Reflection Multiple Intelligence and Language Teaching - TC2EN 225

TC2EN 225 – Writing Assignment Guidelines - The content of your assignment should be based on deep thinking and logical analysis of TP practices in terms of the application of approaches, methods, and techniques. - Make sure your paper contains the following elements: 1. Description 2. Interpretation 3. Outcome - Your writing assignment should be typed on an A4 paper. Font: New Times Roman Size: 12 Lines: double-spaced Margins: 1” inch (2.54 cm) for all sides Color: black - Your writing assignment should have a cover page with a title, your name, your ID, your course code and section number. - Your writing assignment should be between 500 – 700 words. - Do not use contractions (e.g. isn't [is not], shouldn't [should not], etc.) - Your reflection should be submitted in hard copy (printed out). - The evaluation of your assignment will be based on: 1. Content 2. Organization 3. Language 4. Spelling and punctuation Note: See attached Rubric and hand in your assignment with it. DR. EFREN O. PERALTA Professor My cooperative teacher her name is Mrs. Layla she teaches grade 4 in Alnadalus primary girls school English subject The teacher uses this approach: Multiple Intelligences and Language Teac hing Background - A learner-based philosophy that views human intelligence as having multiple dimensions that must be acknowledged and developed in education. - IQ tests suggest that intelligence is a single, unchanged, inborn capacity. - Human beings have multiple intelligences but they differ in the strengths and combinations of these intelligences; all of them can be enhanced through training and practice (Gardner, 1993) - MI focuses on learners' differences and the need to recognize them in teaching. - Gardner's MI Model has eight domains: 1. Linguistic: ability to use language in special and creative was 2. Logical/mathematical; ability to think rationally 3. Spatial: ability to form mental models of the world 4. Musical: a good ear for music 5. Bodily/kinesthetic: having a well0-coordinated body 6. Interpersonal: ability to work well with people 7. Intrapersonal: ability to understand oneself and apply one's talent successfully 8. Naturalist: ability to understand and organize patterns of nature Theory of Language and Language Learning - Language learning is held to be integrated with music, bodily activity, interpersonal relationships, etc. - Language learning is not limited to linguistic perspectives but encompasses all aspects of communication MI Principles - Learners have individual learning styles, preferences, or intelligences - Teaching becomes more successful when individual differences are acknowledged, analyzed, and accommodated. - MI is culture-free and avoids conceptual narrowness. Design: Objectives, syllabus, activities, learner role, teacher role, role of materials - Classroom is based on making learners designers of their own learning experiences. - A goal-directed learner and happier person is held to be a better L2 learner. - No syllabus but learning follows the following sequence - Awaken the intelligence: sensitize learners to many objects around them. - Amplify the intelligence: students strengthen and improve their intelligence by volunteering objects and events of their own choice. - Teach with/for the intelligence: linked the intelligence to the focus of the class plus some aspects of language learning - Transfer the intelligence: students reflect on their learning experience of the 3 stages and relate these to issues and challenges outside the class MI Implementation - MI projects based on one or more intelligence to stimulate a particular intelligence - Curriculum-based projects: based on curriculum content but categorized according to particular intelligence - Thematic-based projects: based on themes from curriculum/classroom but divided into different intelligences - Resource-based projects: provide students with opportunities to research a topic using multiple intelligence - Student-choice projects: designed by students and draw on particular intelligence Suggested Classroom Settings that Suit NMI Model - Play with strength: structure activities around learners' strengths - Variety is the spice: teacher directs mixed classroom activities - Pick a tool to suit the job: link language dimensions, levels, and functions to most appropriate type of MI activity - All sizes fit one: every individual exercises his intelligences - Me and my people: language involves cultural aspects and should be considered in MI classroom