for the improvement of the oral skills in 10th graders at ctp dulce nombre
TRANSCRIPT
A STUDY OF THE MULTIPLE INTELLIGENCES APPROACH FOR THE IMPROVEMENT OF THE ORAL SKILLS IN 10TH GRADERS AT CTP DULCE NOMBRE 2015-2016.
MARIA CELESTE GARBANZO CASCANTE
How to implement the multiple intelligences approach for the improvement of the oral skills in 10th graders at Colegio Técnico Profesional of Dulce Nombre 2015-2016?
• Descriptive • Exploratory
• Qualitative• Quantitative
This is one in which
information is
collected without
changing the
environment (i.e.,
nothing is manipulat
ed).
The results of this
research are not usually
useful for decision-
making by themselves,
but they can provide significant insight into
a given situation.
Collecting, analyzing, and
interpreting data by
observing what people do and say.
Refers to the meanings, concepts,
definitions, characteristics,
metaphors, symbols, and
descriptions of things.
GENERAL OBJECTIVE
To study the M.I.A. in 10th graders in order to improve the oral skills at CTP Dulce Nombre.
SPECIFIC OBJECTIVES
1. To define the required oral skills in 10th graders in the MEP. 2. To identify the different Multiple Intelligences Approaches.3. To describe the different EFL settings in CTP Dulce Nombre. 4. To propose contextualized workshops to promote oral skills using Multiple Intelligences.
ORAL SKILLS
The oral skills will stress on a speech production which is tightly controlled in order to correct formation habit of linguistic rules. Fluent speech contains to reduce forms, such as contractions, vowel reduction and elision, it is almost always accomplished via interaction with at least on other speaker.
THESE INTELLIGENCES ARE:
Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")
Emotional intelligence is the ability to identify and manage your own emotions and the emotions of others.
EFL SETTINGS
English teaching in Costa Rica is structures under the communicative approach. In this manner teachers have to use communicative methods for the students to develop the four English skills. It means that teachers are required to use techniques such as role plays in which the space and the arrangement of the classroom conform an element of relevant impact.
COMMUNITY DIAGNOSIS
INSTITUTION DIAGNOSIS
STUDENTS DIAGNOSIS
GRAPH 2RESIDENCY FOR STUDENTS IN 10-2COSTA RICA, 2016
Cartago; 0.47619047
6190476
Turrialba; 0.38095238
0952381
Tres Ríós; 0.0952380952380952
San José; 0.04761904761904
76
Source: Chart 2
GRAPH 3STUDENTS OPINIONS ABOUT ENGLISH CLASSCOSTA RICA, 2016
4
2
6
1
8
Source: Chart 3
GRAPH 4STUDENTS KNOWLEDGE ABOUT MULTIPLE INTELLIGENCESCOSTA RICA, 2016
Yes; 66.67%
No; 33.33%
Source: Chart 4
GRAPH 5MULTIPLE INTELLIGENCES CONSIDERED HIGHESTCOSTA RICA, 2016
2 1
115
2
Source:
Chart 5
GRAPH 6BEST TECHNIQUES CONSIDERED IN CLASS BY STUDENTSCOSTA RICA, 2016
Computer White Board Physical Activities
Recorder Reflexion Activities
11
1
7
1 1
Source: Chart 6
GRAPH 7STUDENTS CONSIDERATION ABOUT LEARNING IN CLASSCOSTA RICA, 2016
Always Almost always
Sometimes Never
31
10
7
Source:
Chart 7
GRAPH 10STUDENTS AGREE WITH INCORPORATING M.I.A. IN CLASSCOSTA RICA, 2016
Yes; 85.71%
No; 14.29%
Source: Chart 10
CONCLUSIONSMaking Multiple Intelligences part of the everyday classes makes it more fun and the classes be something the students are going to start to enjoy. The simplest thing can be used to have activities or pictures, audios, games, plants, group work, individual work and even some sharing time this allows students to understand English, the topics being seen and grow as students in their learning capabilities.
Many teacher will see the difference in the level of the performance of the students, it will also be seen in their behavior toward the subject. The student can have better attitude toward leaning the variety of topics and may seem exited to go to the classroom, showing the enthusiasm they didn’t have before. All this can be reflected in the classrooms, and the change may happen immediately but it will happen, once the student start seeing that they do understand what is being explained they will start to moderate their behaviors.
RECOMENDATIONS FOR STUDENTS AND TEACHERS
Grasp every opportunity you have to speak with people in English. For those students that are more visual watch movies with subtitles that will also
allow you to hear watch and read English. Try singing along to English songs. Be motivated in the learning process, it would be useful to include varied
activities based in the different proposed intelligences. Recognize when students require more support to accomplish the expected goal. Most of the activities including technological and non-technological can be used
to give the topics or explanations in different ways.
PROPOSAL
This proposal consists of a series of three workshops that will help teachers apply more Multiple Intelligences into their class development. These workshops are designed for teachers.
This project is focused mainly in the learning process, through the use of the M.I.A. It is very important to understand that teachers can also learn and they have to first have acquire this knowledge before being able to apply it in their classrooms.
• The workshop will focus on the use and management of Multiple Intelligence, which will include background of the MI, as well as basic history and new information on the discovery.
• It requires addressing individual differences and providing a range of activities and experiences to facilitate learning.
Become a More Effective Teacher.
• Learn how your students are smart in eight ways, recognize your own pattern of intelligence, and make learning more fun and accessible for all students.
• This is an exciting hands-on, interactive workshop.
Multiple Intelligence for your students.
• Teachers spend most of their days alone in their own classrooms, with their own students. Few opportunities are available to casually observe -- and easily learn from -- other teachers.
• Here you are encouraged to articulate difficulties and problems around your doctoral experience. Time management, project management and interpersonal skills are also developed here.
Understand yourself.
