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Tomlinson, C. Get the best of Edutopia in your inbox each week. Howard Gardner's Eight Intelligences The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information: Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.
Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems. Visual-spatial intelligence allows people to comprehend maps and other types of graphical information. Musical intelligence enables individuals to produce and make meaning of different types of sound. Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world. Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions. Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.
- (DOC) Multiple Intelligence: Case Study | Rubendran Arumugam - eqocehotec.tk.
The Difference Between Multiple Intelligences and Learning Styles One common misconception about multiple intelligences is that it means the same thing as learning styles. Specifically: Providing students with multiple ways to access content improves learning Hattie, During their second year they began to learn how to read and write in English. The case study deals with the latter teaching situation.
After the Christmas holiday the children were asked to fill in a questionnaire about the school activities they like most table 1. All children appointed the activities associated with physical education as their favourite which confirmed the my expectations and made necessary the design of as many teaching activities catering forkinaesthetic learners as possible. Subject: English Level: 2 nd class Age: years Aims:. Some of the pupils are familiar with the story, though.
The pupils get the feel for the story and a general picture of what it is about. The pupils are given papers with texts from the story. They underline the words they can recognize.http://promotime.md/war-tales-boxed-set-spy-thrillers.php
An Overview of Case Studies About the Influence on Multiple Intellige…
Variations of this activity is repeated throughout the course: the pupils colour the familiar words with their favourite colours; or they associate the familiar words with the corresponding animal and colour them in the appropriate colour; or they colour the words they find easy orange and the ones they find difficult blue. At the end of the course the pupils colour the familiar words according to the following scheme: nouns — red; verbs — blue; adjectives — yellow. The teacher tells the first part of the story again, this time using flashcards with what the characters say.
Helped by the teacher, the pupils read the sentences on the flashcards. They practise the dialogue chorally, then sing it as a chant and finally act it in pairs. This procedure is followed when introducing the other parts of the story see step 3. The pupils practise reading by playing a board game in groups of They throw a dice and move a counter along the track. When they step on a picture, they have to name it.
Multiple Intelligences: What Does the Research Say?
When they step on a sentence, they have to read it. If they cannot do that, they are helped by their partners but they miss a turn. When the pupils finish the game, they write the words or sentences they stepped on. This activity with different contents is repeated throughout the course for practicing the latest part of the story. In other activities the pupils have to decipher coded words and messages using a code given by the teacher.
At a later stage they themselves cipher sentences from the story and their friends have to guess them. The numbers of letters in the words are given together with their first and last letters. When a team guess the word and spell it correctly, they put their sign a nought or cross in the corresponding square Since the pupils got over-excited during this game, they played it at the end of the lessons.
When the pupils find all the houses, they colour them. They may colour the rest of the map as well. Then they write the less advanced learners copy them from the board different sentences from the story on different pieces of paper and put them on those places on the map where the corresponding conversations take place. More and more sentences are given until the pupils construct the complete dialogues and situate them in their appropriate places.
A Mexican Study of Multiple Intelligences for Pre-Service Teachers of English as a Foreign Language
The pupils make figures of the animals from the story using plasticine. They decorate the maps with different natural materials. This decoration is preceded by a discussion of what you can see in a wood; what you can smell, hear, feel. Furnham, A. Estimates of ten multiple intelligences: Sex and national differences in the perception of oneself and famous people.
European Psychologist, 7 4 , Tiempo de Educar, 6 12 , Gardner, H. Frames of mind: The theory of multiple intelligences. Gomis, N. Universidad de Alicante, Spain. Hall, M. Learner-centered instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 1 , Huerta, R. Kincheloe, J. Twenty first century questions about MI.
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Lizano, K. Revista Educare, 12 1 , Medina, E. Universidad de San Carlos de Guatemala. Merriam, S. Case study. Merriam, and Associates Eds. Morgan, H. Roeper Review, 18 4 , Padovani, J. Reyna, S. Ocampo Coord. Richards, J. Approaches and methods in language teaching 2nd ed. Rigo, D. Romero, B.