Principles of teaching and learning language

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.


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


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


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


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)



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)



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)



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)



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)



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.



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)



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.


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.


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


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

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


› 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


› 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


› 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













Education

Principles of teaching and learning language