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Reflection Multiple Intelligence and Language Teaching - TC2EN 225 (Essay Sample)

TC2EN 225 – Writing Assignment Guidelines - The content of your assignment should be based on deep thinking and logical analysis of TP practices in terms of the application of approaches, methods, and techniques. - Make sure your paper contains the following elements: 1. Description 2. Interpretation 3. Outcome - Your writing assignment should be typed on an A4 paper. Font: New Times Roman Size: 12 Lines: double-spaced Margins: 1” inch (2.54 cm) for all sides Color: black - Your writing assignment should have a cover page with a title, your name, your ID, your course code and section number. - Your writing assignment should be between 500 – 700 words. - Do not use contractions (e.g. isn't [is not], shouldn't [should not], etc.) - Your reflection should be submitted in hard copy (printed out). - The evaluation of your assignment will be based on: 1. Content 2. Organization 3. Language 4. Spelling and punctuation Note: See attached Rubric and hand in your assignment with it. DR. EFREN O. PERALTA Professor My cooperative teacher her name is Mrs. Layla she teaches grade 4 in Alnadalus primary girls school English subject The teacher uses this approach: Multiple Intelligences and Language Teac hing Background - A learner-based philosophy that views human intelligence as having multiple dimensions that must be acknowledged and developed in education. - IQ tests suggest that intelligence is a single, unchanged, inborn capacity. - Human beings have multiple intelligences but they differ in the strengths and combinations of these intelligences; all of them can be enhanced through training and practice (Gardner, 1993) - MI focuses on learners' differences and the need to recognize them in teaching. - Gardner's MI Model has eight domains: 1. Linguistic: ability to use language in special and creative was 2. Logical/mathematical; ability to think rationally 3. Spatial: ability to form mental models of the world 4. Musical: a good ear for music 5. Bodily/kinesthetic: having a well0-coordinated body 6. Interpersonal: ability to work well with people 7. Intrapersonal: ability to understand oneself and apply one's talent successfully 8. Naturalist: ability to understand and organize patterns of nature Theory of Language and Language Learning - Language learning is held to be integrated with music, bodily activity, interpersonal relationships, etc. - Language learning is not limited to linguistic perspectives but encompasses all aspects of communication MI Principles - Learners have individual learning styles, preferences, or intelligences - Teaching becomes more successful when individual differences are acknowledged, analyzed, and accommodated. - MI is culture-free and avoids conceptual narrowness. Design: Objectives, syllabus, activities, learner role, teacher role, role of materials - Classroom is based on making learners designers of their own learning experiences. - A goal-directed learner and happier person is held to be a better L2 learner. - No syllabus but learning follows the following sequence - Awaken the intelligence: sensitize learners to many objects around them. - Amplify the intelligence: students strengthen and improve their intelligence by volunteering objects and events of their own choice. - Teach with/for the intelligence: linked the intelligence to the focus of the class plus some aspects of language learning - Transfer the intelligence: students reflect on their learning experience of the 3 stages and relate these to issues and challenges outside the class MI Implementation - MI projects based on one or more intelligence to stimulate a particular intelligence - Curriculum-based projects: based on curriculum content but categorized according to particular intelligence - Thematic-based projects: based on themes from curriculum/classroom but divided into different intelligences - Resource-based projects: provide students with opportunities to research a topic using multiple intelligence - Student-choice projects: designed by students and draw on particular intelligence Suggested Classroom Settings that Suit NMI Model - Play with strength: structure activities around learners' strengths - Variety is the spice: teacher directs mixed classroom activities - Pick a tool to suit the job: link language dimensions, levels, and functions to most appropriate type of MI activity - All sizes fit one: every individual exercises his intelligences - Me and my people: language involves cultural aspects and should be considered in MI classroom source..

Professor Name:
(May 26, 2012)
Multiple Intelligences and Language Teaching involves the view that the students have multiple dimensions of intelligence which need to be developed in the curriculum. The test will focus on the fact that intelligence is unchanged, single and inborn. It also acknowledges that learners have different capacity and hence exploiting these differences will ensure that every student achieves his/her best. Multiple Intelligences and language teaching is based on eight domains they include linguistics, logical/mathematical ability to think rationally; spatial; musical; bodily/kinesthetic; interpersonal; intrapersonal; and naturalists.
The use of Multiple Intelligences and Language Teaching reflects a very essential model of learning that focuses on personal strengths. In focusing on the strengths of the individual they will be much advantaged since they will discover themselves and focus on their strong points. The ability to reflect is a learned behavior that is cultivated by the individual over a period of time. How reflective an individual can become is probably a personality trait. However, designing appropriate learning experiences can develop reflecting skills. The ability to reflect on a specific topic is directly proportional to how much one already knows. If a learner's schema for a topic is limited, then there is less ability to relate new information to it.
The actual need of Multiple Intelligences and Language Teaching would mean that every student is factored in with the ability to use language i...
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