices.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Using learners styles and differences to help students learn more and better
1. Using learners styles and differences to
help students learn more and better
Bruna Caltabiano
Livraria Martins Fontes
July 26, 2014.
São Paulo, Brazil
2. Challenge
o Mr. Brown has 6 black
gloves and 10 brown gloves
in his closet. He blindly picks
up some gloves
from the closet.
o What is the minimum
number of gloves Mr. Brown
will have to pick to be certain
to find a pair of gloves of the
3. HINTS
If you pick 2 gloves blindly, can they be of
different colors?
If you pick 3 gloves blindly, can they be of
different colors?
6. "If something exists, it exists in some
amount.
If it exists in some amount, then it is
capable of being measured.“
- René Descartes
(Principles of Philosophy, 1644)
8. Current Wechsler (WAIS–IV, WISC–IV,
WPPSI–IV) IQ classification
IQ Range ("deviation IQ") IQ Classification
130 and above Very Superior
120–129 Superior
110–119 High Average
90–109 Average
80–89 Low Average
70–79 Borderline
69 and below Extremely Low
9. Multiple Intelligence Theory (MI)
First articulated by Howard Gardner, in
1983.
"It's not how smart you are that matters, what
really counts is how you are smart.“
11. Lack of evidence?
1994 – Sternberg
2000 – Allix
2004 – Sternberg and Grigerenko
2004 - Gardner asserted that he would be
"delighted were such evidence to accrue“
12. North America: some
schools have looked to
structure curricula
according to the
intelligences.
Positive response
applied by teachers to
the problems of
schooling.
Seven kinds of intelligence would
allow seven ways to teach, rather
than one.
Educational Use
(Gardner, 1993)
13. “.. the theory validates educators’ everyday
experience: students think and learn in
many different ways. It also provides
educators with a conceptual framework for
organizing and reflecting on curriculum
assessment and pedagogical practices. In
turn, this reflection has led many educators
to develop new approaches that might
better meet the needs of the range of
learners in their classrooms.”
(Kornhaber, 2003)
19. .
You can’t really take all
these individual
differences into account.
The important thing is to
teach the class
I teach very little to the class as
a whole – but my class has lots
of individual tasks and small
group work. I think the
classroom is always a set of
private lessons – as many as
there are individuals.
You can adapt class
lessons to I respond
to many individual
needs and differences
within the group.
(Scrivener, 2005)
21. Managing Differences
1. Gathering useful feedback from learners
Questionnaire for learners: Individual
Learners Preferences
(Scrivener, 2005)
22. Students’ (unedited)
comments
(Harmer, 2007)
“I didn’t like this
kind of music. I
prefer different
kind fo music.”
“It is difficult to express your feeling even in
my mother language, but finally I could
written down something.”
“I think that music is an excellent way to
learn. But I think it will be more interesting
if we work with the lyrics of songs”
“I liked this lesson.
Because it was funny...”
“I liked this subject
because everyone
could find a
connection part of
them. After we
listened a part of
music we could
descrive what we
think.. “
“I love to learn
about music”
23. 2. Using your intuition
3. Vary activities within a unit
“It is essential that we try
to ensure that different learners
styles are catered for as often as
possible.”
(Harmer,
2007)
24. “The important thing to
remember here is that although the ideas
behind learning styles theories (and other
‘pseudo-science’) aren’t based on any
real evidence, it doesn’t mean that we
shouldn’t vary the way we teach in order
to keep our students motivated. Very
often students may just need one more
example put in a different way in order to
reach that ‘Eureka!’ moment, regardless
of their preferred way of learning.”(Williams, 2014)
25. 3 sections in 3 different places
Checking anwers (pairs and groups)
Reacting to a video
Writing after listening
Deciding on the correct sequence
Filling in the blanks
Listening to sounds
Completing a chart or diagram
Listening
26. Besides English, I also studied French and Spanish
I have two dogs and one cat.
I was born in the countryside of São Paulo
New York City is my favorite city in the world.
I love watching drama movies.
Warm-up: The truth about me
(Puchta & Rinvolucri, 2005)
When I was at school, I used to prefer Physics to Arts.
30. Writing - The story of your hopes and
dreams
(Adapted from Puchta & Rinvolucri, 2005)
31. “If teachers can be guided to recognize
students’ unique strengths and
weaknesses through attention to MI, and
can follow with appropriately geared
activities, they will certainly enrich their
language courses and
will possibly enable students to better
accomplish their purposes.”
(Brown, 2007)
1. Provide students with different activities
2. Understand and deal with student’s frustration.
3. Understand and deal with your own frustration.
33. BIBLIOGRAPHY
BOOKS
• Brown, Douglas. Teaching by Principles: An
interactive Approach to Language Pedagogy.
New York: Pearson Education, 2007.
• Gardner, Howard. Multiple Intelligences: The
Theory of Multiple Intelligences. New York:
Basic Books, 1993.
34. BIBLIOGRAPHY
• Harmer, Jeremy. The Practice of English Language
Teaching. Essex: Pearson Education Limited,
2007.
• Puchta, Herbert; Rinvolucri, Mario. Multiple
Intelligences in EFL. Padova: Helbling Languages,
2005.
• Richards, Jack; Renandya, Willy. Methodology in
Language Teaching. Cambridge: Cambridge
University Press, 2002.
• Scrivener, Jim. Learning Teaching. Oxford:
Macmillan Education, 2005.
We all probably know someone who has a lot of energy and is good at sport, and so it’s easy to label them as a ‘kinaesthetic learner’. Indeed, people are different. People have different tastes and interests. People have had different experiences of life, which lead them to store knowledge of the world in different ways
Three teachers: As a generalization, which one is the most similar to you?
The important thing to remember here is that although the ideas behind learning styles theories (and other ‘pseudo-science’) aren’t based on any real evidence, it doesn’t mean that we shouldn’t vary the way we teach in order to keep our students motivated. Very often students may just need one more example put in a different way in order to reach that ‘Eureka!’ moment, regardless of their preferred way of learning. (Williams)
How can we manage to balancewhole class work with attention to individual differences?Get what students like to do: working in pairs, small groups, discussions, explanations, doing exercises, etc
Example: Questionnaire for learners: Individual learning preferences
taken from “Learning
Teaching” p. 408, by Jim Scrivener
Those are the comments from a multinational group of adult students in Britain, were written in response to a lesson in which they were asked to write na imaginary film scene based on a particular piece of music. Apart from demonstrating how individuals respond differently to the same activity, these comments help us decide whether to use a similar kind of activity again, whether to amend it or whether to abandon it.’
As a language teacher, it is not difficult to realize which activities work and which do not.
How to teach a listening activity to different kinds of intelligence?
Learners listen to three sections of a tape in three different places, then form a group to collaborate on their answers to a task.
Learners check their answers to a listening task in pairs or groups before listening a second time.
Learners watch a video and think how they would have reacted to the situation shown and compare with someone.
Learners write a letter after listening to a text.
Learners listen to three pieces of text and decide what the correct sequence is.
Learners complete gaps in the lyrics of a pop song.
Learners listen to sounds inside and outside the classroom and discuss what they have heard.
Learners complete a chart or diagram while listening.
Infinite obsession - YAYOI KUSAMA
ask students to discuss the colors: the ones they see the most, the least, object or shape, the first thing they have noticed, if there is a hidden emotion, why they think so, what questions they would like to ask
Ask students to write a letter to themselves, to be read in the last week of the term. It will be read by themselves, not by anyone else, not even you. They can make plans, write about their feelings, or write something they would like to read later on. Of course it must be written in English. They put the date, start the letter with Dear + their, sign the letter, seal the envelope and give it to you – they can write freely, for once, without having to worry about teacher’s correction. It is linguistic, of course, but mainlly intrapersonal