...1: briefly discuss each intelligence 2 Linguistic 2 Logical-Mathematical 2 Spatial 3 Music/Rhythmic 3 Physical/kinaesthetic 3 Interpersonal 3 Intra-personal 4 Naturalistic 4 Part 2: Explain how you will apply any four of intelligence in 4 classroom Lesson plan 4 Learning outcome 4 Assessment Standard 5 Assessments: Informal 5 Formal 5 - Assessment tools 5 rubric grid checklist Homework 6 Conclusion 6 Biography 7 -2- QUESTION 3: Introduction: This is a biopsychological potential for processing information. It varies in degrees of strength, skill and limitation. When you hear the word Intelligence the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential, something that we are born with, something that can be measured and a capacity that is difficult to change Multiple Intelligence is embedded in us all, but there is a specific intelligence that is more powerful in us than the other intelligences. There are 8 Multiple Intelligence that will be discussed about and enlightened more on how it will be applied in the classroom. PART 1: Briefly Discuss each of the Intelligence Linguistic/verbal Intelligence: Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand...
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...linguistic intelligence Research question: is there any significant relation between logical and linguistic intelligence among English literature students of Khayyam University? Hypothesis: students with high logical intelligence are more successful in learning second language and have powerful linguistic intelligence. Introduction: Because my major at high school was mathematic and at university I chose English literature, so I like to know if there is any relationship between this two course or not. And after consult with my instructor I choose this subject. I want to know the effects of these two intelligences on each other. Annotated bibliography: 1. Gardner, Howard. Multiple intelligence, new horizons Google book. This book expresses the meaning of all kinds of intelligences that can help us to understand the exact concept of logical and linguistic intelligences. 2. Razmjooo, Seyyed Ayatollah. On the relationship between multiple intelligences and language proficiency. The reading matrix vol. 8, No. 2, September 2008 This article is about relationship between multiple intelligences that consist of logical and linguistic intelligences. This article shows the relationship between proficiency and intelligence. 3. www.homeeddirectory.com 12.06.2012 This site introduces logical learners and speaks about the ways that a teacher can teach logical/mathematical learners (LML). 4. Kincheloe, Joe l. Multiple intelligences reconsidered...
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...The researcher was compelled to the fact that the present situation in the elementary schools does not give enough attention to the basics of music because it has already been revealed in the literature that generalist teachers who are teaching in the foundations of human learning is not fully equipped. There is a need for in-service training programs in teaching music specifically on the foundation of music, the rhythmic skills, for it will serve as a stepping stone for our pupils to cope with the necessary music skills in the 21st Century. Framework of the Study Bhargava and Pathy (2011) stated that education in holistic approach will serve many purposes. It will empower a person to widen his perspective to his family and society....
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...Technological Revolution • The Spectrum of Learning Theories • Behaviorism • Constructivism • Fitting the Other Theories into the Spectrum • Theory of Multiple Intelligence • Learning Theories and the Brain • Brain Structures • Implications for Learning Theory • Implications for Multimedia • References This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. [pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison d'être or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment necessitated that a skill be learned very quickly. Regardless of the motivating factors for this moment of focussed learning, the experience is what psychologists...
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...Learning Theories • Behaviorism • Constructivism • Fitting the Other Theories into the Spectrum • Theory of Multiple Intelligence • Learning Theories and the Brain • Brain Structures • Implications for Learning Theory • Implications for Multimedia • References By Darren Forrester & Noel Jantzie Kilde: http://www.acs.ucalgary.ca/%7Egnjantzi/learning_theories.htm This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. [pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison d'être or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment necessitated that a skill be learned very quickly. Regardless of the motivating factors for this moment...
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...more student-centred or more teacher-centred. Justify your answers. Group work .This type of work is student-centred in regard to the active participation of the students in the task given. Closed-ended teacher questioning. This is a teacher-centred interaction. The students direct their communication to the teacher waiting for approval. There seems to be a kind of feedback; however, it shouldn't be focused on individuals as it should be done as a whole class. Individual work. This is a student-centred pattern. Students work independently and at their own speed. It is an excellent opportunity for them to explore and perceive their own learning style. However, the only drawback is the lack of social-educational components and the risk of idling. Choral responses. This is teacher-centred interaction. The teacher is in control of the whole interaction in the class by building the drills, during which students don't have the chance to deal with the new language information in their own minds. Collaboration. This is a student-centred activity. There is an observable interaction in sharing experiences and joining intellectual effort, working together to search for understanding and solutions in their tasks. Student initiates, teacher answers. Both students and teacher are fairly equally active with the students thinking and asking the questions and the teacher responding them. The activity is completed with the participation of both the teacher and the students. Full-class...
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...acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th century. The major concepts and theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice. Behaviourism The behaviourist perspectives of learning originated in the early 1900s, and became dominant in early 20th century. The basic idea of behaviourism is that learning consists of a change in behaviour due to the acquisition, reinforcement and application of associations between stimuli from the environment and observable responses of the individual. Behaviourists are interested in measurable changes in behaviour. Thorndike, one major behaviourist theorist, put forward that (1) a response to a stimulus is reinforced when followed by a positive rewarding effect, and (2) a response to a stimulus becomes stronger by exercise and repetition. This view of learning is akin to the “drill-and-practice” programmes. Skinner, another influential behaviourist, proposed his variant of behaviourism called “operant conditioning”. In his view, rewarding the right parts of the more complex behaviour reinforces it, and encourages its recurrence. Therefore, reinforcers control the occurrence of...
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...marking guide Your name|Thuy Dinh|Topic: The Multiple Intelligences Theory| Assessment Scale|Naïve(1)|Novice (2)|Satisfactory (3)|Good(4-5)|Mark| Presentation (incl structure of report) (5 marks)· Clear introduction, appropriate structure, readability· Presentation quality and attention to detail|||||5| Content (12 marks): research and conceptual understanding - using Blooms rubric below() · Identifies key elements of topic (2)· Critical (evidence based) analysis of elements of theory (6)· Appropriate selection of literature (3)· Correct referencing style (2)|||||10| Reflective process – add text below (3 marks) · Critically examine the study process (see below)|||||3| Reflections – students add details in shaded sections below: 1. Identify the process that you undertook to answer the topic: My process includes viewing Howard Gardner’s discussion to find out key points, searching literature to have a clear awareness about the question and Gardner’s points, applying these points to organizational activities, especially educational institutions and evaluating whether these points are appropriate| 2. What (if anything) would you do differently? Nothing| 3. What is the key issue in the topic you selected? The key issue in my paper is implementing the Multiple Intelligences Theory in educational issue.| 4. What (if anything) else did you need to know to answer the question more fully? The Multiple Intelligences Theory focuses on effects to educational institutions, however, the...
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...handling equipment and materials safety and it promotes development of scientific reasoning, so that pupils can understand through experience, the importance in supporting explanations. Field is a great way to greatly enhance pupils’ young mind with new or reinforce knowledge to them; as well as skills, Gardner’s theory of multiple intelligences will take into effect on these events and practical “doing” of teach science to pupils. Many of us are familiar with three general categories in which people learn: visual learners, auditory learners and kinaesthetic learners. Beyond these three (3) general categories, many theories and approach towards human potential development. Gardner’s early work in psychology and later human cognition and human potential led to the development of the initial six (6) intelligences. These are verbal – linguistic (well...
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...According to Slavin (2012), Gardner’s theory of multiple intelligences suggests the learning objectives and lessons should be in a variety of ways and he also lists nine intelligences. The educational system has revised the curriculum so teachers are encouraged to use many different teaching strategies within the class to include music, cooperative learning, role play (hands-on), discussion and many other strategies. This paper seeks to focus on incorporating games into the modern classroom and curriculum as a strategy for student learning following the 21st Century learner profile. The paper also examines playing games in classroom and its effects on the students’ communication skills. My customized learning theory involves playing games during a 90 minute learning block, but also using the brain-based strategies suggested by Dr. Marcia Tate in order to keep the class actively engaged. Understanding learning theories are vital to the classroom teacher and also to the student learner. The students in the modern day classrooms are very different from the 1990 to 2002 school students. The modern-day students think their lives revolve around cell-phone usage and technology; however, previously the students were taught lecture style. Many theories have been created to address how students learn and think; therefore, teachers have to be cognizant of the different ways to reach learners. Not every student will learn the same, so teachers must make the extra effort to analyze each...
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...linguistic intelligence Research question: is there any significant relation between logical and linguistic intelligence among English literature students of Khayyam University? Hypothesis: students with high logical intelligence are more successful in learning second language and have powerful linguistic intelligence. Introduction: Because my major at high school was mathematic and at university I chose English literature, so I like to know if there is any relationship between this two course or not. And after consult with my instructor I choose this subject. I want to know the effects of these two intelligences on each other. Annotated bibliography: 1. Gardner, Howard. Multiple intelligence, new horizons Google book. This book expresses the meaning of all kinds of intelligences that can help us to understand the exact concept of logical and linguistic intelligences. 2. Razmjooo, Seyyed Ayatollah. On the relationship between multiple intelligences and language proficiency. The reading matrix vol. 8, No. 2, September 2008 This article is about relationship between multiple intelligences that consist of logical and linguistic intelligences. This article shows the relationship between proficiency and intelligence. 3. www.homeeddirectory.com 12.06.2012 This site introduces logical learners and speaks about the ways that a teacher can teach logical/mathematical learners (LML). 4. Kincheloe, Joe l. Multiple intelligences reconsidered...
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...Principles of Learning and Teaching STUDENTS AS LEARNERS – 35% THEORISTS LEV VYGOTSKY http://facultyweb.cortland.edu/andersmd/VYG/ VYG.HTML JEROME BRUNER http://tip.psychology.org/bruner.ht ml JOHN DEWEY http://www.infed.org/thinkers/e t-dewey.htm Importance of CULTURE humans use of tools and symbols to learn – culture dictates what we learn and how • Higher and Lower mental functions – elementary (or lower) functions gradually transform to HMF through culture • Central ROLE OF LANGUAGE: Language is made possible because of our culture (tools and symbols). The learning of language (or signs) is brought about by social processes, and language or signs ultimately make thought possible. Three stages in the development of speech a. Social speech – speech to control the behavior of others b. Egocentric speech – three to seven year olds – talking to themselves to learn c. Inner speech – soundless speech – thinking in our head • ZONE OF PROXIMAL DEVELOPMENT: The discrepancy between a child's mental age [indicated by the static test] and the level he reaches in solving problems with assistance is the zone of his proximal development. _________________________________ ABRAHAM MASLOW http://www.ship.edu/~cgboeree/m aslow.html HEIRARCY OF NEEDS • Physiological needs • Safety needs • Belonging needs • Esteem needs • Self-actualization • Principles: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge – DISCOVERY...
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...Which educational theories were employed? There is an assortment of intelligence testing that goes from the Stanford-Binet intelligence test (IQ) to the information processing theories to Sternberg’s triarchic theory of intelligence and ending with Gardner’s multiple intelligences (Bee & Boyd, 2010). The standard IQ test measures only the intellectual and academic dimensions of intelligence and Gardner’s multiple intelligences suggests eight separate domains of intelligence, each with their strategies for measurement. On this variety the teacher went so far as to work the precepts of Sternberg’s triatric theory of intelligence, but not so far as to try and cover Gardner’s Multiple Intelligences. The day in which I observed the class was on Friday, and it was test day. There were two tests, a spelling test and a language comprehension test. Both tests definitely gauged intellectual ability to the absence of any type of measure about practical or creative intelligence. The students, however, after the tests were asked to color, cut out, and paste a large fish to their folders (creative), and then the teacher had a story time where the class talked about the dangers of not playing in the rain while lightning (practical). Which educational theories could have been used to better enhance instruction and learning? Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were used the smallest in the class I observed. The class...
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...gifted learners poses a challenge for most educators, thus gifted leaners need to be identified and nurtured for the benefit of gifted learners, educators and the community at large. This essay is going to examine 3 blanket characteristics of a gifted learner and suggest strategies to enhance giftedness in teaching and learning process. Eric (1985) groups characteristics of gifted learners into general behavioural, learning and creative features. A variety of approaches can be used to meet the needs of gifted learners in the classroom. The teacher or educator has the following our areas when developing the curriculum: * The content of the curriculum subject * The processes that engage the students * The products of their studies * The learning environment Definition of terms Giftedness Definition 1: Giftedness is ‘a synchronous development’ in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optically (Columbus Group, 1991) Definition 2: Giftedness is the possession and use of untrained and spontaneously expressed natural abilities (called aptitudes or gifts) in at least one ability domain to a degree that places a learner among the...
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...Poojappura, Thiruvananthapuram-12 Prepared by: State Council of Educational Research & Training (SCERT) Vidyabhavan, Poojappura, Thiruvananthapuram -12 Kerala E-mail:scertkerala@asianetindia.com Type setting by: SCERT Computer Lab. © Government of Kerala Education Department 2005 P REFACE Dear Teachers, Computer Science is concerned with the gathering, manipulation, classification, storage and retrival of knowledge. Understanding Computer Science, is necessary because of its power and influence in modern society. Learning of Computer Science should be activity based, process oriented, student-centred, environmental based and life oriented. The approach to learning is based on five domains of science: Knowledge domain, process domain, application and connection domain, domain of attitudes and values and creativity domain. But we know that most of the present vocational higher secondary teachers are not familiar with this paradigm. Hence for the first time we are introducing sourcebooks for all the subjects in the vocational higher secondary curriculum. This source book for computer science aims to provide guidelines to the teachers of our state to change their pedagogy from the conventional content-based approach to the process oriented approach. The source book has three parts: Part I gives you the general approach to the teaching - learning process of computer science. Part II of the book details the activities that can be carried out to...
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