principles of teaching and learning language
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PRINCIPLES OF TEACHING AND
LEARNING LANGUAGEChapter II
Customers
Students
Customer Service / Assistance
Teachers
Multiple IntelligencesLesson 1
I. Multiple Intelligences
Theory of multiple intelligences› Howard Gardner (1983)› Model of intelligence that differentiates
intelligence into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.
I. Multiple Intelligences (cont.)
Student A
Student B
1. May best learn to multiply through a different approach,2. May excel in a field outside of mathematics, or 3. May even be looking at and understanding the
multiplication process at a fundamentally deeper level, or perhaps as an entirely different process.
I. Multiple Intelligences (cont.)
Old View New View
• Intelligence was fixed
• Intelligence was measured by a number
• Intelligence was unitary
• Intelligence can be developed• Intelligence is not numerically quantifiable and is exhibited during a performance or problem-solving process• Intelligence can be exhibited in many ways – multiple intelligences
Comparison of Views on Intelligence
I. Multiple Intelligences (cont.)
Old View New View
•Intelligence was measured in isolation
•Intelligence was used to sort students and predict their success
• Intelligence is measured in context / real-life situations
• Intelligence is used to understand human capacities and the many and varied ways students can achieve.
Comparison of Views on Intelligence
I. Multiple Intelligences (cont.)
Disposition / Intelligence:Verbal-Linguistic
Intelligence
Sensitivity to:The sounds, meanings, structures, and styles of language
Inclination for:Speaking, writing, listening, reading
Ability to:
Speak effectively (teacher, religious leader, politician) or write effectively (poet, journalist, novelist, copywriter, editor)
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence:
Logical-Mathematical Intelligence
Sensitivity to:
Patterns, numbers and numerical data, causes and effects, objective and quantitative reasoning
Inclination for:
Finding patterns, making calculations, forming and testing hypotheses, using the scientific method, deductive and inductive reasoning
Ability to:
Work effectively with numbers (accountant, statistician, economist) and reason effectively (engineer, scientist, computer programmer)
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence:Spatial
Intelligence
Sensitivity to:Colors, shapes, visual puzzles, symmetry, lines, images
Inclination for:
Representing ideas visually, creating mental images, noticing visual details, drawing and sketching.
Ability to:
Create visually (artists, photographer, engineer, decorator) and visualize accurately (tour guide, scout, ranger)
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence:Bodily-Kinesthetic
Intelligence
Sensitivity to:Touch, movement, physical self, athleticism
Inclination for:activities requiring strength, speed, flexibility, hand-eye coordination, and balance
Ability to:
Use the hands to fix or create (mechanic, surgeon, carpenter, sculptor, mason) and use the body expressively (dancer, athlete, actor)
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence:Musical
Intelligence
Sensitivity to:Tone, beat, tempo, melody, pitch, sound
Inclination for:Listening, singing, playing an instrument
Ability to:
Create music (songwriter, composer, musician, conductor) and analyze music (music critic)
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence:Interpersonal Intelligence
Sensitivity to:Body language, moods, voice, feelings
Inclination for:Noticing and responding to other people’s feelings and personalities
Ability to:
Work with people (administrators, managers, consultants, teachers) and help people indentify and overcome problems (therapists, psychologists)
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence:Intrapersonal Intelligence
Sensitivity to:One’s own strengths, weaknesses, goals, and desires
Inclination for:
Setting goals, assessing personal abilities and liabilities, monitoring one’s own thinking
Ability to:
Meditate, reflect, exhibits self-discipline, maintain composure, and get the most out of oneself.
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence:Naturalist
Intelligence
Sensitivity to:Natural objects, plants, animals, naturally occurring patterns, ecological issues
Inclination for:Identifying and classifying living things and natural objects
Ability to:
Analyze ecological and natural situations and data (ecologists and rangers), learn from living things (zoologists, botanist, veterinarian) and work in natural settings (hunter, scout)
Multiple Intelligences as Dispositions
I. Multiple Intelligences (cont.)
Disposition / Intelligence: Existential
Ability:
Contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal
Careers:
Shamans, priests, mathematicians, physicists, scientists, cosmologists, psychologists and philosophers.
Multiple Intelligences as Dispositions Some proponents of multiple intelligence theory proposed
spiritual or religious intelligence. Gardner did not want to commit to a spiritual intelligence,
but suggested that an "existential" intelligence
Test..
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
Learning StylesLesson 2
II. Learning Styles
Sensing-Thinking
(ST)MASTERY
STYLE
Sensing-Feeling(SF)
INTERPERSONAL STYLE
Intuitive-Thinking
(NT)UNDERSTANDI
NG STYLE
Intuitive-Feeling(NF)
SELF-EXPRESSIVE
STYLE
Sensing(S)
Feeling(F)
Intuition(N)
Thinking
(T)
II. Learning Styles (cont.)
Sensing› Primarily through the senses, what one sees,
hears, touches.› Sensing people gather facts to learn about things.
Verifies first, then believes.
Intuitive › Perceives inner meaning and relationships of what
is occurring. › Doesn't always believe what s/he sees, instead
looks to what the potential significance might be. › Believes first, than verifies.
II. Learning Styles (cont.)
Thinking› The thinker looks to the facts, logical truths,
and verifiable information.› Thinks in terms of cause and effect.› Based on true or false.
Feeling› The feeler places importance on the personal
import of any stimulus rather than on logic.› Based on like or dislike.
II. Learning Styles (cont.)
The Sensing-Thinking (ST) or Mastery Learner› works in an organized, step-by-step,
methodical manner
The Sensing-Feeling (SF) or Interpersonal Learner› like to process information orally and learn
best if they can personally connect with the content
II. Learning Styles (cont.)
The Intuitive-Thinking (NT) or Understanding Learner› characterized by logical thinking, perceive
patterns well, and exhibit a strong need to understand.
The Intuitive-Feeling (NF) or Self-Expressive Learner› the creative learner
Test..
http://www.learning-styles-online.com/inventory/questions.php?cookieset=y
Principles of Teaching and
Learning LanguageLesson 3
III. Principles of Teaching and Learning Language
1. Begin with the end in mind…› Specific objective - Focused
2. Encourage your students to personalize the learning goals identified for them.
› Students own the lesson objective
3. Motivation is essential in learning.› Students – explore, decide, interested,
participate, confident
III. Principles of Teaching and Learning Language (cont.)
4. Learning is a social activity.› Interaction comes learning..
5. Teaching language is more effective and learning, more meaningful when it is integrative.
› Listening, speaking, reading and writing› Strategies – Multiple Intelligence & Learning
Styles› Interdisciplinary and multidisciplinary
teaching
III. Principles of Teaching and Learning Language (cont.)
› Language structure and form in authentic contexts
› Life experiences of students› Research-based instructional strategies› Integrate values
6. A conducive classroom atmosphere is a sine qua non of the teaching-learning process.
› Encourages people to be active
III. Principles of Teaching and Learning Language (cont.)
› Promotes and facilitates individual discovery
› Personal and subjective nature of learning› Good and desirable› Right to make mistakes› Tolerates ambiguity› Self-evaluation› Openness of self› Trust themselves› Respect to people
III. Principles of Teaching and Learning Language (cont.)
› Accepts people› Confrontation with self and ideas
7. Learning is an active process..› Constructing meaning› Engaging with the world
8. Learning is reflective.› Happens in the mind
III. Principles of Teaching and
Learning Language9. An approach that allows for ‘more
time, more depth with fewer, more complex topics’ is more desirable.
› Superficial teaching
10.Emphasize on self-evaluation.› Evaluate themselves at the end of the
lesson
III. Principles of Teaching and Learning Language
11.Make use of an integrated performance assessment..
› Learning styles, intelligence, and the real world
12.Emphasize on real word application that favors realistic performances over out-of-context drill items.
› Assessment practices - Performance
Source:
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences#Existential
http://psychology.about.com/od/educationalpsychology/ss/multiple-intell.htm
http://www.maryvillecityschools.k12.tn.us/education/components/scrapbook/default.php?sectiondetailid=11451&sc_id=1189736803
http://educatoral.com/learning_styles.html