10) addressing diverse needs Flashcards
What are Gardner’s 9 multiple intelligences?
1) intrapersonal/introspective
2) interpersonal/social
3) logical/mathematical
4) verbal/linguistic
5) bodily/kinesthetic
6) visual/spatial
7) musical/rhythmic
8) naturalist
9) existential
What are the four key elements of Gardner’s theory of multiple intelligences?
1) everyone possesses all intelligences, and others may exist, but this is a manageable list for educators
2) most of us have some of the intelligences highly developed; the other intelligences are either moderately developed or under-developed, but we can develop any of them to a moderate level
3) the intelligences usually work in concert and not alone
4) there are many ways to demonstrate intelligence within each category
Describe the characteristics and FL classroom activities for the personal intelligence of: intrapersonal / introspective
self smart: understanding oneself and taking responsibility for thinking on ones own
goal setting; journals and personal reflection; problem-solving activities; independent assignments such as autobiographies and family heritage study; open-ended questions
Describe the characteristics and FL classroom activities for the personal intelligence of: interpersonal / social
people smart: understanding others, getting along with others, interpreting individuals’ moods, motivations, inhibitions
cooperative tasks such as think-pair-share and jigsaws; creative group tasks such as collages and story books; interactive technology such as e-mail; CD-ROM and internet
Describe the characteristics and FL classroom activities for the academic intelligence of: logical / mathematical
logic smart: logical reasoning, categorizing facts, sequential thought
graphic organizers that show patterns and relationships; problem-solving manipulatives; puzzles and games; challenge tasks
Describe the characteristics and FL classroom activities for the academic intelligence of: verbal / linguistic
word smart: communicating by listening, speaking, reading and writing; using language to like new knowledge to prior experience
graphic organizers to promote brain-storming and generating ideas; list making; mnemonics; verbal games; speakers; interviews; peer teaching; personal expression (opinions, reactions); logs or journals
Describe the characteristics and FL classroom activities for the expressive intelligence of: bodily / kinesthetic.
body smart: skillfully controlling body motions; showing a keen sense of direction and timing in movement
TPR; creative dynamics and mime; creating things; role-playing and interviews; projects, field trips, active learning
Describe the characteristics and FL classroom activities for the expressive intelligence of: visual /spatial.
picture smart: accurately comprehending the visual world; transforming mental images; seeing things in terms of pictures
learning experiences using drawings, charts, props, posters, photographs; illustrations; demonstrations; use of overhead projector, chalkboard and video
Describe the characteristics and FL classroom activities for the expressive intelligence of: 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; music mnemonics; jingles, raps, cheers; using movement or dance to illustrate ideas or concepts
Describe the characteristics and FL classroom activities for the emerging intelligence of: naturalist.
nature smart: seeing deeply into the nature of living things; identifying and classifying things; problem solving
data collection; demonstrations; research projects; logs; reports
Describe the characteristics and FL classroom activities for the emerging intelligence of: existential.
life smart: capturing and pondering the fundamental questions of existence; capacity to raise big questions about ones’s place in the cosmos
reading literature or storytelling about life and living, e.g., as an immigrant or a member of a minority group
What is an “intelligence?”
a capacity to process information in certain ways. Each intelligence can be activated in an appropriate cultural setting.
What are 5 key dimensions of language learning styles?
Scarcella and Oxford (1992)
1) analytic-global (detail-oriented vs holistic: like grammatical details, don’t like communicative activities vs the opposite)
2) sensory preferences (visual/auditory/hands-on)
3) intuitive/random and sensory/sequential learning (type of organization prefer in the material presented)
4) orientation to closure (degree to which learners need to each conclusions an can tolerate ambiguity)
5) competition-cooperation (degree to which learners benefit from competing against or cooperating with others)
Oxford and Lavine (1992) suggested 6 ways in which teachers can realistically deal w/teacher-student style conflicts. What are they?
1) assess your vs your Ss’ style to understand class dynamics
2) change your teaching behavior to accommodate other styles
3) change learners’ behavior to be willing to try other styles
4) change the way Ss work in groups: sometimes similar styles together, sometimes apart to stretch beyond comfort zones
5) change the curriculum to reflect the different styles
6) change the way style conflicts are viewed: be positive, flexible
Define “language learning strategies.”
specific actions, behaviors, steps, or techniques–such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task–used by Ss to enhance their own learning
Describe Oxford’s 8 step model (1990s) to integrating strategy training into classroom activities.
1) ID Ss needs: strategies using, effectiveness, improvement
2) choose relevant strategies to be taught
3) determine how to integrate strategy training into reg class act
4) consider Ss motivations/attitudes ab selves and learning
5) prepare materials / act’s
6) conduct ‘completely informed’ training: Ss learn/practice new strategies and why; learn to evaluate use/apply to new situations
7) evaluate the strategy training
8) revise procedure for next set of strategies to be taught
