Cooperative Learning and Multiple Intelligences

7/29/2019 Cooperative Learning and Multiple Intelligences

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Cooperative or collaborative learningessentially involves students learning from

eachother in groups.

It is the way that students and teachers

work together, that is the important partof this method.


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OBSERVATIONS PRINCIPLES

T he vocabulary lesson will bedone in cooperative groups.Each student is to help the otherstudents learn the new

vocabulary words.

Students are encouraged to think interms of 'positive inter dependence,'which means that the students arenot thinking competitively an d

individualistically, bur rathercooperatively and in terms of thegroup.

The students ask which groupsthey should form. T he teachertells them to stay in the same

groups they have been in thisweek.

In cooperative learning, studentsof ten stay together in the samegroups for a period of time so they

can learn how to work bettertogether.

The teacher gives the studentsthe criteria for judging how wellthey have performed the taskthey have been give

The efforts of an individual helpnot onIy the individual to berewarded, but also others in theclass.

The students are to work on thesocial skill of encouragingothers.

Social skills such asacknowledging another'scontribution. asking others tocontribute, and keeping theconversation calm need to beexplicitly taught.


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OBSERVATIONS PRINCIPLES

The students appear to he busyworking in their groups. Thereis much talking in the groups.

Language acquisition is facilitatedBy students interacting in thetarget language.

Students take the Testindividually.

Although students work together,each student is individuallyaccountable

Groups move back together tocompare and combine scores.The students put their group's

scores on each of their papers.

Responsibility and accountabilit yfor each other's learning is shared.

The group discusses how thetarget social skill has beenpracticed. Each student is give na role.

Each group member should beencouraged to feel responsible forparticipating an d for learning.Leadership is 'distributed.'

The Teacher gives feedback onhow students did on the targetSocial skill.

Teachers not only teach language;they teach co operation as well.Of course, since social skillsinvolve the use of language,cooperative learning teacheslanguage for both academic andsocial purposes.


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The seven are:

logical/mathematical-the ability to usenumbers effectively, to see abstract patterns, and to reason well

2 Visual/spatial-the ability to orient oneselfin the environment, to create mentalimages, and a sensitivity to shape, size,color

3 Body/kinesthetic-c-the ability to use one'sbody to express oneself and to solveproblems


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4 Musical/rhythmic-an ability torecognize tonal patterns and a sensitivity

to rhythm, pitch, melody

5 Interpersonal- the ability to understandanother person 's moods, feelings.

motivations, and intentions 6 lntrapersonal-the ability to understand

oneself and to practice selfdiscipline

7 Verbal/ linguistic-the ability to uselanguage effectively and creatively.


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1Logica l/mathematical- puzzles and games,logical , sequentia l presentation s, classificationsand categorizations

2 Visual/spatial-charts and grids, videos, drawing

3 Bod y/kinesthetic- hands-on activities, field trips,pantomime 4 Musical/rhythmic-e-singing. playing music, jazz

chants 5 lnterpersonal- pairwork, project work, group

problem-solving 6 Intrapersonal-self-evaluation , journal keeping,options for homework

7 Verbal/linguistic-note-raking, story telling,debates.


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A second way to teach from a multiple intelligenceperspective is to deliberately plan lessons so that

the different intelligence s are represented . Here is one lesson plan, adapted from E. Agosrini,

which addresses all of the intelligences:

Step I-Give students a riddle and ask them to solveit in pairs:

I have eyes. hut I sec nothing. I have cars, but I hearnothing. I have a mouth, but I cannot speak. If I am

young, I stay young; if I am old, I stay old. What amI?

Answer: A person in a painting or photograph.

(Intelligences: interpersonal, verbal/linguistic]


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Step 2-Guided imagery: Tell students to close their eyes and to relax; thendescribe a pain ting to them. Ask them to imagine it . Play music while youarc giving the students the description.

(Intelligences: spatial/visual intelligence, musical)

Step 3-Distribute to each person in a small group a written description of thesame painting they have JUSt heard described . Each description isincomplete, however, and no two in the group are quire the same. Forexample, o ne description has certain words missing; the others havedifferent words missing. T he students work together with the other membersof their group to f ill in the missing words so that they all end up with acomplete description of the painting.

(Intelligences: interpersonal, verbal/linguistic)

Step 4- Ask the groups to create a tableau of the painting by acting out thedescription.

(Intelligence: body/kinesthetic]

Step 5- Show the students the painting. Ask them to find five things about itdun differ from their tableau or from how they imagined the painting to look.

(intelligence: IogicaI/mathernaticaI)

Step 6-Reflection: Ask students if they have learned anything about how tolook at a painting. Ask them if they have learned anything new About thetarget language.

(Intelligence: intrapersonal)

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Cooperative Learning and Multiple Intelligences