American schools have always encouraged students who in the arena of linguistic analysis, Excel, and because these skills are highly valued in our culture. Unfortunately, this traditional approach certain students behind stumble blindly through an educational system that ignores their unique abilities. This does not mean that the development of language skills and analysis in favor of the non-traditional approaches to education must be abandoned. Instead, the traditional and unconventional approaches, combined to a pedagogical method that is best suited for students who develop populate our classrooms.
The theory of multiple intelligences, offering developed by psychologist Howard Gardner a balance of students need to know they can succeed at in our society in a way, demonstrates that compliments the unique abilities that each person possesses.
But how do I find for the effective implementation of multiple intelligences in the classroom? Unfortunately, much has been in the name of multiple intelligences without the support of a brain made of a child. For example, only random walk, a classroom can not say that bodily-kinesthetic intelligence thought the appeal, unless a different component of the activity on the part of students triggers. On the other hand, the student who created a dance show based on a literary work and communicate the essence of this work to an audience clearly the bodily-kinesthetic intelligence.
The following lesson ideas target a range of intelligence …
1st With a scenario that relates to your content (something controversial works best) and ask students to discuss. I used a scenario called “The Soldier’s Dilemma” on themes in Shakespeare’s Julius Caesar found in the literature to introduce and movement realism.
I first read the script aloud to the students, I ask them to work in groups in order to answer questions about the scenario. Each group is invited to come to a consensus on their assessments. Once they have enough time to discuss the problem, I ask them to return to their place for a whole class discussion.
During the process of reflection and discussion of the scenarios, students must use their interpersonal skills to defend their positions, first with members of their group, then the whole class. Students need to also use their intrapersonal intelligences because the emotional level of this debate requires a sense of self-confidence and self-image. Students must also use their logical-mathematical intelligence and verbal-linguistic analysis and their verbal-linguistic intelligence for communication.
2nd Use opinionnaire as an activity of reflection. I used that opinionnaires introductory and I used as a basis for examining emissions.
I use a opinionnaire survival in the wilderness, when I teach, “light a fire” by Jack London. Opinionnaire students the task to complete before reading the short story, then again after reading and discussing. The second is opinionnaire followed with an essay that students prompting three states opinionnaire identify changes for the reactions as a result of reading and discussion of the history.
This task requires the students to examine the reasons for their answers to the questionnaire first, then you examine the subject of history and class discussions made them change their mind if the completion of the opinionnaire second. Students are also required to use textual evidence to support their argument. Therefore, the students use their logical-mathematical intelligence and verbal-linguistic analysis of literature and organization of their essays, in addition to the verbal-linguistic intelligence for reading and writing, and intrapersonal intelligence for the introspective process.
3rd Assign a mini-research and allows students to use their research to a degree that present their own opinion suits. I hand over a mini-research project in 1920 as an introduction to The Great Gatsby by F. Scott Fitzgerald.
I give students the opportunity to solo or in pairs or in groups of three or four works. Each student must choose his own subject of research. When the students select their classmates work, their research is to be integrated into a presentation. to show in preparation for their projects, methods, and students brainstorm knowledge. The shape of the final product is left to the discretion of the students. Consequently, students can use combinations of intelligences with which they are most comfortable.
4th Assign small groups of students to act “part of a literary work. I have this approach with novels and Shakespearean drama.
If you use this method with a novel, I have groups of three or four students a chapter. You will be prompted for a job or a series of passages that they like and select important for the development of this chapter and the novel. They are also required to plan and justification, in which they explain why they choose their path (s) and the importance of the passage of the novel. You will be asked to consider foreshadowing, symbolism and characterization when planning their justifications. (The literary devices assigned depend on the novel.)
To fulfill this task, the students their intrapersonal, verbal-linguistic and logical-mathematical intelligence to use in scene selection, intelligence, and interpersonal logical-mathematical in the planning and organization of their seats, their interpersonal, verbal, and linguistic and bodily-kinesthetic intelligence Act on stage, and they use their intelligence and logical-mathematical and verbal language to organize and present their arguments at the end of the scene.
If you use this approach with Shakespearean drama, I managed to integrate all our thoughts into an assignment. It is a complex task that can not be explained in detail in a given space, but students are encouraged to adapt the game to a modern realities. Then they have to write a script to create sets and costumes, plan music / sound effects, etc. Finally, they make their return to class.
