mmml silvia a s 2013

Multi Merry Multi Merry Modes of Modes of LearningLearning

Multiple Intelligences Theory Multiple Intelligences Theory Applied to Teaching Little KidsApplied to Teaching Little Kids

Prof. Silvia A. Schnitzler www.silvias.com.ar

““At school”,At school”, wrote John Lennon, wrote John Lennon, “all “all

theythey had was information I didn’t had was information I didn’t

need.”need.”

This still holds true in some classrooms, This still holds true in some classrooms,

where kids are pigeonholed instead of where kids are pigeonholed instead of

having their intelligence/s activated in having their intelligence/s activated in

many different ways. many different ways.

In this session, we offer practical ideas and In this session, we offer practical ideas and

activities to ensure that no child is left activities to ensure that no child is left

behind because he/she does not behind because he/she does not fit the fit the

mouldmould. .

Activating children’s Activating children’s intelligencesintelligences

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar

Educational professionals have been arguing about multiple intelligences and learning styles for quite a while now.

The question lies, though, if all all intelligencesintelligences and learning styles are addressed in the foreign language lessons.

It seems to me that some types (in the academic categoryacademic category) have been more predominant than the others (in the expressive one).expressive one).

Be Yourself & Be Merry =)

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar

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

Take a testTake a testM M M LSilvia A.

Schnitzlerwww.silvias.com.ar www.silvias.com.ar

Results: Results:

PERSONALPERSONAL

Category of Intelligence

Characteristics FL Classroom Activities

Intrapersonal / Introspective

Self Smart: understanding oneself and taking responsibility for thinking on one’s own.

Goal setting; journals and personal reflection; problem-solving activities; independent assignments such as autobiographies & family heritage study; open-ended expression.

Interpersonal / Social

People Smart: understanding others; getting along with others; interpreting individuals’ moods, motivation,inhibitions

Cooperative tasks (think-pair-share & jigsaws); creative group tasks (collages & story books); interactive tech (e-mail, CD rom & internet)

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar

ACADEMICACADEMICCharacteristics FL Classroom Activities

Logical / Mathematical

Logic Smart: logical reasoning, categorising facts, sequential thought.

Graphic organizers that show patterns & relationships; problem-solving manipulatives; puzzles & games; challenge tasks.

Verbal / Linguistic

Word Smart: communicating by listening, speaking, reading & writing; using language to link new knowledge to prior experiences.

Graphic organizers to promote brain-storming & generating ideas; list making; mnemonics; verbal games; speakers; interviews; peer teaching; personal expression (opinions, reactions); logs or journals.

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar www.silvias.com.ar

EXPRESSIVEEXPRESSIVECharacteristics FL Classroom Activities

Bodily / Kinaesthetic

Body Smart: skilfully controlling body motions; showing a keen sense of direction and timing in movement.

TPR; creative drama and mime; creating things; role playing and interviews; videotaping; projects, field trips, active learning.

Visual / Spatial

Picture Smart: accurately comprehending the visual word; transforming mental images; seeing things in terms of pictures.

Learning experiences using drawings; charts, props, posters, photographs, illustrations; demonstrations; making presentations; use of projection devices, chalk/white board, video, interactive gadgets.

Musical / Rhythmic

Music Smart: using pitch, rhythm, and so on, in enjoying and creating musical experiences; being attuned to rhythms, responding with actions.

Songs, music, dance (of the target culture); singing along; doing karaoke; music mnemonics; jingles, raps, cheers; choreographing; using music movement or dance to illustrate ideas or concepts.

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar

EMERGINGEMERGINGCharacteristics FL Classroom Activities

Naturalist

Nature Smart: seeing deeply into the nature of living things; identifying and classifying things; problem solving.

Data collection; demonstrations; research projects; logs; reports.

Existential (unconfirmed)

Capturing and pondering the fundamental questions of existence; capacity to raise big questions about one’s place in the cosmos.

Reading literature or storytelling about life and living, such as the story of an immigrant or a member of a minority group.

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar

Songs & ChantsSongs & ChantsWhy are they important?Why are they important?

• They provide practice in repetitive and rhythmic language patterns –an effective and enjoyable way to learn

• They combine speech and movement, and, when integrated with the use of visuals, they clarify meaning

• They give children the opportunity to play with language

• They familiarize learners with challenging English sounds, rhythm, intonation patterns, and serve as ear-training and pronunciation practice

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar www.silvias.com.ar

• They reinforce grammatical patterns, vocabulary and the four language skills

• They give children the chance to stand and stretch while speaking in English

• They give children a ‘sense of belonging’, as the group activity brings them together, and through miming and role play, the children shed their inhibitions and perform at their best.

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar www.silvias.com.ar

GamesGamesWhy are they important?Why are they important?• they develop children’s cognitive and psycho

motor ability: gross and fine motor skills• they encourage and develop socialization:

cooperating with others, learning self-discipline, respecting rules, establishing a sense of time, peer teaching and cooperative learning, participating in gentle competition

• they promote a sense of achievement and of self-worth

• they introduce learning-to-learn strategies: self-management, recording vocab, self-accessing, error detection, self-correction & peer-correction, self & peer-assessment

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar www.silvias.com.ar

Celebrations:Celebrations:HalloweenHalloween

http://www.youtube.com/watch?v=DOtEdhKOMgQ

http://www.youtube.com/watch?v=iQuVFBSPGcU

http://www.youtube.com/watch?v=_vBLLeisZUU

http://www.youtube.com/watch?v=adnXGZ-IAa0&feature=related - Simpsons

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar

THANK YOU!THANK YOU!CONTACT:CONTACT:

silviasteach@yahoo.comsilviasteach@yahoo.com

www.silvias.com.arwww.silvias.com.ar

Silvia Schnitzler MondinoSilvia Schnitzler Mondino

#SilStorm#SilStorm

“Multi Merry Modes of Learning” - Prof. Silvia A. Schnitzler

Reference: Reference: • Antonaros, S & Couri, L (2003) Teaching Young Learners:

Action Songs, Chants & Games, Express Publishing.• Fletcher, M. (2000) Teaching for Success – The BRAIN-

friendly Revolution in Action, English Experience.• Gardner, H. (1993) Frames of mind: The theory of multiple

intelligences, New York: Basic Books.• Lightbrown, P. & Spada, N. (1999) How Languages are

Learned –second edition, Oxford: Oxford University Press.• Moskowitz, G. (1978) Caring and Sharing in the Foreign

Language Class, Heinle & Heinle.• Puchta, H. & Rinvolucri, M (2005) Multiple Intelligences in

EFL. Exercises for secondary & adult students, Helbling.• Shrum, J. & Glisan, E. (2005) Teacher’s Handbook –

Contextualized Language Instruction – 3rd edition, Boston: Thomson Heinle.

• Tice, J. (1997) The Mixed Ability Class, Richmond Handbooks for Teachers.

• Villarroel, M. & Musiol, M. (2012) Merry Team 2, Hub Editorial - ELI

M M M LSilvia A.

Schnitzlerwww.silvias.com.ar