1 Learning Strategy Training, Cooperative Learning and Multiple Intelligences

Learning Strategy Training, Cooperative Learning Multiple Intelligences.

Milagro de la Paz Hernndez.

Teaching Methods Professor: Lic. Elmer Jorge Guardado October 28, 2013

2 Learning Strategy Training, Cooperative Learning and Multiple Intelligences

Learning Strategy Training, Cooperative Learning and Multiple Intelligences.

For many years, we have focused on providing teachers with the training and resources to make successful cooperative learning a reality in their classrooms. Recently, we have dedicated a great deal of energy to the theory of multiple intelligences. A comprehensive site providing a research-based introduction for both multiple intelligences and learning styles, explanation of the eight intelligences and the four learning styles, and practical applications for teachers and students. We place emphasis on simple multiple intelligences instructional strategies which can be incorporated as part of any lesson. Simple, instructional strategies can be easily integrated into any lesson to release the power of cooperative learning and multiple intelligences. In cooperative learning we have identified distinct strategies for mastery (practice and review), higher-level thinking, sharing information, building communication skills, teambuilding, and class building. For multiple intelligences, we have identified many strategies which engage and develop each of the eight intelligences based on the following question.

1- What is Learning Strategy Training? 2- What is Cooperative Learning? 3- What are multiple Intelligences? 4- How much intelligences are?

3 Learning Strategy Training, Cooperative Learning and Multiple Intelligences

What is Learning Strategy Training?

Learning strategies training are characteristics that distinguish one learner from another; however, the sets of specific techniques that learners actually put to use deal with problems in language learning and use are labeled strategies. There is no doubt that whatever the teaching method; certain learners seem to be more successful at language learning than others. Brown (1994) notes that difference in success as language learners has led to the realization that individual variation in language learning is a significant factor.

It seems that certain people are better language learners than others. This led to extensive research aiming at determining the factors which foster language learning and use that the literature on learning strategies in second language acquisition is the result of concern for identifying the strengths of successful language learners.

Gardners Multiple Intelligence Theory looks at the learners strengths and weaknesses in light of the eight intelligences. If we are to look at the eight intelligences as learning styles, then, the strategies used will show some relationship to the intelligences. Riding and Rayner (1998) claim that over time and with experience individuals will develop a range of strategies which contribute to their learning style. Likewise, learning style preferences will influence the strategies used. (Vodopija-Krstandovi, June, 2003)

4 Learning Strategy Training, Cooperative Learning and Multiple Intelligences

What is Cooperative Learning?

Cooperative learning is generally defined as a teaching arrangement in which small, heterogeneous groups of students work together to achieve a common goal. Students encourage and support each other, assume responsibility for their own and each other's learning, employ group related social skills, and evaluate the group's progress. The basic elements are positive interdependence, equal opportunities, and individual accountability. Human beings are social creatures by nature and cooperation has been used throughout history in all aspects of our lives. Therefore, it follows that cooperative learning groups in schools would be used as a logical teaching method. (Dotson, 2001)

Cooperative learning represents a valuable strategy for helping students attain high academic standards. After nearly fifty years of research and scores of studies, there is strong agreement among researchers that cooperative methods can and usually do have positive effects on student achievement. However, achievement effects are not seen for all forms of cooperative learning; the effects depend on the implementation of cooperative learning methods that are characterized by at least two essential elements: positive interdependence and individual accountability. In areas other than achievement, there is even broader consensus about the effects of cooperative learning. For example, when students of different racial or ethnic backgrounds work together toward a common goal, they gain in liking and respect for one another. (Dumas, 2012)

5 Learning Strategy Training, Cooperative Learning and Multiple Intelligences

What are Multiples Intelligences?

Multiple Intelligences is an approach to teaching, introduced by Howard Gardner in 1993, that focuses on his belief the learners' intelligence is not a single structure like IQ but a conglomerate of different types of "intelligences". Gardners multiple intelligences extents the concept of the one intelligence and defines a broader variety of intelligences for everyone. This takes into account the idea that a person who is good at mathematics is not necessarily good at other tasks. Furthermore it questions the concept that a person with low mathematical skills is considered to be less intelligent even though he or she might be a high achiever in other areas like music, sports, etc. The hypothesis has met a mixed response, with many psychologists resisting a differentiation of the concept of intelligence as empirically unsupported and many educationalists supporting the practical value of the approach. It is often suggested that Gardners "Intelligences" should rather be called "abilities" to avoid such criticism. (Teaching, 2013)

The Multiple Intelligence theory, developed by Howard Gardner, challenges the notion that human beings have a general capacity, which is called intelligence, to deal with the different situations that life can throw up for them. Many people believe that this general capacity is fixed for a particular individual, and varies in quantity from one person to another. Gardner asserts that intelligence should be viewed in a pluralistic way, so the question In what ways is this person intelligent? replaces the question Is this person intelligent? Gardner has identified seven or perhaps more different intelligences, based on research which indicates that intelligence is multiple and occurs in different parts of the brain and the mind system. Gardner defines intelligence as the ability to solve problems, or to fashion products, that are valued in one or more cultural or community settings. (Year, 2006)

6 Learning Strategy Training, Cooperative Learning and Multiple Intelligences

How much intelligences are? All students learn each days lesson in seven ways. They build models, dance, make collaborative decisions, create songs, solve deductive reasoning problems, read, write, and illustrate all in one school day. Some more specific examples of activities using distinct intelligences at each as follow:

(Intrapersonal Intelligence), students explore the present area of study through research, reflection, or individual projects.

(Interpersonal Intelligence), they develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm ideas and discuss that days topic collaboratively.

(Musical Intelligence), students compose and sing songs about the subject matter, make their own instruments, and learn in rhythmical ways.

(Spatial Intelligence), they explore a subject area using diverse art media, manipulables, puzzles, charts, and pictures.

(Kinesthetic Intelligence), they build models; dramatize events, and dance, all in ways that relate to the content of that days subject matter.

(Verbal/Linguistic Intelligence), students read, write, and learn in many traditional modes. They analyze and organize information in written form.

(Logical/ Mathematical Intelligence), they work with math games, manipulative, mathematical concepts, science experiments, deductive reasoning, and problem solving. (Campbell, 1991)

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In this chapter we have considered methodological innovations that have revolved around language learners. Does it make sense to you that language teachers should think about teaching skills such as working cooperatively, in addition to skills that relate directly to language? Can you think of any learning strategies that you can introduce to you r students to facilitate their language acquisition? Would you want to adopt any of the practices from cooperative learning when you ask your students to work in small groups? Does it make sense to diversify your instructional practices in order to accommodate your students' learning styles or multiple intelligences? As teachers, it cans him useful to be reminded about the unique qua laities of each of our students. Keeping this in mind will provide a useful backdrop for the next chapter, in which we address the question of methodological choice.

Once again note the complementarily between this trend and the on is presented in the previous chapter. Cooperative learning groups can easily work on tasks from a task -based approach to language instruction for instance. Yet cooperative learning is similar to learner strategy training as well in that both require language to teach other skills in addition to teaching language. The last methodological innovation we will consider in t his chapter is multiple intelligences. Teachers who adopt t his approach expand beyond language, learning strategy, and social skills training, address other qualities of language learners. (Larsen-Freeman, 2000)

8 Learning Strategy Training, Cooperative Learning and Multiple Intelligences

REFERENCES

Campbell, B. (1991). Multiples Intelligences in the Classroom. New York.: Context Institute. Dotson, J. M. (14 de May de 2001). kaganonline. Recuperado el Wednesday. de October de 2013, de kaganonline: http://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php Dumas, A. (08 de November de 2012). cde.ca.gov. Recuperado el Tuesday de October de 2013, de cde.ca.gov: http://www.cde.ca.gov/sp/el/er/cooplrng.asp Larsen-Freeman, D. (2000). Technique and Principles in Language Teaching. Oxford, New York: Oxford University Press. Teaching, E. (11 de September de 2013). teflpedia. Recuperado el Wednesday de October de 2013, de teflpedia: http://teflpedia.com/Multiple_Intelligences Vodopija-Krstandovi, I. (June, 2003). MultipleIntelligence In The EFL Classroom. Brattleboro, Vertmon: School For International Training. Year, T. (08 de February de 2006). ty.slss.ie. Recuperado el Monday de October de 2013, de ty.slss.ie: http://ty.slss.ie/research_multInt.html