Multiple Intelligences and Strategies

2+2=4 : 

2+2=4 What is intelligence?

Puzzles : 

Puzzles Choose one of these problems to solve. After you’re finished, tell another student which problem you chose and why you chose it.

Examples from your life : 

Examples from your life Who do you know who is intelligent? Why do you think they are intelligent?

Who are they? : 

Who are they?

Rank them by intelligence : 

Rank them by intelligence Mozart Princess Diana Mohammed Ali Einstein Darwin

Howard Gardner (1943- ) : 

Howard Gardner (1943- ) I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... (Howard Gardner 1999: 180-181)

Theory of ‘intelligences’ : 

Theory of ‘intelligences’

Slide 12: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that

Slide 13: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to

Slide 14: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day

Slide 15: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.'  The salmon said, 'I will hide it on the bottom of the ocean.'  The buffalo said, 'I will bury it on the Great Plains.’ The Creator said,

Slide 16: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.'  The salmon said, 'I will hide it on the bottom of the ocean.'  The buffalo said, 'I will bury it on the Great Plains.’ The Creator said, 'No. They will go there too.' Then Grand-mother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees with spiritual eyes, said,

Slide 17: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.'  The salmon said, 'I will hide it on the bottom of the ocean.'  The buffalo said, 'I will bury it on the Great Plains.’ The Creator said, 'No. They will go there too.' Then Grand-mother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees with spiritual eyes, said, 'Put it Inside them.' And the creator said,

Slide 18: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.'  The salmon said, 'I will hide it on the bottom of the ocean.'  The buffalo said, 'I will bury it on the Great Plains.’ The Creator said, 'No. They will go there too.' Then Grand-mother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees with spiritual eyes, said, 'Put it Inside them.' And the creator said, 'It is done.' Sioux Legend

Krashen SLA theory hypotheses : 

Krashen SLA theory hypotheses Natural Order Acquisition/Learning Monitor Comprehensible Input Affective Filter

Vygosky’s ZPD : 

Vygosky’s ZPD

Krashen : 

Krashen i+1

Affective filter variables : 

Affective filter variables Motivation Self-confidence Anxiety

Why study English? : 

Why study English? Fulfill school/university requirements Compete in the global economy of today and the future Increase job opportunities and salary potential Develop intercultural sensitivity, increasing global understanding Improve critical and creative thinking skills Improve one's education Enhance travel and study abroad opportunities Enjoy great masterpieces in their original language Gain prestige (social status) Family obligation

What makes a good L2 learner? : 

What makes a good L2 learner? are willing and accurate guessers; have a strong drive to communicate; are often uninhibited positive self-image practicing in private find situations where they have to communicate are willing to make mistakes; focus on form by looking for patterns and analyzing; take advantage of all practice opportunities; monitor their speech as well as that of others; pay attention to meaning.

Slide 27: 

More motivated students tend to use more strategies than less motivated students, hence, they tend to be more successful. Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

Styles and Strategies : 

Styles and Strategies Styles Consistent: characteristics, preferences, tendencies Strategies Vary widely according to individual and circumstance

Successful learners : 

Successful learners Know yourself. Know your strengths. Know your limitations.

Developing self-awareness : 

Developing self-awareness Tests Multiple intelligences VAK Left- Right-Brain Caution Culturally biased / validity Translation may lose validity Subjectivity…self-flattery

Ten Commandments : 

Ten Commandments LEARNER Fear not! Dive in Believe in myself Seize the day Love my neighbour Get the BIG picture Cope with chaos Trust my gut Learn from mistakes Set my own goals TEACHER Lower inhibitions Encourage risk-taking Build self-confidence Develop intrinsic motivation. Engage cooperative learning Use right-brain processes Promote ambiguity tolerance Practice intuition Process error feedback Personal goal setting

ARCS Model in classroom : 

ARCS Model in classroom A R C S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS Model in classroom : 

ARCS Model in classroom Attention strategies for stimulating and sustaining curiosity and interest; R C S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS Model in classroom : 

ARCS Model in classroom Attention strategies for stimulating and sustaining curiosity and interest; Relevance strategies that link to learners' needs, interests, and motives; C S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS Model in classroom : 

ARCS Model in classroom Attention strategies for stimulating and sustaining curiosity and interest; Relevance strategies that link to learners' needs, interests, and motives; Confidence strategies that help students develop a positive expectation for successful achievement; and S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS model in classroom : 

ARCS model in classroom Attention strategies for stimulating and sustaining curiosity and interest; Relevance strategies that link to learners' needs, interests, and motives; Confidence strategies that help students develop a positive expectation for successful achievement; and Satisfaction strategies that provide extrinsic and intrinsic reinforcement for effort Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

Developing learner strategies : 

Developing learner strategies Remembering more effectively Learning with others Managing your emotions Using all cognitive processes Organizing and evaluating own learning Compensating for missing knowledge Direct (cognitive) <?> Indirect (metacognitve)

Developing learner strategies : 

Developing learner strategies Remembering more effectively Learning with others Managing your emotions Using all cognitive processes Organizing and evaluating own learning Compensating for missing knowledge Direct (cognitive) <?> Indirect (metacognitve)

SILL : 

SILL S I L L Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

SILL : 

SILL Strategy Inventory for Language Learning Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

How to promote in classroom? : 

How to promote in classroom? LEARNER Fear not! Dive in Believe in myself Seize the day Love my neighbour Get the BIG picture Cope with chaos Trust my gut Learn from mistakes Set my own goals TEACHER Lower inhibitions Encourage risk-taking Build self-confidence Develop intrinsic motivation. Engage cooperative learning Use right-brain processes Promote ambiguity tolerance Practice intuition Process error feedback Personal goal setting