narrative report 3rd year

8/2/2019 Narrative Report 3rd Year

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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


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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.


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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


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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."


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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.


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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.
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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.


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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.


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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


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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.
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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


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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.


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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.


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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
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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.


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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


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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
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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
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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.


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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.


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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.


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THE 2C2IA READING ACQUISITION

MODEL


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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.


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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


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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)


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SEGMENT 6:

Enrichment Activities

SEGMENT 7

Across the Curriculum Activities

SEGMENT 8

Reading and Writing Connection

narrative report 3rd year

Documents