Educ 312 Principles of Teaching 2

MJCGalvez

The Nature and Structure of Language

(Corpuz et.al & Alcantara et.al)

Building blocks Phonemes o,t,p,c,g or a,o orphemes !ords, prefi"es, suffi"es phrases & sentences synta" # system of rules

Properties creative and dynamic structured meaningful referential interpersonal

Language

Criteria uses symbols is meaningful is generative has rules

Modes Listening$ information processing # auditory discrimination cognitive development Speaking$ language e"pressions grammatical structures Reading$ vocabulary development levels of comprehension literary appreciation study s%ills Writing$ !riting readiness s%ills guided, functional, & creative !riting

Purposes establish good relationship !ith others ac&uire and share information convince, persuade, communicate in various forms one's thoughts and feelings develop communicative and academic competencies develop cultural enrichment and aesthetic appreciation

Educ 312 Principles of Teaching 2

MJCGalvez

Multiple Intelligences Comparison of (ie!s on )ntelligence

Old View: Intelligence was Fixed Measured ! nu" er New View: Intelligence Can e developed %s no$ nu"ericall! &uan$ifia le and is exhi i$ed during a perfor"ance or pro le"'solving process Can e exhi i$ed in "an! (a!s "ul$iple in$elligence %s "easured in con$ex$)real life si$ua$ions %s used $o unders$and hu"an capaci$ies and $he "an! and varied (a!s s$uden$s can achieve

#ni$ar! Measured in isola$ion #sed $o sor$ s$uden$s and predic$ $heir success

*+ource, -arve! F. +ilver/ e$ al as ci$ed in Corpuz/ e$.al/ Principles of Teaching 20

The Four 1earning +$!les

Sensing (S)
Sensing - Thinking (ST) MASTERY STYLE Sensing - Feeling (SF) INTERPERSONAL STYLE

Thinking (T)

Feeling (F)

Intuitive - Thinking (NT) UNDERSTANDING STYLE

Intuitive - Feeling (NF) SELF-EXPRESSIVE STYLE

Intuition (N)
*+ource, -arve! F. +ilver/ e$ al. +o Each Ma! 1earn. 2irginia/ #+3, +ilver +$rong 3ssocia$es/ %nc. 2444. as ci$ed in Corpuz e$ al/ Principles of Teaching 20

Educ 312 Principles of Teaching 2

MJCGalvez

Mul$iple %n$elligences as 5isposi$ions

DISPOSITION/ INTELLIGENC E VerbalLin !i"#i$ SENSITIVITY TO: The sounds, meanings, structures, and styles of language !atterns, num#ers and numerical data, causes and effects, o#"ective and $uantitative, reasoning (olors, shapes, visual pu))les, symmetry, lines, images Touch, movement, physical self, athleticism Tone, #eat, tempo, melody, pitch, sound 0ody language, moods, voice, feelings INCLINATION TO: Speaking, writing, listening, reading Speak write effectively ABILITY TO: Teacher, religious leader, politician !oet, "ournalist, novelist, copywriter, editor &ccountant, statistician, economist 'ngineer, scientist, computer programmer

L% i$alMa#&e'a#i$al

Finding patterns, making calculations, forming and testing hypothesis, using the scientific method, deductive and inductive reasoning *epresenting ideas visually, creating mental images, noticing visual details, drawing and sketching &ctivities re$uiring strength, speed, fle+i#ility, hand-eye coordination, and #alance /istening, singing, playing an instrument Noticing responding to other people1s feelings and personalities

%ork reason effectively with num#ers

S(a#ial

(reate visually and visuali)e accurately ,se the hands to fi+ create, use the #ody e+pressively (reate analy)e music

&rtist, photographer, decorator, engineer Tour guide, scout, ranger -echanic, surgeon, carpenter, sculptor, mason .ancer, athlete, actor Songwriter, composer, musician, conductor -usic critic &dministrators, managers, consultants, teachers Therapists, psychologists

B%)il*+ine"#&e#i$

M!"i$al In#er(er"%nal

In#ra(er"%nal

Na#!rali"#

2ne1s own strengths, weaknesses, goals and desires Natural o#"ects, plants, animals, naturally occurring patterns, ecological issues

Setting goals, assessing personal a#ilities and lia#ilities, monitoring, one1s own thinking Identifying and classifying living things and natural o#"ects

%ork with people and help people identify and overcome pro#lems -editate, reflect, e+hi#it self- discipline, maintain composure, and get the most out of oneself &naly)e ecological and natural situations, learn from living things, work in natural setting 'cologists and rangers 3oologists, #otanists, veterinarians 4unter, scout

*+ource, -arve! F. +ilver/ e$ al. +o Each Ma! 1earn. 2irginia/ #+3, +ilver +$rong 3ssocia$es/ %nc. 2444. as ci$ed in Corpuz e$ al/ Principles of Teaching 20

Educ 312 Principles of Teaching 2

+u""ar! of 1earning +$!les

LEARN N! ST"LE Sensing' Thinking (ST) Master* Learner PRE#ERS T$ LEARN B" seeing tangi#le results practicing what has learned following directions one at a time #eing active rather than passive knowing e+actly what is e+pected of her, how well the task must #e done and why LEARNS BEST #R$M drill demonstration practice hands-on e+perience L %ES doing things to have immediate, practical use #eing acknowledged for thoroughness and detail praise for prompt and complete work - immediate feed#ack (rewards, privileges, etc5) -

MJCGalvez
& SL %ES -completing tasks which there are no practical uses -activities that re$uire imagination and intuition -activities with comple+ directions open-ended activities without closure or pay-off -activities which focus on feelings or other intangi#le results long periods of working alone silently emphasis on factual details highly competitive games where someone loses detailed and demanding routines

Sensing' #eeling (S#) nterpersonal Learner

ntuiti+e' Thinking (NT) ,nderstanding Learner

ntuiti+e' #eeling (N#) Self' E-pressi+e Learner

studying a#out things that directly affects people1s lives rather than impersonal facts theories receiving personal attention and encouragement from teachers #eing part of a team 6 colla#orating with other students - activities that help learn a#out self and feelings a#out things studying a#out ideas and how things are related planning and carrying out a pro"ect of his own making interest arguing or de#ating a point #ased on logical analysis pro#lem solving that re$uires collecting, organi)ing, and evaluating data #eing creative and using imagination planning and organi)ing work thru one1s creative ways working on a num#er of things at a time searching for alternative solutions to pro#lems #eyond those normally considered discussing real pro#lems and looking for real solutions

group e+periences and pro"ects loving attention -personal e+pression personal encounters - role playing

receiving personal attention and encouragement opportunities to #e helpful in class personal feed#ack sharing personal feelings and e+periences with others time to plan and organi)e work working independently or with other NT types working with ideas and things that challenge to think, e+plore, master contemplation #eing a#le to learn through discovery opportunity to plan and persuade his own interests recognition for personal insights and discoveries

lectures reading logical discussions and de#ates pro"ects of personal interests

routine or rote assignments memori)ation concern for details rigid rules and predetermined procedures

creative and artistic activities open-ended discussions of personal and social values activities that enlighten and enhance-myths, human achievements, drama, etc

too much attention to detail facts, memori)ation, rote learning tasks with predetermined correct answers detailed and demanding routines

*+ource, -arve! F. +ilver/ e$ al. +o Each Ma! 1earn. 2irginia/ #+3, +ilver +$rong 3ssocia$es/ %nc. 2444. as ci$ed in Corpuz e$ al/ Principles of Teaching 20

Educ 312 Principles of Teaching 2

MJCGalvez

Thin6ing 2er s ! +$!le and 7 8ec$ives

Goal Content acquisition Mastery Examine Fact find Gather Look up Observe Recollect Review Scrutinize Seek Assess 'ate"orize 'heck (etermine List Or"anize #repare Se!uence )ake note )race &uild 'onstruct (epict Form ,ake ,anufacture Solve Understanding Ask Assess n!uire nvesti"ate #robe $uestion Read Research Stud% Anal%ze 'lassif% 'ompare 'riti!ue (educe Evaluate mpl% nfer nterpret Reason Resolve *ei"h Advise Anal%ze 'ompose (evelop Formulate #lan #rove Respond *rite Self-Expression Anticipate &rainstorm Explore Generate Search Speculate Interpersonal Elicit a response Feel nterview Listen #ursue Reflect Surve% Appraise Appreciate (ecide (eliberate #ersonalize #rioritize Rate Relate +alue

Critical analysis

Appl% 'ombine 'onceive Experiment Gau"e Generalize ma"ine nte"rate #icture #redict s%stematize Appl% 'reate (esi"n (raw Fabricate Frame Generate nvent ,etaphorize Ori"inate #aint #icture #roduce Advertise Articulate &roadcast 'ommunicate (isseminate Elaborate Elucidate #erform #roduce *rite Appreciate Amend Gau"e mprove Respond Reflect

Application of learning

'oach (ecide Editorialize #ersonif% Role pla% Share

Dissemination and use of learning

(escribe (ispla% (emonstrate nform #resent Report Show

'onvince (ebate (isclose Explain #ersuade #ublish )each (ialo"ue

Advise Act 'oach 'onvince (iscuss dialo"ue

Evaluation and Improvement

'heck 'orrect Reward test

Assess 'riti!ue Evaluate -ud"e *ei"h

Appraise (ecide Evaluate React value

Approve

Educ 312 Principles of Teaching 2

MJCGalvez