Junnie Armel T.

Salud
3rd yr, BSEd-English Far Eastern University-Manila
PRINCIPLES OF TEAC IN! " #E$%SAT &'()'-&"(''

TOPIC( MULTIPLE INTELLI!ENCES

PRINCIPLES OF TEAC IN! AN$ LEARNIN! LAN!UA!E which is composed of 3 lessons. The first lesson is about the multiple intelligences. Before we go on with our discussion, let us try to analyze this question *Is intelli+en,e a sin+le t-in+ .r vari.us intelle,tual /a,ulties01 !ou must find out the answer after this lesson. "r. #oward $ardner, a professor of cognition and education at the #ar%ard $raduate School of Education, de%eloped his theory of multiple intelligences &' years ago. "r. $ardner says that people employ se%eral different types of intelligence, rather than one general type. (s a teacher, our primary customers are the learners. The starting point of teaching is, therefore, )nowing the nature of the learner and the nature of the learner naturally includes his*her intelligence. ++,hat does intelligence mean to you-.ntelligence is the capacity to do something useful in the society in which we li%e. ++.s intelligence an important characteristic of a person-!es. Because intelligence may be the best way to classify #umans/we ha%e our differences0 different le%els and )inds of intelligences, and with that, with the help of proper measuring materials, we can determine where a person lac)s competiti%eness on a particular type of )nowledge. (nd also through this intelligence, we are distincti%ely different from all other creatures in the world. ++"oes intelligence define one1s personality-2or e3ample, person 4(5 lo%es to play musical instruments since he was a )id, and person 4B5 lo%es to write poems, read no%els and watch plays. ,ith gi%en manifestations, what can you say is the type of intelligence persons 4(5 and 4B5 has- So, if all of you become a teacher someday and you see some of your students for e3ample, they are %ery interested in writing essays, no%els, etc. 6r some are interested in music and arts, as a teacher, it is your duty to disco%er e%erybody1s talent and help it blossom. 7ow that we already )now the meaning and essence of intelligence, let us compare the old %iew of intelligence %ersus the new one.

Intelli+en,e 2as /i3ed4 They loo) at intelligence before as bounded by certain limitations and .ntelligence is fi3ed at a certain le%el and is focused primarily on a particular )nowledge. .n the new %iew, the intelligence can be de%eloped0 there is a quotation that goes li)e this, 8"ES9.TE .TS .7(:S9.;.6:S (99E(<(7;E, T#E B<(.7 ;(7 ST6<E =6<E .726<=(T.67S T#(7 (>> 62 T#E >.B<(<.ES .7 T#E ,6<>".? =eaning you could still acquire more )nowledge and the learning doesn1t stop at one phase.

Intelli+en,e 5e/.re 2as measured 5y num5er4 in pre%ious times before you can be considered intelligent, you got to pass some )ind of an e3am, the score you will get would determine your le%el of intelligence/and these are called .@ Tests. 87umbers mean something?, according to =r.;ulala on our class in =easurement and E%aluation, but in measuring intelligence you cannot really determine one1s le%el and )ind intelligence by using a test and basing on the test score alone because most of the .ntelligences are not numerically quantifiable/li)e =usical, Bodily-Ainesthetic, .nterpersonal and .ntra-personal because it requires performances in which you cannot do in a paper-pencil .@ test.

Intelli+en,e 2as unitary4 .n the traditional %iew they loo) at intelligence as one general type that can be measured thru an .@ Test, but now a person1s intelligence can be e3hibited in multiple ways/and these are the =ultiple .ntelligences.

Intelli+en,e 2as measured in is.lati.n4 before they belie%e that the only way we can measure our intelligence by the use of .@ Tests, but now that they loo) at .ntelligence as not unitary, we cannot Bust say that a person is intelligent based on the result of an .@ Test alone but also through some performances, that most of the intelligences require. (nd now they belie%e that a person is intelligent if he can use his )nowledge to sur%i%e in real-life situations.

Intelli+en,e 2as used t. s.rt students and 6redi,t t-eir su,,ess4 before thru an .@ test, they classify and ran) people based on the result of the .@ Test and foresee the future of the person based on the measured intelligence. But now the )inds and le%els of intelligence are used to determine the strengths and wea)nesses of a person1s intelligence, and can be used to e%aluate and further de%elop one1s capacities.

#a%e you e%er wondered why Tiger ,ood 4for e3ample5 is so good in golf and others are not- !ou might say because Tiger ,ood has 8T(>E7T?. ,ith "r. $ardner1s Theory of =ultiple .ntelligences, he tells us that this it is in fact what we call 8.7TE>>.$E7;E?. #is wor) not only has challenged the traditional %iew of intelligence as a unitary capability that measured by .@ Tests but also has gi%en rise to a new definition of intelligence and a new approach to learning and teaching. #is %iew of intelligence is dynamic-e3panding far beyond the linguistic and logical capacities that are traditionally tested and %alued in schools. (ccording to $ardner, the intelligence is consists of C intellectual capacities.

1.) >inguistic- s)ill in the use of words for e3pressi%e and practical purposes. ( person with %erbal-linguistic intelligence #as the ability to spea) effecti%ely or write effecti%ely. the inclination for spea)ing, writing, listening, reading. a sensiti%ity to the sounds, meanings, structures and styles of language. &.5 >ogical-mathematical- s)ill in organization, problem sol%ing and reasoning, curiosity and in%estigation. 3.5 Spatial- %isual acti%ities. D.5 Bodily-Ainesthetic- use of physical strength*body. E.5 .nterpersonal- responding to other1s feelings. F.5 .ntra-personal- assessing oneself. G.5 7aturalist- classifying li%ing or natural things. C.5 =usical- acti%ely enBoys listening to music*playing musical instruments.

The implication of the theory is that learning*teaching should focus on the particular intelligences of each person. 2or e3ample, if an indi%idual has strong spatial or musical intelligences, they should be encouraged to de%elop these abilities. ( further implication of the theory is that assessment of abilities should measure all forms of intelligence, not Bust linguistic and logical-mathematical. (nd someday if you become a teacher don1t Budge your students by academic result alone, . told you that as being a teacher you should encourage your students to de%elop their talents and help them out blossom0 your students may possess other intelligences waiting for you to disco%er. So can you now answer this question, IS INTELLIGENCE A SINGLE THING OR VARIOUS INTELLECTUAL FACULTIES? 4The types of .ntelligence %aries within each

person, the intelligence is not unitary because intelligence can be e3hibited in many or multiple ways5.

7ow that we1re done with =ultiple .ntelligences, let1s go now to the ne3t lesson, e%ery one of us has our own unique styles/in cheating- 7ope, but basically in learning. 2or this lesson, we are going to study the D learning styles gi%en by #ar%ey Sil%er. >et1s read these situations +++4acetate5 and let1s find out what particular learning style does each of them has. The following four passages were written by four different Eth and Fth grade students about their e3periences at school and each student represents one of the D learning styles. <ead the passages and decide which one sounds the most li)e you.

4>ET S6=E ST:"E7TS <E(" T#E 9(SS($ES 67E (T ( T.=E5

...Samuel , -wants to )now e3actly what is e3pected of him and how well the tas) must be done and why. -he li)es when the teacher shows him e3actly what to do. -he also li)es seeing tangible results. Samuel T. shows signs of person with a =(STE<! ST!>E of learning.

A Pers.n 2it-(

Learns 5est /r.m(

Li8es t.(

$.esn9t li8e %t.(

-MASTER7 ST7LE

$rill4 dem.4 6ra,ti,e and ands-.n e36erien,e.

-d. t-in+s t-at -ave immediate4 6ra,ti,al use.

-d. tas8s t-at are n.t in 6ra,ti,al use. -a,tivites t-at

-5ein+ a,8n.2led+ed. -5ein+ 6raised /.r 6r.m6t and ,.m6lete 2.r8. -re,eive /eed5a,8s.

re:uire ima+inati.n. -a,tivities 2itmulti/a,eted dire,ti.ns.

...Nina,

-lo%es e3pressing herself much. -she lo%es to e3plore new ideas. -she li)e thin)ing of things to do.

7ina 2. has signs of person with a SE>2-EH9<ESS.IE ST!>E of learning.

-SELF-E;PRESSI<E ST7LE

Creative A,tivities

-learn t-r.u+-detailed and dis,.very. demandin+ r.utines. -6ers.nal insi+-ts .r dis,.veries.

...Nan,y, -lo%es studying about ideas and how things are related. -lo%es to compare choices and ma)e decisions. -problem-sol%ing 7ancy has signs of person with an :7"E<ST(7".7$ ST!>E of learning.

-UN$ERSTAN$IN! ST7LE

Le,tures4 readin+4 l.+i,al dis,ussi.ns.

-li8es t. 6lan and .r+ani=e -er 2.r8. -2.r8 inde6endently.

-mem.ri=ati.n -r.utine .r r.le assi+nments.

...S-amir,

-li)es helping someone. -lo%es getting emotionally in%ol%ed.

Shamir shows signs of person with an .7TE<9E<S67(> ST!>E of learning.

-INTERPERSONAL ST7LE

!r.u6 E36erien,es4 r.le 6layin+4 6ers.nal e36ressi.n

-re,eivin+ en,.ura+ement -s-arin+ 6ers.nal /eelin+s

-l.n+ 6eri.ds ./ 2.r8in+ al.ne silently

(;T.I.T! <an) the D characters according to their similarity to you J.7ot at all li)e me &.( little li)e me 3.Somewhat li)e me D.( lot li)e me

SAMUEL

NINA

NANC7

S AMIR