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Teaching with Multiple Intelligences

This document provides instructions for an activity to design language lessons for young learners that incorporate multiple intelligences. Students are asked to choose two linguistic aspects from a list to teach, and for each create activities that engage at least three different intelligences beyond linguistic intelligence. For each activity, students must describe the target students, objectives, procedures, materials, and classroom language. They are also asked to explain how to apply Vygotsky's zone of proximal development theory to help children accomplish tasks with teacher guidance. In concluding, students should discuss challenges faced and their views on using multiple intelligences and zone of proximal development theories with young learners.

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Vr Agustin
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58 views1 page

Teaching with Multiple Intelligences

This document provides instructions for an activity to design language lessons for young learners that incorporate multiple intelligences. Students are asked to choose two linguistic aspects from a list to teach, and for each create activities that engage at least three different intelligences beyond linguistic intelligence. For each activity, students must describe the target students, objectives, procedures, materials, and classroom language. They are also asked to explain how to apply Vygotsky's zone of proximal development theory to help children accomplish tasks with teacher guidance. In concluding, students should discuss challenges faced and their views on using multiple intelligences and zone of proximal development theories with young learners.

Uploaded by

Vr Agustin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ACTIVITY1:WorkingwithMultipleIntelligences

Asexplainedthroughoutunits1and2,researchersofthefieldhaveattestedthatwearenot
born with a single type of intelligence but with a number of different intelligences that are
equally valuable and viable (Gardner, 1983). This author assured that we all have eight
intelligencesbutineachpersonthereisone(ormore)ofthemmorepronounced.Whenwe,
as teachers, are in a classroom with 22 students we see some of them that prefer to draw,
othersprefertorepeatthewordsoutloudtotheirclassmatesandothersjustprefertowork
alone.Howdowegeteveryonesattention?Howdoweassisteveryonesneeds?

Through this activity I want you to design activities to teach young learners a number of
linguistic aspects. Herein you will find a list among which you would have to choose ONLY
TWOtoworkwith.

a)VerbTOBE
b)Numbers
c)Colours
d)Animals
e)Jobs
f)Must/mustnt

Afterchoosingtwooftheselinguisticaspectsyouwillhavetodesignandexplainactivitiesfor
theclassroominwhichyouinclude,atleast,threedifferentmultipleintelligences(apartfrom
the verbal linguistic one, which will be included in all of them). There is not a maximum of
activitiesthatyouwouldhavetodesign.Ileavethischoicetoyou,buttakeintoaccountthe
maximumlengthestablished.

Foreachactivityyoumustinclude:

Abriefpresentationofthegroupofstudentsforwhichyouhavepreparedthe
activity
Objectives
Procedure:howwouldyoupresenttheactivities?
Material:whatwouldyouuse?
Languageusedintheclassroom:howwouldyouexplainittothestudents?

Moreover, you will have to explain how you would integrate Vykotskys theory Zone of
ProximalDevelopment(ZPD)intheactivitiesexplained,thatis,howtheteacher,asanadult,
canhelpthechildtocarryoutanumberofactionsthatheorshecouldnotdobyhimselfor
herself. At the end of this activity, I would like you to write a brief conclusion in which you
include the difficulties that you have come across while doing this activity, as well as your
thoughtsonthetwotheoriesused:doyoufindthesetheoriesusefulwhenfacingagroupof
younglearners?

Length:minimum3pagesmaximum6pages.
Format:TimesNewRoman12singlespaced.

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