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MÉTODOS Y TÉCNICAS PARA LA ENSEÑANZA DEL INGLÉS

MULTIPLE INTELLIGENCES Mga. Paola Serrano Vásquez 07/04/2014

Participants: Castro Rodríguez Giocconda Vargas Rocha Evelyn Henriquez Arias Maria Vanessa. Villalobos Rojas Royner.

The Multiple intelligences look for proving that each person learns in a different and special way. This philosophy explains that human intelligence has multiple dimensions and those dimensions must be respected and taken into account when teachers plan their lessons


Content Purpose of the Approach: .................................................................................................................... 3 Concept: .............................................................................................................................................. 3 Syllabus: .............................................................................................................................................. 4 Student’s role: ..................................................................................................................................... 4 Teacher’s role:..................................................................................................................................... 5 Material ............................................................................................................................................... 6 Error Correction .................................................................................................................................. 7


Multiple intelligences Purpose of the Approach: The Multiple intelligences look for proving that each person learns in a different and special way. This philosophy explains that human intelligence has multiple dimensions and those dimensions must be respected and taken into account when teachers plan their lessons. The purpose of MI is looking at the language not as an only thing but as a multisensory process. This doesn´t look for the accuracy on grammar, it integrates all aspects of communication, for instance: music, bodily activity, interpersonal relationships, etc. In short, teachers must recognize that each student has his/her own particular gift or talent, so they have to design learning activities that reinforce those skills. In this way, students can be intelligent in their own way.

Concept: Multiple intelligences refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledge and developed in education. Traditional IQ or intelligences tests are based on a test called the Stanford-Binet, founded on the idea that intelligence is a single, unchanged, inborn capacity. This philosophy describes 8 different types of intelligences or ways of learning: 1. Linguistic: the ability to use language in special and creative ways, which is something lawyers, writers, editors and interpreters are strong in. 2. Logical/Mathematical: The ability to think rationally, often found with doctors, engineers, programmers, and scientists. 3. Spatial: The ability to form mental models of the world, something architects, decorators, sculptors, and painters are good at. 4. Musical: A Good ear for music, as is strong in singers and composers. 5. Bodily/Kinesthetic: Having a well-coordinated body, something found in athletes and crafts persons. 6. Interpersonal: The ability to be able to work well with people, which is strong in salespeople, politicians and teachers. 7. Intrapersonal: The ability to understand oneself and apply one´s talent successfully, which leads to happy and well-adjusted people in all areas of life. 8. Naturalist: The ability to understand and organize the patterns of nature


Syllabus: There is a basic developmental sequence that has been proposed by the experts as an alternative to what we have elsewhere considered as a type of syllabus design. The sequences consists of four stages: -

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Stage 1: Awaken the intelligence through multisensory experiences – touching, smelling, tasting, seeing, and so on. Stage 2: Amplify the Intelligence : Students improve their intelligence by volunteering objects and events of their own choosing and defining with others the properties and contexts of experiences of these objects and events. Stage 3: Teach with /for the intelligence This is done via worksheets and small-group projects and discussion. Stage 4 : Transfer of the Intelligence. Students reflect on the learning experiences of the previous three stages and relate these to issues and challenges in the out-of-class world.

In order to apply these stages in your daily class development is recommended to consider 5 types of projects: 1. Multiple intelligence projects: These are based on one or more of the intelligences and are designed to stimulate particular intelligences. 2. Curriculum-based projects: These are based on curriculum content areas but are categorized according to the particular intelligences they make use of. 3. Thematic-based projects: These are based on a theme from the curriculum or classroom but are divided into different intelligences. 4. Student- choice projects: These are designed by students and draw on particular intelligences.

Student’s role: Students are encouraged to see their goals in wider terms meaning that they need to see themselves engaged in a process of personality development above and beyond that of being successful language learners. The more awareness have of their own intelligences and how they work, the more they will know how to use that intelligence to access the necessary information and knowledge from a lesson.

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Teacher’s role: The teachers role is not related merely to improving the second language abilities of the student but to become a major contributor to the overall development of students intelligences, teachers have to understand what Multiple Intelligences Approach implies to be able to recognize their students ‘particular gifts, talents and weaknesses to provide learning activities that build on their strengths. This means teachers should integrate the eight multiple intelligences. It would be ideal to develop all of them in the same lesson but it is not possible because of teachers’ lack of time and other factors. However, teachers can apply the multiple intelligences during the development of their planning.

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Material Linguistic Intelligence: Lectures Small-and large – group discussions Books Worksheets Word games Listening activities Logical/ Mathematical Intelligence Scientific demonstrations Logic problems and puzzles Science thinking Logical-sequential presentation Spatial Intelligence Charts, maps, diagrams, videos, slides, movies Art and other pictures, imaginative storytelling, graphic organizers, telescopes, microscopes, visual awareness activities

Bodily / Kinesthetic Creative movement Mother-may-I? Cooking and other “mess” activities Role plays Musical Intelligence Playing recorded music Playing live music Music appreciation Student-made instruments Interpersonal Intelligence Cooperative groups Peer teaching Group Brainstorming Intrapersonal Intelligence Independent Student Work Individual projects Options for homework Inventories and checklists Personal journal keeping Self-teaching / programmed instructions

Student speeches Storytelling Debates Journal keeping Memorizing Using word processors

Creating codes Story problems Calculations

Visualization Photography Using mind maps Painting or collage Optical illusions Student drawings Hands-on activities Field trips mime

Singing Group singing Mood music Jazz Chants Conflict mediation Board games Pair work

Reflective learning Journal keeping Interest centers Self-esteem journals Goals setting

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Error Correction The process to correct and redirect the learning course must be included in the daily development of the class, since is necessary to know the way each student learns. By using different activities teachers will recognize the strengths and weaknesses of the students so they will plan based on the progress of each student.

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Multiple intelligences roy´s group