Present perfect (a video from my PC)

Present perfect ( a video from youtube)

our first podcast

An excellent blog to visit

http://ilex4.blogspot.com

Other video about multiple intelligences

Find your strengths

How can you know what kind of intelligence your students have, if you don't know which is yours?
Find it out in the following link

http://literacyworks.org/mi/assessment/findyourstrengths.html

Video: What's multiple intelligence theory?

Multiple intelligences

Many teachers know something about the Multiple Intelligence Theory(MI) proposed by Howard Gardner in his book "Frames of Mind", published in 1983, and subsequently developed by his team at Harvard University through Project Zero. But it is not always clear as to how this theory could be used in the classroom in order to improve the learning of English as a second language.
In one of his more recent books, The Unschooled Mind (1991), Gardner presents the basis of his theory as follows:
"I have posited that all human beings are capable of at least seven different ways of knowing the world -- ways that I have elsewhere labeled the seven human intelligences. According to this analysis, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences -- the so-called profile of intelligences -- and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." (p12)
Teachers are well aware of the fact that every classroom is full of students who are different from each other in many different ways. Each student comes from a different social, economic and cultural background, each one has different areas of interest, different ways of expressing themselves, different strengths and weaknesses, and now the teacher is being asked to be aware of the fact that each student also has their own individual intelligence profile. Obviously all of these factors can affect the student's learning process but how should the teacher face such diversity in the classroom?
The 'traditional' classroom tends to treat students as a homogeneous group, with the teacher presenting the same exercises to all students at the same time, and expecting the same answers to be produced within similar time limits. Students are expected to absorb the knowledge presented by the teacher with a strong emphasis on the use of language and logical-mathematical analysis. Most academic knowledge is presented for learning by means of an extremely limited (or limiting) methodology and the acquisition of that knowledge is evaluated by means of rote tests, whereby the best grades are assigned to students who demonstrate the greatest ability for memorization. As Gardner says on the same page of the book quoted above:
"... some acknowledgement that people do learn, represent and utilize knowledge in many different ways is important to my argument (...) these differences challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. (...) I argue that a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students -- and perhaps the society as a whole -- would be better served if diciplines could be presented in a number of ways and learning could be assessed through a variety of means." (Ibid, p12-13)
Teachers are aware of the diversity in their classrooms. They know it is important to learn something about their students in order to invest more efficiently in the teaching-learning process, but it is not always clear what kind of knowledge would be most relevant and in what way this knowledge can be acquired. In this paper, I would like to propose that Gardner's MI Theory could be used as an initial step in order to investigate the diversity which exists in every classroom, to find out more about students' strengths and weaknesses as related to the learning process.
Intelligence has traditionally been defined in terms of intelligence quotient (IQ), which measures a narrow range of verbal/linguistic and logical/mathematical abilities. Howard Gardner (1993) argues that humans possess a number of distinct intelligences that manifest themselves in different skills and abilities. All human beings apply these intelligences to solve problems, invent processes, and create things. Intelligence, according to MI theory, is being able to apply one or more of the intelligences in ways that are valued by a community or culture. The current MI model outlines eight - nine intelligences, although Gardner (1999) continues to explore additional possibilities.

1. Visual/Spatial Intelligence: Ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.Their skills include:Puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.Possible career interests:Navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers

2. Verbal/Linguistic Intelligence: Ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.Their skills include:Listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.Possible career interests:Poet, journalist, writer, teacher, lawyer, politician, translator

3. Logical/Mathematical Intelligence: Ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments.Their skills include:Problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapesPossible career paths:Scientists, engineers, computer programmers, researchers, accountants, mathematicians.

4. Bodily/Kinesthetic Intelligence: Ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.Their skills include:Dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body.Possible career paths:Athletes, physical education teachers, dancers, actors, firefighters, artisans.

5. Musical/Rhythmic Intelligence: Ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).Their skills include:Singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music.Possible career paths:Musician, disc jockey, singer, composer.

6. Interpersonal Intelligence: Ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.Their skills include:Seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.Possible Career Paths:Counselor, salesperson, politician, business person

7. Intrapersonal Intelligence: Ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.Their Skills include:Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others.Possible Career Paths:Researchers, theorists, philosophers

8. Naturalist Intelligence: Ability to recognize and categorize plants, animals and other objects in nature

9. Existential Intelligence: Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
Adapted from: http://www.ericdigests.org/2001-1/multiple.html
http://iteslj.org/Articles/Currie-MITheory.html