Download - Narrative Report 3rd Year
-
8/2/2019 Narrative Report 3rd Year
1/27
THE ACES METHODOLOGY AND PHASES OF VALUE LEARNING
The ACES teaching approach employs both the inductive as well as the deductive methodsin the conduct of the lessons although the former is given more emphasis since certain
principles and conditions of learning that activate the learner and make learning personal
and meaningful are easier achieved through the inductive method. The uniquely personal
and subjective nature of learning is best attained through having the learner undergo theexperiences by himself and also with others in group. This learning approach is commonly
called ANDRAGOGY or the experiential learning approach. Generally, the experientiallearning process develops through four stages-activity, analysis, abstraction and application(PRODEDs 4As)-and follows four phases of value learning.
A. Learning Trigger Phase
Learning is a triggered by a carefully planned Activity such as individual disclosure or self-inventory, group discussion, case study, listening to vignettes, role-playing, song analysis,
panel discussion, moral dilemma strategy and others. (See table 8.1 for other strategies.)
These are structured learning activities or experiences from which learning both cognitiveand affective will spring. Strategies used here is mostly values clarification, value analysisand moral dilemma strategies. In this phase the student start to clarify or understand hisown feelings, ideas or thoughts about specific situations contained in the activity, He starts
the value clarification or analysis with himself through introspection, and further clarifieswith other students through group dynamics if provided for in the activity.
B. Values Clarification Phase
The clarification process takes a more in-depth analysis in the second phase of valuelearning. With the help of the teacher as the facilitator, the students further go through thevalue clarification process mainly through clarifying responses of both the teacher and fellow
students. Learning obtained from self-analysis and/or group discussions are analyzed andprocessed by the teacher-facilitator.
Analysis of the learning process has two phases: Affective processing and cognitive/contentprocessing. The first involves personal reflections and insights which become part of thelearners affective development while cognitive analysis of the experience is done through
eliciting information and studying the content and concepts relevant to the lesson. Values
clarification, e.g., clarifying response, dialogue, and moral dilemma strategies are employedto process affective learnings and insights. It is this phase of the lesson where the studentgets a better understanding about his options. His values are better clarified to him.
C. Directive Phase or Inculcation Phase
In this phase, the teacher becomes directive in his leading questions or remarks. At this
point in the lesson, he/she should already have highlighted the value focus of the lesson
the value she would expect the students to uphold. She/He reinforces the studentsconstruct system by an abstraction or generalizations and inferences. Cognitive
development is further reinforced in the abstraction phase where generalization orinferences are made about experiences. It is in this phase that the facilitator enriches the
learning which were processed in the analysis phase through cognitive and affective inputs,e.g., in a lecturette that the facilitator may share with her students. She/He also reinforces
-
8/2/2019 Narrative Report 3rd Year
2/27
and supports the decisions made by students which she/he thinks are universallyacceptable.
D. Action Phase
Practical application is done where the learner is expected to transfer his affective and
cognitive learnings into actual situations. This could be the development of an action plan orassignments for internalizing the concepts learned, or an extended learning activity in thehome where he may be asked to discuss value issues taken up in the classroom with theother members of the family.
The following diagram illustrates the phases of learning in the ACES methodology:
Two auxiliary but significant activities are the moodsetting and closing activities. The
moodsetting in the ACES methodology is not just the motivational statement but a mini-activity related to the content of the lesson. Its purpose is to create a conducivepsychological climate for learning. It is a pleasurable activity to free the students from
hang-ups, tension, fears or passivity. Its helps create an atmosphere of comfortability withone one another, openness or initial attempt for self-disclosure. It is an effective way ofbuilding good rapport in the class.
The closing activity may be a song, quotation, philosophical thought, recitation of a versethat should capture the essence of the lesson. It gives an added impact to the affective
learnings the student may have obtained, and keeps them in high spirits for whatevercommitment they may have resolve at the end of the lesson.
The summary of strategies used in the ACES can be found in table 8.1 on pages 66.
Seven (7) Elements of the Andragogical Process
In a facilitating, the ACES facilitator considers seven elements of andragogical process(Knowles 1984):
1. Climate Setting. In planning procedures for climate setting, give attention to physicalenvironment and psychological atmosphere. A suggested arrangement for values educationclassrooms is putting the chairs in one large circle or several small circles.
-
8/2/2019 Narrative Report 3rd Year
3/27
Equally important to consider are characteristics of a psychological climate that areconducive to learning.
a. A climate of mutual respect.People are more open to learning when they feelrespected.
b. A climate of collaborativeness. Peers are the richest sources for learning;competitiveness makes these resources inaccessible.
c. A climate of mutual trust. People learn more from those whom they trust.
d. A climate of supportiveness. People learn better when they feel supported rather thanjudged or threatened.
e. A climate of openness and authenticity. When people feel free to be open andnatural, to say what they really think and feel, they are more likely to be willing to examinenew ideas and risk new behaviors than when they feel the needs to be defensive.
f. A climate of pleasure. Learning should be one of the most pleasant and gratifyingexperiences in life; after all, it is the way people can become what they are capable of being achieving their full potential.
g. A climate of humanness. The more people feel that they are being treated as human
beings, the more they are likely to learn. Aside from providing physical comfort, it meansproviding a caring, accepting, respecting, helping social atmosphere.
2. Involving learners in mutual planning. People tend to be committed to any decisionin proportion to the extent to which they have participated in making it.
3. Involving participants in diagnosing their own needs for learning. This process
should meet the needs the learner are aware of (felt needs) with the needs theirorganizations or society has for them (ascribed needs).
4. Involving learners in formulating their learning objectives. What procedures canbe used to help learners translate their diagnosed needs into learning objectives?
5. Involving learners in designing learning plans
6. Involving learners carry out their learning plans
7. Involving learners in evaluating their learning
In a learning activity with such conditions as suggested above, most of the learning comesfrom the students themselves. They initiate discussion in small groups, for instance, group
members react, interact and all become active thinkers and affective communicators.
Individually, through introspection, and/or in groups through group dynamics, the studentsget their values clarified among their peers with an encouraging psychological atmosphere.
Structures and Real-life Learning Experiences
-
8/2/2019 Narrative Report 3rd Year
4/27
As seen, the ACES Approach makes use of structured learning situations in the classroom as
springboards for values learning. It cannot be denied, however, that these are mostly, if notall, simulations of actual situations that occur outside the classroom.
High school and college students can plan to have their practicum with reach out activities
and case studies in learning areas involving people in the community. A simple narration of
an interview experience or case study with the students maid, for instance, may triggervalues development for justice, human rights, freedom or other values.
Finally, the students commitment to the learning content of his experience whether taken
from structured or real-life situations, can best be tested by how he directs himself to hisgoals, his stability and intelligence as a person when faced with an actual problem, and hischoice of values which he clearly manifests in his actions.
THE COMMUNICATIVE APPROACH TO
LANGUAGE TEACHING
INTRODUCTION -:
Any language can be acquired if one develops four basic skills in that language i.e. listening,
speaking, reading and writing. Listening and speaking are interactive processes that directly
affect each other. Speaking is an expressive language skill in which the speaker uses verbalsymbols to communicate, while listening is a receptive language skill, which involves the
interpretation of those symbols into meaning. Writing is also expressive language skill in which
the writer uses written symbols to communicate, while reading is a receptive language skill
which involves the interpretation of those symbols into meaning.
Listening and speaking and also reading and writing were viewed as a separate subjects withinthe school curriculum and usually were taught as a number of discrete skills; however, the 1980s
and early 1990s have brought another perceptive. Listening and speaking and also reading and
writing are now considered interactive and taught as one communicative process. Interactiveprocess of reading and writing skill, seen in the class, is very less. One can find more interactive
process of listening and speaking skill in any type of class. Machure M' in his book named as
Oracy-current trends in Context' (1988) termed this process as oracy' means oral
communication' or oral language'. It includes both listening and speaking.
THE TERM : THE COMMUNICATIVE APPROACH -:
Willbrand M. L. & Riecke R.D. in their book named as Teaching oral communication in
Elementary schools' (1983) defined Oral Communication' as the process of interacting through
heard and spoken messages in a variety of situations. And instruction which integrates theteaching of listening and speaking over various situations has been termed "the communicative
approach to language teaching."
-
8/2/2019 Narrative Report 3rd Year
5/27
The communicative approach is relative new, as most of the teachers and prescribed texts
separate the instruction of listening and speaking. Usually when listening and speaking areseparated, specific skills are identified in each area and a sequence of these skills is established.
No particular attention is given to the situation, or context, in which a specific skill is to be used,
as the focus is on teaching listening and speaking and not on communication. We can develop
listening skill by conducting the entire lesson in that language only. We may make use of Audio-Visual aids such as tape-recorder, gramophone etc. we may make the students to listen to Radio
lessons to develop the skill. Moreover we may develop the listening skill by ear-training
exercises, by articulation exercises, by mimicry exercises or by exercises in fluency. We maydevelop the speaking skill by giving picture lessons, by saying and doing exercises, by arranging
oral composition, by developing the ideas on the topic within their range, by reproducing telling
or completing a story, by dramatization, by arranging talks and discussions, by asking questions.But special attention is not given to the situation or context, in which a specific skill, listening or
speaking, is to be used. When specific attention is given on a situation or a context and develop
these skills we follow communicative approach.
CHARACTERISTICS OF THE COMMUNICATIVE APPROACH
Although no single methodology has been described for the communicative approach, several
characteristics are summarized as follow. -
Communicative approach stimulate real life' communicative experiences -:
Froese V in his book named as Introduction to whole language teaching and learning' (1991)mentioned this characteristics of communicative approach. Learners should conduct an interview
because they actually need information. In role playing process, the purpose is to learn how to
formulate appropriate questions. But here, as Froese V noted these activities should not only
stimulate real life experiences but, whenever possible, should actually be real life experiences.
The learning task is content-based, theme-based, project-based or some combination of the three-:
Instruction in listening and speaking, as well as reading and writing, is given within the context
of handling various learning tasks, which involve learners with language. This learning task is
content based according to Early M & Tang M as described in their book named as Helping ESL
students cope with content -based text (1991), theme-based' according to Candling C &
Edelhoff C as described in their book Challenges (1982) and project based' according to Fried-
Booth D as described in the book Project Work' (1986). Within the context of an interview,
questioning skills can be taught. Students need the opportunity to express themselves through a
variety of experiences and tasks.
Analysis of language is done in specific contexts -:
Language drills, recitation and isolation grammar exercises are not the ways to acquire any
language. Analysis of language is done in specific contexts. Decontextualized language is notused as a basis for skill instruction.
-
8/2/2019 Narrative Report 3rd Year
6/27
The focus is not upon listening and speaking but upon using language to communicate and to
learn -:
As students use language to learn in various subject areas, it becomes necessary for them to
communicate with peers in large and small groups as well as with the teacher. Collaborative talk
can occur between peers in quite an informal way or in more formal cooperative learning groups.
Listening and speaking skills as vehicles for learning across all subjects areas -:
Barnes D in his booknamed as Oral language and learning' (1990) described that listening andspeaking become valuable not only as isolated skills or groups of skills, but as vehicles for
learning across all subject areas. Oral communication should be integrated with other areas of
instruction.
Multiple Intelligences and Learning Styles
Introduction
Various theories on learning have been developed with increasing frequency in the last fewdecades. In order to understand the relationship between these theories, Curry's onion model
(Curry, 1983) was developed with four layers -- personality learning theories, information
processing theories, social learning theories, and multidimensional and instructional theories.
Personality learning theories define the influences of basic personality on preferences to
acquiring and integrating information. Models used in this theory includeMyers-Briggs TypeIndicator, which measures personality in dichotomous terms -- extroversion versus introversion,
sensing versus intuition, thinking versus feeling, and judging versus perception, and theKeirseyTemperament Sorter, which classifies people as rationals, idealists, artisans, or guardians.
Information processing theories encompass individuals' preferred intellectual approach to
assimilating information, and includesDavid Kolb's model of information processing, which
identifies two separate learning activities: perception and processing.
Social learning theories determine how students interact in the classroom and includeReichmann's and Grasha's types of learners: independent, dependent, collaborative, competitive,
participant, and avoidant.
Multidimensional and instructional theories address the student's environmental preference forlearning and includes the Learning Style Model ofDunn and Dunnand the multiple intelligences
theory of Howard Gardner. This chapter focuses on this type of learning theory by Howard
Gardner.
http://www.cpp-db.com/products/mbti/index.asphttp://www.cpp-db.com/products/mbti/index.asphttp://www.cpp-db.com/products/mbti/index.asphttp://www.cpp-db.com/products/mbti/index.asphttp://keirsey.com/http://keirsey.com/http://keirsey.com/http://keirsey.com/http://www.businessballs.com/kolblearningstyles.htmhttp://www.businessballs.com/kolblearningstyles.htmhttp://www.businessballs.com/kolblearningstyles.htmhttp://www.personality-project.org/perproj/others/heineman/grslss.htmhttp://www.personality-project.org/perproj/others/heineman/grslss.htmhttp://www.teresadybvig.com/learnsty.htmhttp://www.teresadybvig.com/learnsty.htmhttp://www.teresadybvig.com/learnsty.htmhttp://www.teresadybvig.com/learnsty.htmhttp://www.personality-project.org/perproj/others/heineman/grslss.htmhttp://www.businessballs.com/kolblearningstyles.htmhttp://keirsey.com/http://keirsey.com/http://www.cpp-db.com/products/mbti/index.asphttp://www.cpp-db.com/products/mbti/index.asp -
8/2/2019 Narrative Report 3rd Year
7/27
Multiple Intelligences Section
Caption: This is a questionnaire created with Flash to give users a profile of their multiple intelligences. It
assesses the eight intelligences that are fully accepted by educators in the classroom. The eight
intelligences are verbal, logical, spatial, kinesthetic, musical, interpersonal, intrapersonal and
naturalistic. The ninth would be Existential, but this is not a confirmed intelligence. This is NOT ascientific assessment. There is no validty to this test at all. We include it to simply help you think about
your own abilities. By Myung Hwa Koh, Li Zhu and Seow Chong Wong (2003).
Multiple Intelligences Scenario
Ms. Cunningham, a seventh grade American History Teacher, is preparing a unit on the
American Civil Rights Movement of the 1950's and 1960's. The teacher has created a successionof lessons to be completed over a two-week period to enhance her students' understanding of the
events, organizations, and individuals that were crucial to the movement. When the unit is over,
Ms. Cunningham wants her students to have a complete picture of the historical period. She
designs a variety of activities that give the students the opportunity to explore historical andcultural aspects of the 1950's and 1960's, and to fully identify with those who were involved in
the Movement. In order to reach her instructional goals, the students will read selected excerpts
from the textbook and listen to various lecturers about the Movement. In addition to theaforementioned, the students will complete several exploratory tasks about the Civil Rights
movement as well.
-
8/2/2019 Narrative Report 3rd Year
8/27
To begin the unit the teacher uses a KWL chart on the overhead to spur discussion and start the
students' "juices" flowing. A KWL chart is a visual representation of what students alreadyknow, what they want to know, and what they learned at the end of a lesson. This activity is
completed as a class. The students take turns sharing the tidbits of information that they already
know about the Civil Rights movement. This information is on major figures, events and places
involved in the Civil Rights movement. Upon establishing what basic prior knowledge thestudents possess, it is now time to begin discovering new information and confirming previously
held information about the Civil Rights movement. Ms. Cunningham then lectures on the basic
events, people, and places involved in the majority of the Civil Rights movement in order toprovide students some framework within which to begin placing their new information.
She closes the first lesson by asking the students to create a timeline using the dates of events she
has provided. This will be a working outline to be used throughout the unit. During a subsequent
lesson, students are asked to share their outlines with their classmates in small groups. They
should make corrections and comments on the outlines as needed. Ms. Cunningham gains classconsensus of the proper order for their working outline as she places an enlarged version on the
classroom wall.
The culmination of this unit will be a final project in which students create a portfolio containing
work on three mini-projects. All students will listen to the same guest lecturers, view the same
video taped footage and participate in the same class discussions during the first half of eachclass. The remainder of each class period will be reserved for work on personal exploration
pertaining to their portfolio pieces. Ms. Cunningham has provided a list of possible activities and
a rubric for each suggested activity in order to support and to guide the student's work. She has
also arranged her room so that "art" materials are in a central location; mapping and graphinginformation is grouped together and there is a section replete with reading and research
materials.
Mrs. Cunningham's students will have many options for creating something chat can be included
in their portfolios. Students will have the option to write letters to members of the community
who were teenagers during the Civil Rights Movement, asking them to share their memories andexperiences about life during the time period. Students may work in teams to prepare speeches
based on period issues for their fellow classmates. Students may consult with the school's Media
Specialist or more knowledgeable other to find resources for the class, including popular musicfrom the time period. They may also learn and share dances that were popular during the 1950's
and 1960's. If they choose, students may include music in the plays they write and act out for
their classmates. With the assistance of the Art instructor, students may opt to work together to
create a mural that represents key figures of the Civil Rights Movement such as Rosa Parks andMartin Luther King Jr., with accompanying biographical information about each leader. Students
may also create a map representing key events. Students may also work in groups to prepare
short plays to enact for the class based on the readings and what they learn from the guest
speakers. Afterwards, Mrs. Cunningham will moderate discussion sessions about the plays. Allstudents will keep a record of their thoughts and feelings about the mini-lessons they completed.
This journaling process will provide a synthesis of the materials with which they dealt. As one
final measure, students present their portfolios to their classmates.
-
8/2/2019 Narrative Report 3rd Year
9/27
James, a student whose proclivities lean towards creative visual projects expresses interest in
working on the mural of Civil Rights leaders. Mrs. Cunningham feels that James needs to shiftgears and concentrate on other activities in the classroom. The teacher suggests that James work
on creating the map and / or timeline. At the teacher's encouragement, James begins to work on
the other projects, but his attention continues to drift towards the students painting the mural. He
contributes some excellent ideas and shows so much interest in the details and creation of themural, that the teacher allows him to shift his focus back towards the visual project.
In another seventh grade classroom, Mr. Smith taught a unit on the Civil Rights Movement by
assigning textbook readings and lecturing the students on the historical events surrounding the
Movement. Students were given sentence completion pop quizzes throughout the course of thelesson. The teacher showed videotaped programs to the class and each student wrote a short
research paper about a Civil Rights leader or prominent figure. At the end of the unit, students
were given a multiple choice and essay test.
What is Multiple Intelligences Theory?
Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and
developmental psychology, anthropology, and sociology to explain the human intellect.Although Gardner had been working towards the concept of Multiple Intelligences for many
years prior, the theory was introduced in 1983, with Gardner's book, Frames of Mind.
Gardner's research consisted of brain research and interviews with stroke victims, prodigies, and
individuals with autism. Based on his findings, Gardner established eight criteria for identifyingthe seven (he has subsequently added an eighth and is considering a ninth) separate intelligences.
The eight criteria used by Gardner to identify the intelligences are listed below:
Isolation by brain damage/neurological evidence The existence of prodigies, idiot savants, and exceptional individuals
Distinguishable set of core operations
Developmental stages with an expert end state
Evolutionary history and plausibility
Susceptibility to encoding in a symbol system
Support from experimental psychological tasks
Support from psychometric research
For a more detailed look at these eight criteria, visithttp://surfaquarium.com/MI/criteria.htm .
Originally, the theory accounted for seven separate intelligences. Subsequently, with thepublishing of Gardner's Intelligence Reframed in 1999, two more intelligences were added to thelist. The intelligences are Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily-
Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, and Existential.
Gardner's theory challenges traditional, narrower views of intelligence. Previously accepted ideas
of human intellectual capacity contend that an individual's intelligence is a fixed entity
throughout his lifetime and that intelligence can be measured through an individual's logical and
http://surfaquarium.com/MI/criteria.htmhttp://surfaquarium.com/MI/criteria.htmhttp://surfaquarium.com/MI/criteria.htmhttp://surfaquarium.com/MI/criteria.htm -
8/2/2019 Narrative Report 3rd Year
10/27
language abilities. According to Gardner's theory, an intelligence encompasses the ability to
create and solve problems, create products or provide services that are valued within a culture orsociety. Originally, the theory accounted for seven separate intelligences. Subsequently, with the
publishing of Gardner's Intelligence Reframed in 1999, two more intelligences were added to the
list. The nine intelligences are outlined in more detail in the section below. Listed below are key
points of Gardner's theory:
All human beings possess all nine intelligences in varying degrees.
Each individual has a different intelligence profile.
Education can be improved by assessment of students' intelligence profiles and designing
activities accordingly.
Each intelligence occupies a different area of the brain.
The nine intelligences may operate in consort or independently from one another.
These nine intelligences may define the human species.
Gardner, a Professor of Education at Harvard University, and other researchers and educatorscontinue to work towards a more holistic approach to education through Project Zero. For more
information on the projects and research involved in Project Zero, visit the website at
http://www.pz.harvard.edu.
Although the theory was not originally designed for use in a classroom application, it has been
widely embraced by educators and enjoyed numerous adaptations in a variety of educationalsettings Teachers have always known that students had different strengths and weaknesses in the
classroom. Gardner's research was able to articulate that and provide direction as to how to
improve a student's ability in any given intelligence. Teachers were encouraged to begin to think
of lesson planning in terms of meeting the needs of a variety of the intelligences. From this newthinking, schools such the Ross School in New York, an independent educational institution, and
the Key Learning Community, a public magnet school in Indianapolis emerged to try teaching
using a Multiple Intelligences curriculum. The focus of this part of the chapter will be on lessondesign using the theory of Multiple Intelligences, and providing various resources that educator's
may use to implement the theory into their classroom activities.
The Eight Intelligences
Verbal/Linguistic
Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulatewords and languages. Everyone is thought to possess this intelligence at some level. This
includes reading, writing, speaking, and other forms of verbal and written communication.Teachers can enhance their students' verbal/linguistic intelligence by having them keep journals,
play word games, and by encouraging discussion. People with strong rhetorical and oratory skills
such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples areT.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, Linguistic intelligence and
Logical/Mathematical intelligence have been highly valued in education and learning
environments.
http://www.pz.harvard.edu/http://www.pz.harvard.edu/http://www.pz.harvard.edu/ -
8/2/2019 Narrative Report 3rd Year
11/27
Logical/Mathematical
Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect,and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence
see patterns and relationships. These individuals are oriented toward thinking: inductive and
deductive logic, numeration, and abstract patterns. They would be a contemplative problemsolver; one who likes to play strategy games and to solve mathematical problems. Being strong
in this intelligence often implies great scientific ability. This is the kind of intelligence studiedand documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of
computer programming languages, critical-thinking activities, linear outlining, Piagetian
cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use oflogical/sequential presentation of subject matter. Some real life examples people who are gifted
with this intelligence are Albert Einstein, Niehls Bohr, and John Dewey.
Visual/Spatial
Visual/Spatial intelligence refers to the ability to form and manipulate a mental model.Individuals with strength in this area depend on visual thinking and are very imaginative. People
with this kind of intelligence tend to learn most readily from visual presentations such as movies,
pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt
their ideas and often express their feelings and moods through art. These individuals oftendaydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving
mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs,
diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes andcomputer graphics software. It could be characterized as right-brain activity. Pablo Picasso,
Bobby Fischer, and Georgia O'Keefe are some examples of people gifted with this intelligence.
Bodily/Kinesthetic
Bodily/Kinesthetic intelligence refers to people who process information through the sensationsthey feel in their bodies. These people like to move around, touch the people they are talking to
and act things out. They are good at small and large muscle skills; they enjoy all types of sports
and physical activities. They often express themselves through dance. Teachers may encouragegrowth in this area of intelligence through the use of touching, feeling, movement,
improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and
physical relaxation exercises. Some examples of people who are gifted with this intelligence areMichael Jordan, Martina Navratilova, and Jim Carrey.
Naturalistic
Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and
minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimensand value the unusual. They are aware of species such as the flora and fauna around them. They
notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Teachers
can best foster this intelligence by using relationships among systems of species, and
classification activities. Encourage the study of relationships such as patterns and order, and
-
8/2/2019 Narrative Report 3rd Year
12/27
compare-and-contrast sets of groups or look at connections to real life and science issues.
Charles Darwin and John Muir are examples of people gifted in this way.
Musical Intelligence
Musical intelligence refers to the ability to understand, create, and interpret musical pitches,timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activitiesinto their lessons that encourage students' musical intelligence by playing music for the class and
assigning tasks that involve students creating lyrics about the material being taught. Composers
and instrumentalists are individuals with strength in this area. Wolfgang Amadeus Mozart and
Louis Armstrong are examples.
Interpersonal
Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot
of interplay between the two and they are often grouped together. Interpersonal intelligence is
the ability to interpret and respond to the moods, emotions, motivations, and actions of others.Interpersonal intelligence also requires good communication and interaction skills, and the
ability show empathy towards the feelings of other individuals. Teachers can encourage the
growth of Interpersonal Intelligences by designing lessons that include group work and byplanning cooperative learning activities. Counselors and social workers are professions that
require strength in this area. Some examples of people with this intelligence include Gandhi,
Ronald Reagan, and Bill Clinton.
Intrapersonal
Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version
of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual mustbe able to understand their own emotions, motivations, and be aware of their own strengths andweaknesses. Teachers can assign reflective activities, such as journaling to awaken students'
Intrapersonal Intelligence. Its important to note that this intelligence involves the use of all
others. An individual should tap into their other intelligences to completely express theirIntrapersonal Intelligence. Authors of classic autobiographies such as Jean Paul Satre and
Frederick Douglas are examples of individuals who exhibited strong Interpersonal Intelligence in
their lifetimes.
There is a ninth intelligence that has yet to experience full acceptance by educators in the
classroom. This is Existential intelligence, which encompasses the ability to pose and ponder
questions regarding the existence -- including life and death. This would be in the domain ofphilosophers and religious leaders.
The table below summarizes the strengths, learning preferences, and needs that correspond to theintelligences.
-
8/2/2019 Narrative Report 3rd Year
13/27
Table 1.Summary of the Eight Intelligences
Intelligence
AreaStrengths Preferences Learns best through Needs
Verbal /
Linguistic
Writing, reading,
memorizing dates,
thinking in words,
telling stories
Write, read, tellstories, talk,
memorize, work
at solving
puzzles
Hearing and seeingwords, speaking,
reading, writing,
discussing and
debating
Books, tapes, paper
diaries, writing tools,
dialogue, discussion,
debated, stories, etc.
Mathematical/
Logical
Math, logic, problem-
solving, reasoning,
patterns
Question, work
with numbers,
experiment,
solve problems
Working with
relationships and
patterns, classifying,
categorizing,
working with theabstract
Things to think about and
explore, science
materials, manipulative,
trips to the planetarium
and science museum, etc.
Visual / Spatial
Maps, reading charts,
drawing, mazes,
puzzles, imagining
things, visualization
Draw, build,
design, create,
daydream, look
at pictures
Working with
pictures and colors,
visualizing, using
the mind's eye,
drawing
LEGOs, video, movies,
slides, art, imagination
games, mazes, puzzles,
illustrated book, trips to
art museums, etc.
Bodily /
Kinesthetic
Athletics, dancing,
crafts, using tools,
acting
Move around,
touch and talk,
body language
Touching, moving,knowledge through
bodily sensations,
processing
Role-play, drama, things
to build, movement,sports and physical
games, tactile
experiences, hands-on
learning, etc.
Musical
Picking up sounds,
remembering
melodies, rhythms,
singing
Sing, play an
instrument,
listen to music,
hum
Rhythm, singing,
melody, listening to
music and melodies
Sing-along time, trips to
concerts, music playing at
home and school, musical
instruments, etc.
Interpersonal
Leading, organizing,
understanding people,
communicating,
resolving conflicts,
selling
Talk to people,
have friends,
join groups
Comparing, relating,
sharing,
interviewing,
cooperating
Friends, group games,
social gatherings,
community events, clubs,
mentors/
apprenticeships, etc.
-
8/2/2019 Narrative Report 3rd Year
14/27
Intrapersonal
Recognizing strengths
and weaknesses,
setting goals,
understanding self
Work alone,
reflect pursue
interests
Working alone,
having space,
reflecting, doing
self-paced projects
Secret places, time alone,
self-paced projects,
choices, etc.
Naturalistic
Understanding
nature, making
distinctions,
identifying flora and
fauna
Be involved with
nature, make
distinctions
Working in nature,
exploring living
things, learning
about plants and
natural events
Order, same/different,
connections to real life
and science issues,
patterns
Multiple Intelligences in the Classroom
There are many ways to incorporate Multiple Intelligences theory into the curriculum, and there
is no set method by which to incorporate the theory. Some teachers set up learning centers withresources and materials that promote involving the different intelligences. For example, in theabove scenario, Ms. Cunningham creates an area with art supplies in her classroom. Other
instructors design simulations that immerse students into real life situations. Careful planning
during the lesson design process will help to ensure quality instruction and valuable student
experiences in the classroom.
Other instructional models, such as project-based and collaborative learning may be easilyintegrated into lessons with Multiple Intelligences. Collaborative learning allows students to
explore their interpersonal intelligence, while project-based learning may help structure activities
designed to cultivate the nine intelligences. For instance, Ms. Cunningham uses aspects of
project-based learning in her classroom by allowing students to plan, create, and process(through reflection) information throughout the Civil Rights unit, while also integrating activities
that teach to the intelligences. This particular instructional model allows students to work
together to explore a topic and to create something as the end product. This works well withMultiple Intelligences theory, which places value on the ability to create products. By
collaborating with the Media Specialist to give students the opportunity to choose from a variety
of resources to complete their assignments, Ms. Cunningham uses aspects of resource-based
learning, an instructional model that places the ultimate responsibility of choosing resources onthe student.
It is important for teachers to carefully select activities that not only teach to the intelligences,but also realistically mesh with the subject matter of the lesson or unit. Multiple Intelligences
theory should enhance, not detract from what is being taught.
Disney's website entitledTapping into Multiple Intelligencessuggests two approaches for
implementing Multiple Intelligences theory in the classroom. One is a teacher-centered
approach, in which the instructor incorporates materials, resources, and activities into the lessonthat teach to the different intelligences. The other is a student-centered approach in which
students actually create a variety of different materials that demonstrate their understanding of
http://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://www.thirteen.org/edonline/concept2class/mi/index.html -
8/2/2019 Narrative Report 3rd Year
15/27
the subject matter. The student-centered approach allows students to actively use their varied
forms of intelligence. In a teacher-centered lesson, the number of intelligences explored shouldbe limited to two or three. To teach less than two is nearly impossible since the use of speech
will always require the use of one's Verbal/Linguistic intelligence. In a student-centered lesson,
the instructor may incorporate aspects of project-based learning, collaborative learning, or other
inquiry-based models. In such a case, activities involving all nine intelligences may be presentedas options for the class, but each student participates in only one or two of the tasks.
Ms. Cunningham incorporates both student-centered and teacher-centered activities into her unit
on the Civil Rights Movement. The teacher-led lecture is a standard example of a teacher-
centered activity. The lecture teaches to students' Verbal/Linguistic Intelligence. The viewing ofthe videotape is another example of a teacher-centered activity. This activity incorporates
Visual/Spatial Intelligence into how the unit is learned. It is important to note that many
activities, although designed to target a particular intelligence, may also utilize other
intelligences as well. For example, in Ms. Cunningham's classroom the students may worktogether on creating a mural of Civil Rights Leaders. This is a student-centered activity that
directly involves Visual/Spatial intelligence, but also gives students a chance to exercise theirInterpersonal Intelligence. The journal assignment, also a student-centered activity, is designedto enhance students' Intrapersonal Intelligence by prompting them to reflect on their feelings andexperiences in relation to the Civil Rights movement. This activity also taps into
Verbal/Linguistic Intelligence. The timeline and map assignments are student-centered activities
that are designed to enhance students' Logical/Mathematical Intelligence, but they also delve intoVisual/Spatial Intelligence. Students must collect and organize information for both the timeline
and the map therefore using their Logical/Mathematical intelligence. In creating these items,
students must think visually as well. By incorporating dance into one lesson, Ms. Cunningham is
able to promote awareness of her students' Bodily-Kinesthetic intelligence. By showing videos ofpopular dances from the time period, or inviting an expert from the community to talk about the
social aspects of dance, Ms. Cunningham might incorporate a teacher-centered activity. Having
students learn and perform dances is a student-centered way of teaching through Bodily-Kinesthetic intelligence. The short plays that students prepare involve Bodily-Kinesthetic
intelligence, as well as Interpersonal and Verbal/Linguistic intelligences. Class discussions
provide an opportunity for students to exercise both areas of their personal intelligences, as wellas to reinforce the subject matter.
Planning and Implementing Student-Centered Lessons
This type of lesson revolves around student created materials. The types of activities andassignments that support student-centered lessons can be easily designed in concert with many of
the inquiry-based models discussed in the text of this book. One of the most important aspects ofstudent-centered lessons is allowing students to make choices. Teachers should encourage
students to exercise their weaker intelligences, but allow them to explore their stronger areas as
well. In Ms. Cunningham's class, the student named James is very strong in Visual/SpatialIntelligence and always leans towards this type of project. The teacher encourages James to
participate in other activities, but when it is obvious that his interest lies in working on the mural
Ms. Cunningham allows him to work on the project.
-
8/2/2019 Narrative Report 3rd Year
16/27
Listed below are steps to implement a student-centered lesson or unit:
Carefully identify instructional goals, objectives, and instructional outcomes.
Consider activities that you can integrate into the lesson or unit that teach to the different
intelligences. Teachers need not incorporate all nine intelligences into one lesson.
When gathering resources and materials, consider those which will allow students to explore
their multiple intelligences.
Specify a timeframe for the lesson or unit.
Allow for considerable element of student choice when designing activities and tasks for the
intelligences
Design activities that are student-centered, using inquiry-based models of instruction.
Provide a rubric for student activities. You might consider having students help create rubrics.
Incorporate assessment into the learning process.
In an effort to maximize students' interest in both the subject matter and their own learningproclivities, teachers may wish to teach their students a little bit about Multiple Intelligences.
Teachers can brief the class about each type of intelligence and then follow up with a self-
assessment for each student. In this way, students will be able to capitalize on their strengths andwork on their weaker areas. Disney's Tapping Into Multiple Intelligences website includes a self-
assesment.
Planning and Implementing a Teacher-Centered Lesson
Structured, teacher-centered activities provide an opportunity for teachers to introduce material
and establish prior knowledge and student conceptions. Teachers may lecture students, show
informational videos and posters, perform drills, pose problem-solving exercises, arrange
museum visits, and plan outings to concerts. There are all examples of teacher-centeredactivities. All of these activities integrate the Multiple Intelligences into the subject matter being
taught. Teacher-centered lessons should be limited to a few activities that provide a foundation
for students to later complete more exploratory tasks in which they can demonstrateunderstanding of the material. A teacher may choose to start an instructional unit or lesson with
teacher-centered activities and then follow up with subsequent student-centered lessons.
Teachers may follow these steps when designing and implementing a teacher-centered lesson:
Identify instructional goals and objectives
Consider teacher-centered activities that teach to students' Multiple Intelligences. In a teacher-
centered lesson, limit the number of activities to two or three.
Consider what resources and materials you will need to implement the lesson. For example, will
you need to schedule a museum visit or to consult the Media Specialist for videos or other
media? Specify a timeframe for the lesson or unit.
Provide an opportunity for reflection by students
Provide a rubric to scaffold student activities
Integrate assessment into the learning process
Assessment is one of the biggest challenges in incorporating Multiple Intelligences in the
classroom. Ms. Cunningham's students are given the option of working on several mini-projects
-
8/2/2019 Narrative Report 3rd Year
17/27
during the course of the Civil Rights unit. At the end of the unit, their performance is assessed
through a portfolio that represents their work on these projects. It is very important forassessment to be integrated into the learning process. Assessment should give students the
opportunity to demonstrate their understanding of the subject matter. One of the main goals of
acknowledging and using Multiple Intelligences in the classroom is to increase student
understanding of material by allowing them to demonstrate the ways in which they understandthe material. Teachers need to make their expectations clear, and may do so in the form of a
detailed rubric.
Benefits of Multiple Intelligences
Using Multiple Intelligences theory in the classroom has many benefits:
As a teacher and learner you realize that there are many ways to be "smart"
All forms of intelligence are equally celebrated.
By having students create work that is displayed to parents and other members of the
community, your school could see more parent and community involvement.
A sense of increased self-worth may be seen as students build on their strengths and work
towards becoming an expert in certain areas
Students may develop strong problem solving skills that they can use real life situations
Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and CamilleBaker, 2005)
Teacher Centered Student
Centered
Teacher Centered Student
Centered
Verbal/Linguistic
Present contentverbally
Ask questions aloud
and look for student
feedback
Interviews
Student PresentsMaterial
Students read content
and prepare a
presentation for his/herclassmates
Students debate over
an issue
Logical/Mathematical
Provide brain teasers
or challenging
questions to beginlessons.
Make logical
connections betweenthe subject matter and
authentic situations to
answer the question
Students categorize
information in logical
sequences fororganization.
Students create graphs
or charts to explainwritten info.
Students participate in
webquests associated
http://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_2.jpghttp://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_1.jpghttp://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_2.jpghttp://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_1.jpg -
8/2/2019 Narrative Report 3rd Year
18/27
-
8/2/2019 Narrative Report 3rd Year
19/27
Students present to the
class
Encourage group
editing
Intrapersonal
Encourage journaling
as a positive outlet forexpression
Introduce web logging
(blogs)
Make individual
questions welcome
Create a positive
environment.
Journaling
Individual research oncontent
Students create
personal portfolios ofwork
Naturalistic
Take students outside
to enjoy nature while
in learning process(lecture)
Compare authentic
subject matter tonatural occurrences.
Relate subject matter
to stages that occur in
nature (plants, weather,
etc)
Students organize
thoughts using natural
cycles
Students make
relationships among
content and the naturalenvironment (how has
nature had an impact?)
Students perform
community service
http://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_8.jpghttp://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_7.jpghttp://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_8.jpghttp://projects.coe.uga.edu/epltt/index.php?title=File:Multiple_7.jpg -
8/2/2019 Narrative Report 3rd Year
20/27
The Four-Pronged Approach in Reading InstructionBy Raidis Laudiano, M.A.*
The four-pronged approach was first developed by Professor Basilisa Manhit of the
College of Education, University of the Philippines, Diliman. The philosophical foundations of
the four-pronged approach are the following: literature-based, holistic, and places emphasis onthe process of transfer. This approach has evolved through the years with the consistent use by
the teachers of the University of the Philippines Integrated School Kindergarten to Grade II
(U.P.I.S. K-2) and with the input of the other members of the faculty of the Reading EducationArea of the same university.
The four-pronged approach is composed of four parts:
I. GENUINE LOVE FOR READING
The first prong aims to immerse the child in literature and develop a deep andlasting love for reading. Finding a good and interesting story or poem is the first step inthis prong. The story/poem should be suitable to the age, interests, and vocabularylevels of the children. Themessage of the story should be very clear to the teacher.His/Her understanding of thematerial will be the basis of an appropriate objective whichwill guide the development of the lesson.
The words, phrases, places, and important details of the story which may hinderthe childrens understanding of the selection should be identified. Methods of clearingthese obstructions should be planned. Unlocking of difficulties may be made through avariety of ways such as demonstrations, concrete objects, drawings, and other forms ofrepresentation, verbal/contextual clues and games.
To develop a love for reading, the child must also have a need and desire to reador listen. The teacher must look for an incident in the story/poem which is familiar to thechild. From this, a question for motivation may be asked so the children may freelyshare personal experiences and feelings about it. Linking these expressed thoughts andfeelings to the story through a similarly phrased question will motivate them to listen toor read the story. They will want to find out if the question is resolved differently or not.Thus, the children have a motive for listening to the story.
Only after this enthusiasm is kindled, should the story be read to the children.The manner of story or poetry reading should sustain this interest. The reading of thestory/poem should equal the artistry of the author.
-
8/2/2019 Narrative Report 3rd Year
21/27
II. CRITICAL THINKING
After story/poetry reading, the children are asked to answer the motive question.A discussion then unfolds the events and beauty of the selection. This discussionshould succeed in imparting the message of the story. The children arrive at this on
their own pace of realization guided by the questions of the teacher. The children aretrained to reflect on the story. They soon become accustomed to critical thinking, thesecond prong. Creative exercises may follow to elevate the reading/listening activity to amore aesthetic level when they can interpret the story/poem purely on their own.
Through this method of sharing literature, vocabulary is developed, attentionspan is lengthened, listening comprehension is honed and critical thinking, applied daily,becomes a habit.
III. MASTERY OF THE STRUCTURES OF THE (FILIPINO/ENGLISH)LANGUAGE
Through this method of sharing literature, vocabulary is developed, attentionspan is lengthened, listening comprehension is honed and critical thinking, applied daily,becomes a habit. Literature is an excellent source of examples of good language. Thechildren will catch this language and use it in their conversations in and out of school.The story/poem gives the children a common experience which they can talk about.Capitalizing on this shared knowledge and individual security to teach specific languagestructures will eliminate the burden of listening and speaking about unrelated topics.Using the content of the story, the children will be able to practice newly learnedlanguage structures. In this manner, the children will gain mastery of the structures ofthe (Filipino/English) language (now also named GOLD or Grammar and OralLanguage Development), without really knowing that they have just had a grammarlesson.
IV. TRANSFER STAGE
In the course of time, children who have become used to listening to stories willwant to read on their own. Opening a book and pretending to read are just some of thesymptoms that tell that a child is ready for beginning reading instruction, or the transferstage. This prong is also planned and implemented as systematically as the threeprongs. This is the prong where reading readiness activities are given to the pupils. TheFuller Approach is used as a guide for the sequence of teaching the phonemes. InFilipino, the Marungko Approachprovides the structure.
-
8/2/2019 Narrative Report 3rd Year
22/27
The table below presents a matrix of the four prongs, the goals for each one, andthe materials to be used in each of the prongs:
PRONG GOAL MATERIALGenuine Love for
Reading (GLR)
To develop a lifetime love, habit, and
enjoyment for reading.
storybooks, poems, trade
books, songs
Critical Thinking (CT) To develop the habit of reflecting onwhat is read and exercising decision
making, making judgments, andvaluing.
same story and post-reading
activities that engagechildren
Mastery of theStructures
of the Filipino/EnglishLanguage (MSF/EL) or
Grammar and Oral
LanguageDevelopment
To develop competence in orallanguage, understanding, and
correct use of syntax.
still based on the story,objects, pictures, charts to
facilitate application ofstructures learned
Transfer Stage (TS) To develop phonemic awareness,decoding, and encoding skills.
worksheets, writing tablets,charts, and other materials
of appropriate level
The four prongs flow into each other smoothly and without fanfare introductions.All but one prong emanates from the story. Genuine love for reading, critical thinking,and mastery of the (Filipino/English) language are all based on the poem/story read.When the transfer stage commences, the children switch to the lesson they left off theday before and move on from there as guided by the teacher.
Reference: Ocampo, Dina Joana & Hermosa, Nemah (1997). EDR 210 Module:Trends in Reading Instruction. U.P. Open University, Diliman, Quezon City: Office ofAcademic Support and Instructional Services.
-
8/2/2019 Narrative Report 3rd Year
23/27
THE 2C2IA READING ACQUISITION
MODEL
-
8/2/2019 Narrative Report 3rd Year
24/27
2C2IA Reading Acquisition Model by: Carmelita M. Difuntorum:
COGNITIVE:
Complex thinking process that is strategy based. Readers consciously orchestra a variety of
thinking skills to make meaning of the texts they read. They rely upon a wide range of background
knowledge, both about the world they live in and the ways they can get meaning from a text.
CONSTRUCTIVE:
Learners make sense of the text by connecting what they know and have experienced with what
they are learning. In the transaction, meaning is constructed.
-
8/2/2019 Narrative Report 3rd Year
25/27
Constructivism is manifested in classrooms that are characterized by:
student generated ideas
self selection
creativity
interaction critical thinking
personal construction of meaning
INTERACTIVE:
During the act of reading, there is an interaction between the ideas and language of the author
(text) and the background knowledge of the reader which results in the creation of meaning.
In the classroom, children interact with both peers and adults in a wide variety of settings as
they are learning and practicing language and literacy knowledge, skills and strategies. It is important totalk about what is read as well as what one does as reader.
INTEGRATIVE:
Content Integration
Concepts of Science, Mathematics, Social Studies or any other disciplines serve as contents of
reading texts. Skills Integration Integrating listening, speaking, writing and viewing with reading to
enhance text comprehension.
Skill integration
Integrating listening, speaking, writing and viewing with reading to enhance text comprehension
AFFECTIVE:
Integrating values in the lesson
-
8/2/2019 Narrative Report 3rd Year
26/27
2C2IA Reading Instruction Framework:
2 C 2 I A Reading Instruction Framework
SEGMENT 1: Pre reading:
Discussing the Magic of Reading
Activating prior knowledge and building background
Developing vocabulary
Setting the purpose for reading
Predicting/ Inferring
SEGMENT 2: During Reading:
Interactive Reading
Cognitive Strategies
Meta cognitive Strategies
SEGMENT 3: Post Reading:
Developing Critical and Creative Thinking Skills
Asking and answering questions
Engagement activities
SEGMENT 4: Developing English Language Competencies:
Asking and answering questions
Engagement activities involving cooperative learning
Direct Teaching
Modeling Practice
Independent practice
Application
SEGMENT 5:
Decoding and Deciphering Skills and Strategies (Beginning Reading Grade I II)
Developing Vocabulary and Comprehension Skills and Strategies (Grade III VI)
-
8/2/2019 Narrative Report 3rd Year
27/27
SEGMENT 6:
Enrichment Activities
SEGMENT 7
Across the Curriculum Activities
SEGMENT 8
Reading and Writing Connection