MULTIPLES INTELLIGENCES

 

MULTIPLE INTELLIGENCES

“In our descriptions of our activities in the classroom, we do not see too many opportunities for students to employ all their intellectual capacities. And one wonders about the significance of what students learn while listening sitting or performing relatively repetitive exercises, year after year. A part of the brain known as brain Magoun, is stimulated by novelty. I think that students who spent twelve years in schools have not had the opportunity to experience much news. Then: a part of the brain is asleep?.”

John I. Goodlad.

The theory of multiple intelligences, promote that this does not happen. Teachers need to increase their repertoire of techniques, strategies and tools.

According to the study of John Goodlad in the U.S., he noted that almost 70% of class time is consumed by the teacher giving instructions or explaining the lesson.

To better understand the multiple intelligences, I present a table that explains the eight intelligences:

Then I created a schedule of IM:

The first step is to establish a way to plan our lessons using Multiple Intelligences:
• We will focus on a specific issue or objective and write in the middle of a sheet.

• Formulate key questions. These questions can help us and be more creative .
• Consider the possibilities : what methods and materials are best suited ?
I'll have to consider my goal. Such as using discussions, visual presentations puzzles , dancing, ....
•Brainstorm: about the activities.

• Select appropriate activities.

• Establish a sequential plan.

• Put the plan into practice: Gather the necessary materials and modify the plan according to the needs of the students.

 

bibliography:

Armstrong, T.  (2006). Inteligencias Múltiples en el aula. Paidós Educador.

Armstrong, T. (2000). Discovering and Encouraging your child´s Multiple Intelligences. New York: Penguin Putnam.

Gardner, H. (2006). Multiple Intelligences. United states of America: Basic Books.

Games

The importance of Games

Playing games is an activity that is characteristic of the humans. Play is not of a particular time or a particular type of society. Humans have played games since the beginning of its existence.

According to Oxford English dictionary game is a form of competitive activity or sport played according to rules and an activity that one engages in for amusement.

To understand better the game in children you have to know the theory of Piaget and Vygotsky. Briefly, according to Piaget “the different demonstrations of game are a reflect of the intellectual structures at each stage of development”. Vygotsky focuses on role play, with sociodramatic characteristics.

A very interesting table show how the children see and interpret the game:

Playing games is...	1º-2º Primary	3º-4º Primary	5º-6º Primary
Enjoy, be happy	84%	92%	84%
Interact, make friends	8%	28%	37´2%
Help, collaborate, share	12%	16%	2´8%
Entertainment, leisure time	0%	4%	10%
Relax	0%	0%	0%
Learn	0%	0%	15´7%

(Omeñaca, Puyuelo, Ruiz, 1997).

One of the results that we see is that students attach great importance to the game, as it provides them happiness and fun.

However, the fun things often are considered without purpose, and without learning. Few teachers use games in class. Games are fun and children like to play them, this is a very strong argument to incorporate in our class games. Sabemos que los juegos en clase tienen un objetivo que no solo es divertirse, también es aprender.

It is important to vary the repertoire of games. Children always ask for the game that they like, so vary the routine is an element of motivation as they are surprised every time. A useful example for us, future teachers, is sketching out lessons as mind maps instead of linear progressions. You can insert the game when energy and understanding are at their best.

 The book "games for children" shows an example of mind map in class:

 

 



If we want to create a game, we can consider some elements: game type (board game, card game, role play, team game…), aims (the English that you can teach, others skills), age, group size, time, materials, procedure and variations.

 

 Bibliography:

Lewis,G. y Bedson, G. (1999). Games for children. Oxford: Oxford University Press.

Omeñaca, R. y Ruiz, J. (2002). Juegos cooperativos y Educación física. Barcelona: Paidotribo.