...general ability, Gardner proposed that there are multiple abilities that are present in each person. He believed that even though all abilities are inherent in each individual, they are not all equally strong. Some learners are highly developed in some areas, moderately so in some and completely underdeveloped in others. The operation of the different abilities in different people is not only due to individual characteristics such as genetics but also due to environmental and cultural factors. The intelligences that Gardner distinguished are linguistic or verbal, logical-mathematic, spatial, musical, kinaesthetic, interpersonal and intrapersonal. He later added the eighth one being naturalistic. With the appropriate stimulation and support, each of these can be developed to a satisfactory level in each person even though different ones will remain stronger in different people. Linguistic/Verbal Intelligence Linguistic or otherwise known as verbal intelligence as defined by Gardner is the ability to speak or write well. In other words this form of intelligence indicates the ability to use words effectively, orally or in writing. Verbal intelligence includes the ability to manipulate the structure, meaning and practical use of language (Nieman and Monyai, 2006:86). Learners with this ability are good at using their words. They can use language to persuade people, communicate about issues and to remember things. They think...
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...the reasoning used MA2-3WM | | Outcome/s | Lesson activities/ content | Prior knowledge | Relation to other strands | Other KLAs | Diverse learners | 1 | Measurement and GeometryMA2-14MG Working mathematically MA2-1WMMA2-3WM | - Revise 2D shapes- Find out prior knowledge of 3D objects – what do the students already know? Are there any misconceptions?- Using large versions of various 3D shapes, identify each object. Discuss the features of each shape e.g. faces, edges etc. - As a class, place the objects into groups based on similar features. Ensure students use reasoning for placing shapes into a certain group | - Students are already familiar with recognising and describing 3D shapes from stage 1 | Working mathematically MA2-1WM,MA2-3WM | EnglishEN2-1A | Visual Auditory/ linguistic | 2 | Measurement and GeometryMA2-14MG | - Discuss features of 3D shapes describing similarities and differences – focus on language e.g. faces, vertex, base, side, flat/curved surface- Students draw/sketch a rectangular prism in maths books and label as much as they can e.g. sides, edges, faces, vertex etc. Students continue to draw as many 3D shapes as they can - Discuss 3D object in a variety of contexts e.g. buildings, packaging | - Students are familiar with the names and some features of 3D shapes | N/A | EnglishEN2-1A | LinguisticVisual/ spatial |...
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...CURRICULUM Form Three Mathematics Curriculum Development Division October 2003 TABLE OF CONTENTS About this Draft i Foreword – A Note to Teachers iii Acknowledgements v PART ONE Introduction 1- 1 The Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter part of 1999, new secondary school curricula in eight (8) subjects – Language Arts (English), Science, Mathematics, Social Studies, Spanish...
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...Different Learning Styles Lianet Hernandez Carlos Albizu University Different Learning Styles Centuries ago the way students’ intelligence was assessed and judged was by their linguistic and logical mathematic intelligence. In 1983 Howard Gardner a professor of education at Harvard University changed this way of thinking among people. He developed multiple a intelligence theory stating that everyone learns differently and have different intelligence. Multiple intelligence gives adults a new perspective to look at their lives, because it provides opportunities to look for potential that was left behind in their early years of life, and which can be develop through programs. The majority of teachers have implemented activities that foster the different learning styles, but currently there are schools that depend on book-based teaching, and excessive repetition. As a result teachers label students as being smart or not by relying on just using one or two learnings style which may not be indicative of the student’s intelligence. (National Science Foundation, 2005) By recognizing and understanding the different learning styles educators can better understand the techniques to use with different students. The learning styles have more influence than a person might realize. A person best learning styles might guide the way they learn. The different learning styles also change the way a person represents experiences, and the way they retain information. According...
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...The Effect of Classical Music on the Reading Comprehension of Iranian Students Nasser Rashidi Shiraz University, Shiraz, Iran Email: Nrashidi@rose.shirazu.ac.ir Farman Faham Shiraz University, Iran Abstract—The influence of music on language learning and performance has been the subject of study for many years. The purpose of the present study was to investigate the effect of classical music (Mozart Sonata) on the reading comprehension performance of two groups of Iranian students in an English institute in Iran. To this end, the study compared two groups of Iranian English students (N=60) over a period of three months: one was taught reading comprehension with a music background and the other with no music background whatsoever. The results of the study showed a significant difference between the performance of the group exposed to music and the performance of the other group not exposed to music. The group taught reading comprehension with a music background outperformed the other taught it with no music background. Index Terms—reading comprehension, music, background music, classical music, Mozart sonata I. INTRODUCTION The use of music as a tool by language teachers to teach foreign languages has been the center of attention to researchers for many years. That is why in the literature we can see different, but mostly positive comments concerning the effectiveness of music in language learning and performance. It has been stated that music can contribute to...
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...Abstract This paper introduces the educational theory most useful within my setting for work, which is an elementary school special education class, the aims, goals and objectives and how this theory supports my teaching. The theory most useful to my teaching is Howard Gardner’s multiple intelligences. Howard Gardner has postulated multiple intelligences. He contends that there are different mental operations associated with intelligence, and there are many different types of intelligence. Too often our society overem¬phasizes verbal ability. Gardner outlines eight types of intelligence: (1) verbal/ linguistic, (2) logical/mathematic, (3) visual/spatial, (4) bodily/kinesthetic, (5) mu¬sical/rhythmic, (6) interpersonal, (7) intrapersonal, and (8) naturalistic (as sited in Ornstein and Hunkins, 2009, p. 129). AIM The aim of instituting multiple intelligence teaching is to encourage critical thinking skills. The importance in such an educational theory is upon learning rather than teaching. The students’ attentions and learning styles dictate the path of the curriculum being taught. This model acclimates to students, rather than expecting students to adjust to it. As with my particular classroom practices, I believe that coaching and learning through the multiple intelligences helps solve many collective school problems and elevates the learning experience for students and teachers alike. Students begin to appreciate how they are intelligent. Learning is...
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...RUNNING HEAD: Exceptionalities Teaching for Exceptionalities Grashal Parker Grand Canyon University: SPE-526 December 2, 2011 Teaching for Exceptionalities Children with learning differences have always been a part of the community. Teaching children with learning differences began as a one on one setting, usually separate from typical schools. In the past, students’ with exceptionalities were often segregated from the regular classroom. Mainstreaming began the process of integrating them with nondisabled students, and inclusion takes the process further by creating a web of services. Special education is often times as diverse as the schools and school systems that incorporate it. Most common approaches include: self-contained classrooms, pullout services, and inclusion. Inclusion is most effective when regular education and special education teachers closely collaborate on instructional adaptations for learners with exceptionalities (Heward, 2009). In every classroom there are students with exceptionalities. These exceptionalities may include a student who has an IEP and needs extra accommodations/modifications or a gifted student that needs to be challenged beyond the curriculum. As an educator, one needs to make sure that each student is able to succeed in the classroom. Talent, imagination and skill are attributes teachers must possess. When working with children who have diverse needs these attributes must be perfected (Fogel, 2005). There may be some areas...
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...Learning Styles of College Freshmen: Relationship to Classroom Behavior and Academic Performance in Biological Science Myrna Paez-Quinto Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts in Education (Biology Education) In the Division of Curriculum and Instruction College of Education University of the Philippines Diliman, Quezon City October 2003 ABSTRACT The research examines the relationship of students’ learning styles to classroom behavior and academic performance. It is also identifies which of the following factors – learning styles, sex, academic program and score in the admission test – best predicts academic performance. The study sample consisted of 304-non-science college freshmen enrolled in the following programs: accountancy-81, management-77, mass communication-56, psychology-29, marketing-21, political science-26, and education-14. To determine the student learning styles, the students accomplished the researcher-made Learning style Questionnaire. The questionnaire was validated by faculty members of the Psychology Department of the Far Eastern University. Classroom behavior was observed with the use of the ASEAN Student Rating Scale. The instrument was accomplished by the researcher while observing the students of different learning styles in their classes. An interview was conducted to cross validate the behavior shown by the selected correspondents. Questions...
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...The Gender Achievement Gap Rena Godfrey Capella University ED5540 Strategies for Eliminating the Achievement Gap Quarter & Year: Fall 2013 Email: godfreyrena@gmail.com Instructor: Marge Zuba, Ed.D. Gender Achievement Gap One of the most interesting and actively debated areas in educational research concerns the gender-based achievement gaps in math and science. Despite research efforts and statistical data backing up the notion that girls are falling behind in math and science, there still continues to be significant gender-based achievement gaps that are perpetuated by “insidious gender lessons, micro-inequities…that chip away at girls’ achievement and self-esteem” (Sadker & Sadker, 1994). Research studies shed light on significant decreases in girls’ achievement rates in math and science as early as middle school that continues to decrease into high school. Although the achievement gap in math has declined in recent years (AAUW, 1999), girls consistently score lower on the SAT and ACT than boys do, and the gap does not narrow in college. Researchers struggling to identify the origins of gender differences have examined a range of theories, including biological, environmental, cultural, and cognitive developmental approaches to gender differences. What is Gender Equity? Gender equity implies being treated equally fair for both male and female. Gender refers to the social roles of men and women, and boys and girls, as well as the relationships...
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...and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed through a dynamic process. It started with the review of the existing basic education curriculum in 1997 which took into consideration worldwide trends and Philippine realities. ** PARAMETERS OF THE BASIC EDUCATION CURRICULUM The demands of the learning environment, the society and the Filipino learner defined the parameters that govern...
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...sharpens the brain’s early encoding of linguistic sound. Eight year old children with just 8 weeks of musical training showed improvement in perceptual cognition compared with controls. Speech makes extensive use of structural auditory patterns based on timbre differences between phonemes. Musical training develops skills which enhance perception of these patterns. This is critical in developing phonological awareness which in turn contributes to learning to read successfully. Speech processing requires similar processing to melodic contour. Eight year old children with musical training outperformed controls on tests of music and language. Learning to discriminate differences between tonal and rhythmic patterns and to associate these with visual symbols seems to transfer to improved phonemic awareness. Learning to play an instrument enhances the ability to remember words through enlargement of the left cranial temporal regions. Musically trained...
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...Visual Impairment Introduction Vision challenge or impairment is when a person’s degree of seeing is very low and the affected person requires assistance in order to carry out daily routine. Significantly, for one to qualify as visually impaired there must be prove that a person cannot undertake duties by himself without necessary assistance. For a person to qualify as a visually challenged, there must be a prove that the affected eyes cannot be conventionally treated. Visual challenge cannot be corrected by surgery, refractive measures neither by medication and that is why it is termed as visual impairment. The most rampart causes of visual challenge are trauma, degenerative or congenital means and a variety of diseases. In the society, blindness is the term that is preferably used to describe a visually impaired per son. Low eyesight is generally revealed when the affected person cannot view a normal distance and walk by himself (Algozzine, 2006). The degree of impairment can also be revealed when a person cannot read some normal writings. This is to say that even with the assistance of contact magnifying glasses or even eyeglasses the victim cannot reveal the writings on a normal newspaper (Bailey & Hall, 1990). Hyperopic impairment is accrued with inability person to see objects in a close distance. Myopic impairment is quite the opposite of hyperopic whereby a victim cannot identify objects at close distance. All these vision challenges greatly obscure the affected person...
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...that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning: • Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum, Ralastin, Raney, Miron, et al., 1998). • Court TV’s Choices and Consequences program reduced middle school students’ verbal aggression — including tendencies to tease, swear at, and argue with others (Wilson, Linz, Federman, Smith, Paul, Nathanson, et al., 1999). • Viewing Sesame Street was positively associated with subsequent performance in reading, mathematics, vocabulary,...
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...TAELLN702A – Analyse and Apply Adult Numeracy Teaching Practices Table of Contents Table of Contents 2 1 Analyse & apply conceptual frameworks and theories underpinning numeracy teaching 4 1.1 Do the learning theories that underpin literacy teaching have any relevance to the teaching of numeracy? Discuss this question by identifying the similarities and the differences involved 4 1.2 In the realm of numeracy there are a number of frameworks that pertain to the teaching of numeracy to adults. Select two and discuss their relevance to numeracy teaching 7 1.3 It is clear that several adult learning principles apply equally to the teaching of numeracy and to the teaching of literacy. Review the adult learning principles and identify any that apply specifically to the teaching of numeracy. Select a skill from each of levels 1-3 of numeracy in the ACSF and explain how you would apply a relevant adult learning principle to the teaching of each numeracy skill. 7 1.4 Learning numeracy can occur in a number of contexts. Identify three or more contexts or types of provision in which numeracy learning for vocational education and training contexts, can take place and identify which levels of numeracy from the ACSF would be applicable. 10 2 Research literacy requirements of those participating in numeracy provision 12 2.1 Adult learners have a diversity of skills and backgrounds. From your experience identify examples of learner diversity and how it impacted on their...
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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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