- 1. Using learners styles and differences to help students learn
more and better Bruna Caltabiano Livraria Martins Fontes July 26,
2014. So Paulo, Brazil
2. Challenge o Mr. Brown has 6 black gloves and 10 brown gloves
in his closet. He blindly picks up some gloves from the closet. o
What is the minimum number of gloves Mr. Brown will have to pick to
be certain to find a pair of gloves of the 3. HINTS If you pick 2
gloves blindly, can they be of different colors? If you pick 3
gloves blindly, can they be of different colors? 4. Are they
intelligent? 5. What is intelligence? 6. "If something exists, it
exists in some amount. If it exists in some amount, then it is
capable of being measured. - Ren Descartes (Principles of
Philosophy, 1644) 7. Alfred Binet 1905 Revised in 1908, 1911 and
1916 Stanford-Binet Wechsler WAIS WISC 1955 Timeline 8. Current
Wechsler (WAISIV, WISCIV, WPPSIIV) IQ classification IQ Range
("deviation IQ") IQ Classification 130 and above Very Superior
120129 Superior 110119 High Average 90109 Average 8089 Low Average
7079 Borderline 69 and below Extremely Low 9. Multiple Intelligence
Theory (MI) First articulated by Howard Gardner, in 1983. "It's not
how smart you are that matters, what really counts is how you are
smart. 10. The different intelligences 11. Lack of evidence? 1994
Sternberg 2000 Allix 2004 Sternberg and Grigerenko 2004 - Gardner
asserted that he would be "delighted were such evidence to accrue
12. North America: some schools have looked to structure curricula
according to the intelligences. Positive response applied by
teachers to the problems of schooling. Seven kinds of intelligence
would allow seven ways to teach, rather than one. Educational Use
(Gardner, 1993) 13. .. the theory validates educators everyday
experience: students think and learn in many different ways. It
also provides educators with a conceptual framework for organizing
and reflecting on curriculum assessment and pedagogical practices.
In turn, this reflection has led many educators to develop new
approaches that might better meet the needs of the range of
learners in their classrooms. (Kornhaber, 2003) 14. Different
Styles 15. Teaching the child in: his/her best modality the
contents best modality (Willingham, 2005) 16. _So why, if it isnt
based on any real evidence, does the theory feel so right?
(Williams, 2014) _Well, it feels intuitively right. 17. (The Blind
Side 2009) 18. . You cant really take all these individual
differences into account. The important thing is to teach the class
I teach very little to the class as a whole but my class has lots
of individual tasks and small group work. I think the classroom is
always a set of private lessons as many as there are individuals.
You can adapt class lessons to I respond to many individual needs
and differences within the group. (Scrivener, 2005) 19. The own
character of a class The sum of individuals in it 20. Managing
Differences 1. Gathering useful feedback from learners
Questionnaire for learners: Individual Learners Preferences
(Scrivener, 2005) 21. Students (unedited) comments (Harmer, 2007) I
didnt like this kind of music. I prefer different kind fo music. It
is difficult to express your feeling even in my mother language,
but finally I could written down something. I think that music is
an excellent way to learn. But I think it will be more interesting
if we work with the lyrics of songs I liked this lesson. Because it
was funny... I liked this subject because everyone could find a
connection part of them. After we listened a part of music we could
descrive what we think.. I love to learn about music 22. 2. Using
your intuition 3. Vary activities within a unit It is essential
that we try to ensure that different learners styles are catered
for as often as possible. (Harmer, 2007) 23. The important thing to
remember here is that although the ideas behind learning styles
theories (and other pseudo-science) arent based on any real
evidence, it doesnt mean that we shouldnt vary the way we teach in
order to keep our students motivated. Very often students may just
need one more example put in a different way in order to reach that
Eureka! moment, regardless of their preferred way of
learning.(Williams, 2014) 24. 3 sections in 3 different places
Checking anwers (pairs and groups) Reacting to a video Writing
after listening Deciding on the correct sequence Filling in the
blanks Listening to sounds Completing a chart or diagram Listening
25. Besides English, I also studied French and Spanish I have two
dogs and one cat. I was born in the countryside of So Paulo New
York City is my favorite city in the world. I love watching drama
movies. Warm-up: The truth about me (Puchta & Rinvolucri, 2005)
When I was at school, I used to prefer Physics to Arts. 26.
Speaking: A logical-mathematical look at a work of art (Adapted
from Puchta & Rinvolucri, 2005) Yayoi Kusama 27. Reading
Sequence in a story (Adapted from Puchta & Rinvolucri, 2005)
28. Writing A correspondence with oneself Puchta & Rinvolucri,
2005. 29. Writing - The story of your hopes and dreams (Adapted
from Puchta & Rinvolucri, 2005) 30. If teachers can be guided
to recognize students unique strengths and weaknesses through
attention to MI, and can follow with appropriately geared
activities, they will certainly enrich their language courses and
will possibly enable students to better accomplish their purposes.
(Brown, 2007) 1. Provide students with different activities 2.
Understand and deal with students frustration. 3. Understand and
deal with your own frustration. 31. Are they intelligent? 32.
BIBLIOGRAPHY BOOKS Brown, Douglas. Teaching by Principles: An
interactive Approach to Language Pedagogy. New York: Pearson
Education, 2007. Gardner, Howard. Multiple Intelligences: The
Theory of Multiple Intelligences. New York: Basic Books, 1993. 33.
BIBLIOGRAPHY Harmer, Jeremy. The Practice of English Language
Teaching. Essex: Pearson Education Limited, 2007. Puchta, Herbert;
Rinvolucri, Mario. Multiple Intelligences in EFL. Padova: Helbling
Languages, 2005. Richards, Jack; Renandya, Willy. Methodology in
Language Teaching. Cambridge: Cambridge University Press, 2002.
Scrivener, Jim. Learning Teaching. Oxford: Macmillan Education,
2005. 34. WEBSITES
http://psychology.about.com/od/psychologicaltesting/a/in
t-history.htm
http://www.newscientist.com/data/doc/article/dn19554/i
nstant_expert_13_-_intelligence.pdf
http://www.aft.org/newspubs/periodicals/ae/summer200
5/willingham.cfm
http://www.richmondshare.com.br/revisiting-elt-mantras-
4-visual-learners-need-to-see-things-kinaesthetic-
learners-need-to-do-things/
http://infed.org/mobi/howard-gardner-multiple-
intelligences-and-education/ 35. [email protected]
caltabiano.idiomas @caltabianoidio1
www.caltabianoidiomas.com.br
