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An essay about english teaching methods
Theories of multiple intelligence and teaching
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The Multiple Intelligences theory and vocabulary learning strategies
( A study of faculty of education students vocabulary learning strategies)
Introduction:
Studying human languages is the door to study human brain that is manifested in different language activities . .Since 1984, when Howard gardener introduced his concept of intelligences on bases of his multiple Intelligences theory (MIT),a paucity of studies have been conducted in the field of English language teaching. But , linguistic research in Sudan is still poor and in need of work in this area. In addition to that , the problem of standards deterioration necessitates investigating English language learners practices.
This work tries to study one of these practices through approaching the issue of vocabulary learning strategies . This study is based on psychological basis of the multiple intelligences theory (MIT) of Gardner.
The problem of the research:
This research is mainly concerned with the utilization of providing the learners with information that present their potentialities and multiple intelligences to them . As they come familiar with their areas of strength and weakness , they start to reconsider and think of the learning strategies and habits that they practice when study vocabulary . They will be trained to select and apply what strategies are appropriate to their learning styles and multiple intelligences . the learners are expected to be fully aware of the process of learning vocabulary , modify their learning habits and achieve standards improvement.
The Questions of the research :
In order to study the habits and strategies that are practiced by students when studying vocabulary and investigate its relation with their multiple intelligences, the following questions will be raised:
1- To what extent do the students use vocabulary learning strategies that are appropriate to their multiple intelligences?
2- What is the effect of providing the learners with their multiple intelligences and the appropriate strategies of learning vocabulary?
3- What are the practical applications of (MIT) on TEFL in Sudan?
Significance of the Study:
This study takes its significance from the following points :
1- It develops students learning in the field of vocabulary and prepare them for a life – long learning process.
2- It enlightens English language teachers in this important area.
3- It gives insights and ideas to syllabus developers and English language supervisors that improve the teaching follow up process.
I was interested in finding out how teachers can help ELL students to develop this type of vocabulary and whether or not there is a highly effective technique that can benefit every student in class. As classroom teachers we need understand the unique needs of our ELLs. We need to understand that while they are just as capable as our native speakers, they are at a distinct disadvantage because of the amount of information they must process all at once that is in a language they do not fully understand. I have found that there are a number of ways that teachers can foster vocabulary growth in ELLs, I am going to focus on of the most effective: use of graphic organizers.
According to Howard Gardner (1991), every individual is born with a certain intelligence or potential intelligence. It is unfair to teach and/or assess an individual with a standard guideline or benchmark. This is mainly because every individual possess a different intellectual strength and different kinds of mind that learn, perform and understand in a different ways which is difficult to be changed. If an individual cannot understand the way we communicate, we should communicate in the way they can understand. Howard Gardner (1983), in his Multiple Intelligence Theory, proposes that human intelligence has seven dimensions that should be acknowledged and developed by the encouragement of learning and self-development and
... Without adequate vocabulary, students do not have the ability to understand, discuss, and learn. However, teaching specific vocabulary in a meaningful and explicit way improves ones vocabulary and allows them to understand and gain knowledge from the classroom within which that vocabulary is being used. Consequently, learning vocabulary skills addresses the problem of students being able to read but not having sufficient vocabulary skills to understand what they are reading within and outside the classroom environment. Works Cited Gibbons, P. (2000).
Despite the Multiple Intelligence theory and learning styles being able to work together in harmony to create lesson plans and grading formats in the classroom that allow all students the opportunity to reach their full potential, they also contain varied views on the assessment of proficiency. That being said, I believe if both models are implemented in the classroom positive results will be
Howard Gardner is the “John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero” (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the quality of crossing traditional boundaries between academic disciplines or schools of thought in education (Gardner bio). MI theories offer tools to educators that will allow more people to master learning in an effective way and to help people “achieve their potential at the workplace, in occupations, and in the service of the wider world” (Gardner papers).
Vocabulary development should give the students the ability to learn the meaning of new words and concepts that are presented to them in their text. Learning this skill will help students with comprehension and their content area curriculum. By teaching students vocabulary development, students will have a reserve of new words, connect new words with their previous knowledge, gain the ability to understand and comprehend the text, and lastly, it will increase a students’ word knowledge to connect with their comprehension and success.
In this paper, I will give a brief overview of Gardner’s Theory of Multiple Intelligences (MI). I will also discuss the merits and critiques of the theory in the field of cognitive development. I will also discuss the applicability of Gardner’s theory to my personal development. The final section will cover the application of the theory in a counselling framework. This will be supported by discussing theoretical orientations that would best adopt application of Gardner’s theory.
First and foremost, Jones and McLachlan (2009) argue that the acquisition of a new language within the classroom setting is best achieved when key linguistic competences such as, speaking, listening, writing and reading are interlinked to create a whole language experience (Jones and Coffey 2013; Kirsch 2008). Gardner (1983) researched into cognitive processes and suggested in his seminal theory that there is the existence of seven forms of intelligence, which are regularly targeted within the MFL lessons, such as kinaesthetic, visual, musical, intrapersonal, interpersonal, logical and verbal-linguistic learning (Goswami and Bryant 2007; Jones and Coffey 2013; White 2005). This suggests that if teachers provide opportunities for the pupils to access and participate in the learning, and make available ample opportunities for pupils to contribute their understanding (McCallum et al. 2000; Pachler et al. 2007) that children can be assessed using different assessment strategies suited to the learning style (LGfL 2011). As a result the scheme of work (Appendix 1) adopts a range of kinaesthetic, visual, audible learning strategies throughout and using a range of resources also allows assessment to consider the l...
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
In closing, implementing only one theory of learning can be limiting to the success of students in a classroom setting. A more effective approach would be “draw from two or more theoretical perspectives… to better capture the complex nature of human thinking and learning” (Ormrod, 2012). According to Howard Gardner, there are multiple intelligences in human individuals that are based on biological and cultural elements (Brualdi, 1996). Since each of the intelligences work independently of each other, but also complement each other individuals learn, teachers should teach accordingly (Brualdi, 1996).
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
As the name suggests, linguistic learners most easily acquire information through words. They love to read, write, and tell stories. Memorizing names, places, dates, and trivia come naturally to these learners (Mantle, 2002). People with a linguistic preference have an awareness of the sounds, rhythms, and meaning of words. These students learn best by saying, hearing, and seeing words.
When follows The Cognitive Theory one can define a different way to learn in particular core subjects, the different types of learners, and some advantages that come available when one changes. In today’s society Americans have create a place where everything revolves around money, with the smartest people obtaining the most amount of money. The lawyers, chemical engineers and doctors are the role models of today’s society but within each of these fields each individual has establish a learning style, to help one to succeed.
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.