24. What Are the Characteristics of Good Language Teachers? 1. Having a Good Command of the L2 (e.g. fluent in the foreign language with good communication skills). 2. Possess Sound Teaching Skills (e.g. employs diverse teaching methodology). 3. Teacher Empathy toward Students (e.g.
knows and understands students’ needs, and Strengths and weaknesses). 4. Personal Qualities (e.g. is patient and humorous). 5. Reflection and Improvement (e.g. reflects on their own teaching and keeps up-to-date in knowledge and skills).
25. Why Do Teachers Need To Know More About Language? 1- Teacher as Communicator Understanding student talk – his langauge must be clear. 2- Teacher as Educator Selecting materials that suit students – assessing student accomplishments. 3- Teacher as Evaluator Sorting learners - placement 4- Teacher as Educated Human Being Access to basic information about langauge. 5- Teacher as Agent of Socialization Matching practices at home & school.
26. What Are The Courses That Teachers Need To Take? 1. Language and Linguistics 2. Language and Cultural Diversity 3. Sociolinguistics for Educators in a Linguistically Diverse Society 4.
Language Development 5. Second Language Learning and Teaching 6. The Language of Academic Discourse 7. Text Analysis and Educational Settings Language Understanding in
PRINCIPLE OF TEACHING: THE LEARNER Presentation Transcript
Chapter I:The Learner
The Nature of the Learner- The learner is an embodied spirit. He is the union of sentient body and a rational soul. His body experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source of intellectual abstraction, self-reflection, and free rational volition. Body and soul exist in mutual dependence. (Kelly, 1965)
The Fundamental Equipment of the LearnerThe learner has the power to see, hear, touch,smell, taste, perceive, imagine, retain, recall,recognize past mental acts, conceive ideas,make judgment, reason out, feel and choose.
Five Elements of the Learner1. Ability The students’ native ability dictates the prospects of success in purposeful activity. It determine their capacity to understand and assimilate information for their own use and application.
2. Aptitude Aptitude refers to the students’ innate talent or gift. It indicates a natural capacity to learn certain skills.
3. Interest Learners vary in activities that are undertaken due to a strong appeal or attraction.
4. Family & Cultural Background Students who come from different socioeconomic background manifest a wide range behaviour due
5. Attitudes Students have unique way of thinking and reacting. Confronted with the same situation in the learning environment each one would react differently depending on their personal characteristics.
Positive Attidudes:a. Curiosityb. Responsibilityc. Creativityd. Persistence
Howard Gardner Howard Earl Gardner (born July 11, 1943 is an American developmental psychologist who is a professor of Cognition and Education at Harvard University ,Senior Director of Harvard Project Zero and author of over twenty books translated into thirty languages. Since 1995, he has been the co- director of the Good Work Project. He is best known for his theory of Multiple Intelligence
Multiple Intelligence1. Verbal-Linguistic Intelligence2. Logical-Mathematical Intelligence3. Spatial Intelligence4. Bodily-Kinesthetic Intelligence5. Musical Intelligence6. Intrapersonal Intelligence7.
Interpersonal Intelligence8. Naturalist Intelligence9. Existential Intelligence
Principles of teachingPresentation Transcript
1. A Child’s Plea A little love that slowly grows and grows Not one that comes and goes That’s all I ask of you. A sunny day to look up to the sky, A hand to help me by, That’s all I ask of you Don’t let me down Oh, show me that you care Remember when you give You also get a share. Don’t let me down I have no time to wait Tomorrow might not come By then t’ will be too late 2. The Elements of Teaching andThe Elements of Teaching and LearningLearning The principal
elements that make teachingThe principal elements that make teaching and learning possible and attainable are theand learning possible and attainable are the teachers, the learners, and a conducive learningteachers, the learners, and a conducive learning environment . Without one, there could be noenvironment . Without one, there could be no teaching, nor will there learning of a desiredteaching, nor will there learning of a desired objective.objective. Teacher Learner Conducive learning Environment
3. The teacher serves as the primeThe teacher serves as the prime mover of the educational wheel, whilemover of the educational wheel, while the learners are the key participants inthe learners are the key participants in the learning process. The favorablethe learning process. The favorable environment provides essentialenvironment provides essential features and
ingredients that would befeatures and ingredients that would be of great help in guiding the learningof great help in guiding the learning process.process.
4. How does each elementHow does each element contribute to learning?contribute to learning?
???? ??
5. The leaner is an embodiedThe leaner is an embodied spirit. He is not just a body,spirit. He is not just a body, neither just a spirit. He is aneither just a spirit. He is a union of a sentient body and aunion of a sentient body and a rational soul. His bodyrational soul. His body experiences sensations andexperiences sensations and feels pleasure and painfeels pleasure and pain..
6. His soul is the principle of spiritualHis soul is the principle of spiritual acts, the source of intellectual abstraction,acts, the source of intellectual abstraction, self-reflection, and free rational volition.self-reflection, and free rational volition.
7. Body and soulBody and soul exist in mutualexist in mutual dependence. Whatdependence.
What happens to the bodyhappens to the body happens also to the spirit.happens also to the spirit. Likewise what happens toLikewise what happens to the spirit affects the body.the spirit affects the body.
8. As teachersAs teachers then, let us take care forthen, let us take care for the embodied spirit-the embodied spirit- learner. Let us feedlearner. Let us feed his/her body as well ashis/her body as well as his/her spirit.his/her spirit. ““Man does not live by breadMan does not live by bread alonealone.”.”
9. The teachers isThe teachers is equipped with facultiesequipped with faculties or powers-or powers-cognitivecognitive andand affectiveaffective. His/her. His/her cognitive
facultiescognitive faculties include his/her fiveinclude his/her five senses, instinct,senses, instinct, imagination, memory,imagination, memory, and intellect. By his/herand intellect. By
his/her senses, the learner issenses, the learner is able to see, hear, feel,able to see, hear, feel, taste and smelltaste and smell whatever is to bewhatever is to be learned.learned.
10. By the power of imagination, theBy the power of imagination, the learner is able to formlearner is able to form representations of material objects orrepresentations of material objects or things which are not actually presentthings which are not actually present to the senses.to the senses.
11. By his/her power of memory, he isBy his/her power of memory, he is able to retain, recall, and recognizeable to retain, recall, and recognize past mental acts. By his/her intellect,past mental acts. By his/her intellect, he/she can form concepts or ideas,he/she can form concepts or ideas, make judgment, and reason out.make judgment, and reason out. What are his/her
appetitiveWhat are his/her appetitive faculties? These are his/her feelings,faculties? These are his/her feelings, emotions, andemotions, and rational will.rational will.
12. Through his/her feelings and emotions,Through his/her feelings and emotions, a person experiences the pleasantness ora person experiences the pleasantness or unpleasantness , the satisfactoriness orunpleasantness , the satisfactoriness or unsatisfactoriness, the pain or the joy of anunsatisfactoriness, the pain or the joy of an object or an activity.object or an activity.
His/herHis/her willwill serves as the guiding forceserves as the guiding force and the main integrating force in theand the main integrating force in the person’s character. Through his/herperson’s character. Through his/her willwill,, the learnerthe learner willswills what his/her intellectwhat his/her intellect presents as good and desirable.presents as good and desirable.
13. For, effective and efficient learning, the fiveFor, effective and efficient learning, the five senses must function normally. The leanersenses must function normally. The leaner becomes aware of his/her objective worldbecomes aware of his/her objective world through his/her
senses.through his/her senses. All learners are equipped with the cognitiveAll learners are equipped with the cognitive and appetitive faculties. However, the exerciseand appetitive faculties. However, the exercise of their different abilities, aptitudes, interests,of their different abilities, aptitudes, interests, home background, attitudes and values.home background, attitudes and values.
14. Let us take a look once moreLet us take a look once more at the learner from the point ofat the learner from the point of view of these five distinguishingview of these five distinguishing elements.elements.
15. AbilityAbility -- determine thedetermine the capacity of learners tocapacity of learners to understand andunderstand and assimilate information forassimilate information for their own use andtheir own use and application. Learners mayapplication. Learners may be classified generallybe classified generally into fast, average andinto fast, average and slow learners.slow learners. Others are labeledOthers are labeled high, moderate and slowhigh, moderate and slow achievers.achievers. Fast Aver- age Slow
16. As to their mental ability, students can beAs to their mental ability, students can be categorized into superior, above average, andcategorized into superior, above average, and below
average.below average. A wide range in their intelligence is a factor toA wide range in their intelligence is a factor to consider in planning instruction.consider in planning instruction. Below Average Above Average Superior
17. AptitudeAptitude - This refers to the student’s- This refers to the student’s innate talent or gift.
It indicates ainnate talent or gift. It indicates a natural capacity to learn certainnatural capacity to learn certain skills. Some may exhibit specialskills. Some may exhibit special inclination for the arts such asinclination for the arts such as painting and designing crafts,painting and designing crafts, propensity for music and flair forpropensity for music and flair for dramatics. Talent fordramatics. Talent for Mathematics or literature isMathematics or literature is likewise noticed among a few.likewise noticed among a few.
18. It is important that these aptitudes beIt is important that these aptitudes be recognized early among our students sorecognized early among our students so as not to waste such inborn learning. Asas not to waste such inborn learning. As teachers, it is imperative that we helpteachers, it is imperative that we help develop students’ potentials.develop students’
potentials.
19. InterestsInterests - Learners vary in activities undertaken due to- Learners vary in activities undertaken due to a strong appeal or attraction, Girls, for example,a strong appeal or attraction, Girls, for example, are strongly attracted to flowering plants andare strongly attracted to
flowering plants and greeneries. Boys go for hiking and mountaingreeneries. Boys go for hiking and mountain climbing.climbing. Lessons that give them the chance to expressLessons that give them the chance to express their deep feelings for objects or actions will betheir deep feelings for objects or actions will be more meaningful and easily absorbed.more meaningful and easily absorbed.
20. A classroom set-up could offer centersA classroom set-up could offer centers of interest so that students would like toof interest so that students would like to enjoy staying in the classroom.
Interestenjoy staying in the classroom. Interest clubs could be organized to serve asclubs could be organized to serve as outlet of special interest shared by theoutlet of special interest shared by the members.members.
21. Family & CulturalFamily & Cultural BackgroundBackground Students coming from
differentStudents coming from different socioeconomic background manifest asocioeconomic background manifest a wide range of behavior, due towide range of behavior, due to
differences in upbringing practices.differences in upbringing practices. Their participation in classroomTheir participation in classroom activities are influenced by their trainingactivities are influenced by their training at home and experiences, either theyat home and experiences, either they become active and confident in thierbecome active and confident in thier ways or inactive and apathetic.ways or inactive and apathetic.
22. AttitudesAttitudes Students have a unique way ofStudents have a unique way of thinking and reacting. Facing thethinking and reacting. Facing the same situation in the learningsame situation in the learning environment, they would reactenvironment, they would react differently depending on their personaldifferently depending on their personal
characteristics.characteristics. AttitudeAttitude refers to an individual’srefers to an individual’s perspective and disposition.perspective and disposition.
23. Some positive attitudesSome positive attitudes areare:: • CuriosityCuriosity • ResponsibilityResponsibility • CreativityCreativity • PersistencePersistence
24. These five elements makeThese five elements make learners different from onelearners different from one another.another. The learners’ multiple intelligences andThe learners’
multiple intelligences and varied earning styles make them evenvaried earning styles make them even more different from one another. Added tomore different from one another. Added to these differences is the integration ofthese differences is the integration of children with special needs as well aschildren with special needs as well as children of the indigenous people
groupschildren of the indigenous people groups in the classroom.in the classroom. (Multiple Intelligences Learning Styles)(Multiple Intelligences Learning Styles)
25. What is intelligence? According to Gardner, intelligence is “the capacity to solve problems or to fashion products that are valued in one or more cultural settings” (Gardner & Hatch, 1989) “all societies value different types of intelligences” (Gardner, 1983)
26. Howard Gardner claims • we all possess all of these intelligences but in varying degrees of strength, skill and limitation • just as we all look different and have unique personalities and temperaments, we also have different profiles of intelligences • no one kind of intelligence is better than another • each intelligence has its own sphere of expertise • intelligences are independent of each another.
27. Gardner’s 8 Intelligences are: • 1. Logical-mathematical • (associated with scientific thinking) • 2. Verbal-linguistic • (the production of language and communication) • 3. Musical- rhythmic • (recognition and use of sounds) • 4. Naturalist • (ability to work with nature)
28. • 5. Visual-spatial • (deals with visual arts) • 6. Inter-relational • (inter personal skills) • 7. Intra-relational • (understanding of self) • 8. Bodily-kinesthetic • (associated with body movements) 29. Who is intelligent?
30. 8 Intelligences – by Dr. Howard Gardner 1. Linguistic 2. Logical/ Mathematical 3. Spatial 4.
Bodily/ Kinesthetic 5. Musical 6. Interpersonal 7. Intrapersonal 8. Naturalistic
31. Can you define intelligence? Toni Morrison Linguistic Intelligence • Skilled with words • “The Word Player”
32. Can you define intelligence? Albert Einstein Logical/ Mathematical Intelligence • Skilled with numbers & reasoning • “The Questioner”
33. Can you define intelligence? Milton Caniff Spatial Intelligence • Skilled with pictures & images •
“The Visualizer”
34. Can you define intelligence? Cy Young Bodily/ Kinesthetic Intelligence • Physical skill • “The Mover”
35. Can you define intelligence? Doris Day Musical Intelligence • Skilled with melody & rhythm •
“The Music Lover”
36. Can you define intelligence? James A. Garfield Interpersonal Intelligence • Skills of social understanding • “The Socializer”
37. Can you define intelligence? Helen Keller Intrapersonal Intelligence • Skills of self-knowledge •
“The Individual”
38. Can you define intelligence? Sacagawea Naturalistic Intelligence • Skills of making connection to elements in nature • “The Outdoorsman”
39. Multiple Intelligences • “An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings” ~Howard Gardner Frames of Mind (1983) 40. OHT 3:4:4 E=mc2 Linguistic intelligence Logical mathematical intelligence Visual spatial
intelligence Bodily kinaesthetic intelligence Musical intelligence Intrapersonal intelligence Interpersonal intelligence Emotional intelligence Multiple intelligence Naturalistic intelligence Sara Shaw and Trevor Hawes Session 4 – Learning Styles and Multiple Intelligences
41. Howard Gardner’s Multiple Intelligences • Linguistic intelligence
42. Linguistic If you have strong linguistic intelligence you might learn better by • Reading •
Memorizing • Playing word games (Scrabble, Anagrams, Password) • Making up rhymes, puns • Using the internet
43. Linguistic Intelligence • often called verbal/linguistic intelligence • having mastery of language • ability to manipulate language to express oneself rhetorically or poetically • use language as a means to remember information
44. Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communication.
45. • Teachers can enhance their students' verbal/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been highly valued in education and learning environments.
46. Word Smarts
47. are usually good at: • Reading fiction and non-fiction • Writing letters, reports, scripts etc. • Talking • Debating • Word puzzles
48. are usually good at: • Making up and telling jokes • Storytelling • Emailing • Listening to tapes and people • Poetry
49. Howard Gardner’s Multiple Intelligences • Linguistic intelligence • Logical/Mathematical intelligence
50. Logical/Mathematical Learner If you have strong logical-mathematical intelligence you might learn better by • Recording information systematically • Setting up experiments (“What if…?”) • Playing strategy games (Chess, Checkers) • Analyzing data • Asking logical questions • Using the internet
51. Logical/Mathematical Intelligence • ability to detect patterns, reason deductively and think logically • often associated with scientific and mathematical thinking
52. Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems.
53. • Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls Bohr, and John Dewey.
54. Math/ Logic Smarts
55. are usually good at: • Mazes and puzzles • Graphing • Mathematics and numbers • Problem solving • Timelines
56. are usually good at: • Strategic games and codes • Spreadsheets and databases • Computer games • Patterning and sequencing • Fact finding and collecting
57. Howard Gardner’s Multiple Intelligences • Linguistic intelligence • Logical/Mathematical intelligence • Visual/Spatial intelligence
58. Spatial Learner If you have strong spatial intelligence you might learn better by • Studying pictures • Watching videos • Using visual, tangible aids • Doing mazes, puzzles • Making predictions • Using the internet
59. Visual / Spatial Intelligence • gives one the ability to manipulate and create mental images in order to solve problems • this intelligence is not limited to visual domains • Gardner notes that spatial intelligence is also formed in blind children.
60. • Visual/Spatial intelligence refers to the ability to form and manipulate a mental model.
Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend
61. • They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles.
Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers,
videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of people gifted with this intelligence.
62. Picture Smarts
63. are usually good at: • Drawing and painting • Cartooning and doodling • Reading and making
63. are usually good at: • Drawing and painting • Cartooning and doodling • Reading and making