3. Theoretical Background: Research on Brain and NLP

1. What is intelligence?

2. What are Multiple Intelligences?

4. Four key points

5. MI vs Methodology & Classroom Management 6. Applying MI theory in English Teaching

7. MI Authentic Assessment

8. Conclusion

1. What is Intelligence ?

Traditional Intelligence: 1904 Alfred Binet –IQ test

An intelligence is the ability to solve the problems, or to

create products, that are valued within one or more

cultural settings

Howard Gardner Frame of Minds, 1983

2. What are Multiple Intelligences?

Word

Number

Music

SelfPeople

Body

Pic

ture

LEFT BRAIN RIGHT BRAINEmphasises: Emphasises:Language forms and patternsmathematical formulae spatial manipulationlogic numbers musical appreciationsequence corpus images/pictureslinearity callosum imaginationanalysis daydreamingwords of a song dimerision tune of a song

3. Research on Brain : The Functions of Two Hemispheres

3.1 Research on NLP

1. NLP- Neuro- Linguistic Programming

2. VAKOG- Visual Auditory

Kinaesthetic Olfactory Gustatory 3. Eye Movements- looking up looking sideways looking down And…

3.2 Brain Gym

1. Lazy 8 – improve eye-muscle coordination

2. Brain Buttons- help reading

3. Cross Crawl- coordinate 2 hemishperes

4. The Owl- release tension

5. The Thinking Cap-have better hearing

4. Four key points

1. Each person possesses all eight intelligences

2. Intelligences can be developed.

3. Intelligences work together in complex ways.

4. There are many different ways to be intelligent.

5. MI vs Methodology &Classroom Management1. Linguistic

2. Mathematical-logical

3. Visual-Spatial

4. Kinesthetic

5. Musical

6. Intrapersonal

7. Interpersonal

G-T, The Direct Method

Community Language LearningCommunicative ApproachCooperative Learning

The Silent Way

The Silent Way, T.P.R

T.P.R

Suggestopedia

Audio-Lingual Method

6. Applying MI Theory in English Teaching

1. Helping Ss know their strength/ learning preferences

Introduce the basic theory a. MI pizza

b. The human intelligence hunt

c. MI inventory

d. How long is one minute?

Linguistic

Mathematical-logical

Visual-Spatial

Kinesthetic

Musical

Intrapersonal

Interpersonal

Reading Center

Math Center

Art Center

Building Center

Music Center

Personal Work Center

Working Together Center

2. Providing Ss various ways to demonstrate understanding

3. Helping Ts understand Ss’ intelligences

4. Helping Ts develop lesson plans addressing learner needs

a. Lesson planning flowerb. Asking certain questions

Linguistic : How can I use the spoken or written words? Mathematical: How can I bring in logic, or critical thinking? Spatial: How can I use visual aids, color, art, or metaphor? Musical: How can I bring in music, or set key points in melody? Bodily: How can I involve the whole body or hands-on work? Interpersonal: How can I engage Ss in cooperative learning? Intrapersonal: How can I evoke personal feelings or give choices?

c. Spatial-linguistic Approach in Lesson planning

d. Weekly checklist: Adapt; don’t adopt

Mon Tue Wed Thu FriLinguistic

Mathematic

Spatial

Musical

Bodily

Interpersonal

Intrapersonal

e. The Four Teaching Stages

Awaking ( Feeling)

Amplifying ( Look/Hear)

Teaching for/with (content-based)

Transfering(Task-based)

7. MI Authentic Assessment

1. Three Stages

(1) Before -Readiness Assessment (2) During -Formative Assessment (3) After - Summative Assessment

Readiness Summative

Awaken Amplify Teaching Transfer

Formative

2. Common Assessment Types

a. Listening

Types

Listen &Circle, Listen &Check,Listen and Choose,

Listen &Match , Listen & Number, Listen and Write

Projects

Radio Play, Listening Log, Interview

Date Contents Witness’ Signature Feedback

b. Speaking

Types

Tongue Twister, Look & Say, Show & Tell, Story Telling, Describe Pictures, Compare Pictures, Oral Interview, Group Discuss

Projects

Self-Introduction, Role Play, Speaking Log,

Date Contents Listener’s Signature Feedback

c. Reading

TypesRead Aloud, Read & Check, Read & Choose, Read&Write True or False, Read &Match, Read & AnswerProjectsReading Circle, Reading Train, Story Map, Reading Log Reading Notebook

Date Contents Witness’ Signature Feedback

d. Writing

TypesUnscrambling, Blank-filling, Cloze, Form-fillingProjects

ProjectsPicture Dictionaries, Reports, Cards, Letters, Small Books, Writing Log

Date Title of My Book Feedback

Students:

a. Portfolios

b. Independent projects

c. Ss journals, self-evaluation, peer evaluation

d. Assigning creative tasks

Teachers:

a.Intelligence profiles

b. Observations

8. Conclusion

The learning Pyramid (Edgar Dale) We remember:10% of what we Read 20% of what we Hear30% of what we See50% of what we See and Hear70% of what we Say90% of what we Say and Do100% of what we Experience