A World of
Wonders?
Salvador A. Artigo Jr
Lets do it!
Problems Encountered in your class
#
(Degree)
Problem
Why does
it so?
How do
you cope
up?
Measure
to counter
the
problem
Story of the 3 Trees..
What is your opinion in matters of NO FAILED
GRADES?
Discuss it in your group in ten minutes and let
us have sharing of opinion.
During the discussion, anyone can react, no
holding of emotions. Just let your mind speaks
itself.
Story of the rowdies
What do you learn?
How does the teacher solve its problem?
Would it be possible to happen in your class?
Why/not?
Say something on the students
characteristics which makes them interested
in the class?
Multiple Intelligences
Salvador A. Artigo Jr.
MI Theories
MI different
Task
Identify :
Type of
Intelligenc
e
Learning
Style &
Preference
s
Descriptio
n
Roles
Tasks,
activities,
&
assessmen
t
Type of
Intellige
nce
Learnin
g Style
&
Prefere
nces
Description
Logical Mathem
atical
Logic & analyze
number
problems
s
Detecting
patterns
Perform
mathematical
calculations
Scientific
reasoning &
deduction
Understand
relationship
between cause
and effect
toward a
tangible
outcome or
result
Roles
Tasks, activities, &
assessment
Analysts
Arbitrator
s
Bankers
CPA
Computer
programm
ers
Engineers
Insurance
brokers
negotiator
s
Researche
rs
Scientists
Statisticia
ns
traders
Analyze how a
computer
works
Assess the
value of a
business or a
proposition
Create a
process
Device a
strategy to
achieve an
aim
Perform a
mental
mathematical
calculation,
create a
process to
Type of
Intelligen
ce
Learning
Style &
Preferences
musical
Music,
sound,
rhythm
Description
*awareness ,
appreciation
, and use of
sound
*recognition
of tonal and
rhythmic
patterns
*understand
s
relationship
between
sound and
feeling
Roles
*acoustic
engineers
*composers
*DJs
*entertainers
*environment
and noise
analysts
*music
producers
*musical
instrument
repair
specialists
*musical
performers
*singers
*voice
coaches
Tasks, activities,
& assessment
*coach
someone to
play musical
instrument
*compose
media jingles
*identify music
for malls and
retail stores
*lead a choir
*perform a
musical piece
*review a
musical play
*whistle a tune
Type of
Intellige
nce
Learning
Style &
Preference
s
Description
Spacial
-visual
Images & space
interpretation
& creation of
visual images,
pictorial
imagination
and
expression
-understands
relationships
between
images and
meanings and
between
space and
effect
Roles
-architect
-artists
cartographer
s
-city-planners
-engineers
-graphic
designers
-inventors
-landscape
architects
photographer
s
-sculptures
Tasks, activities, &
assessment
-compose a
photograph
-create an
organizational
logo
Design a building
-design a historic
costume
-design a
landscape
-organize a
storage room
Pack an
automobile trunk
-paint a
landscape
Type of
Intelligenc
e
Learning
Style &
Preference
s
Linguistic Words &
language
Description
Roles
Tasks, activities, &
assessment
-written &
spoken
words
interpretati
on &
explanation
of ideas &
information
via
language
understand
s
relationship
between
communica
tion &
meaning
-copywriters
-editors
-historian
-journalists
-lawyers
-linguists
-poets
-PR & media
consultants
-speakers
-teachers
professors
-trainers
-translators
TV & radio
presenters
-voice-over
artists
-writer
-edit a peers
paper
-give an oral
presentation
-list the strengths
and weaknesses of
product
-write a eulogy
-write directions to
accompany a map
Type of
Intellige
nce
Learning
Style &
Preferen
ces
Bodily
Body
Kinesth movem
etic
ent
control
Description
-eye and
body
coordinati
on
-manual
dexterity
-physical
agility &
balance
Roles
-anthropologists
-athletes
-biologists
-dancers
-geologists
-instrumentalists
-nurses
-physical
education
teachers
-physical
therapists
-physicians actors
-sign-language
interpreters
Tasks, activities, &
assessment
-arrange
workplace
furniture
-demonstrate a
sports technique
-design a window
display
-interpret a
speech using
American sign
language
-prepare samples
for magnification
and testing
-put together a
piece of modular
furniture
-ride a horse
-stack books on a
shelf
Type of
Intelligence
Learnin
g Style
&
Prefere
nces
Interpersona Other
l
people
s
feeling
Description
Roles
Tasks, activities,
& assessment
-ability to
relate to
others
interpretatio
n of behavior
&
communicati
ons
-understands
the
relationship
between
people and
their
situations,
including
other people
-advertising
professionals
-care givers
-coaches and
mentors
-counselors
-educators
-health
providers
HR
professionals
-mediators
-politicians
psychologists
-Sales-people
-teachers
-therapists
-trainers
-affect the
feelings of
others in a
planned way
-coach or
council another
person
-demonstrate
feelings though
body language
-interpret
moods from
facial
expression's
-mentor a new
faculty member
Type of
Intelligence
Learning Style
& Preferences
Intrapersona Self
l
-awareness
Description
Roles
Tasks,
activities, &
assessment
-ones own
needs for &
reaction to
change,
ability to
deal with
change in
the
workplace
-ones
relationship
to others &
the world
-personal
cognizance
-personal
objectivity
-the
capability to
understand
--one who is
self aware &
involved in
the process
of changing
personal
thoughts,
beliefs, &
behavior in
relation to
their
situation
-other
people, their
purpose &
aims
-consider &
decide ones
own aims &
personal
changes
required to
achieve
them (not
necessarily
reveal this
to others)
-consider &
decide ones
own position
in relation to
the
emotional
intelligences
model
Work your own
Test .. Tests..???????
Present your top 4 and your
lower 3 and find yourself.
How do we teach in the 21st Century?
Teaching the 21st Century
Happy teachers day..
How do we differentiate the class..
Lesson planning . workshop
Aim: Focus on expressions of quantity used with
countable and uncountable nouns
Activity: Focus on using multiple intelligences
Verbal / Linguistic Intelligence: Ask students a
variety of questions using how much and how
many. Discuss the differences between the
two and explain countable and uncountable
nouns and the role each plays in using
expressions of quantity.
Visual / Spatial Intelligence: Provide students
with a number of magazines. Ask them to cut out
pictures and match to expressions of quantity
such as 'a few', 'a little', 'a number of', etc.
Logical Intelligence: Provide a list of expressions of
quantity. Divide the list into three columns, one with
expressions of quantity used only in the singular with
uncountable nouns, another with countable nouns, and
the third with expressions quantity that can be used for
both countable and uncountable nouns. On another piece
of paper, provide a list of common nouns. Ask students to
use an expression of quantity with each noun.
Kinesthetic Intelligence: Place countable and
uncountable objects around the room, ask
students to take objects and place them
under categories. You can use either
individual expressions of quantity, or two
categories: countable nouns / uncountable
nouns.
Musical Intelligence: Use a grammar chant to
help out through repetition. You can use this
grammar chant focusing on questions with
'how much' or 'how many', as well as other
questions with 'how'.
Interpersonal: Provide students with
some imaginary items which are both
countable
and
uncountable.
Ask
students to barter for these items using
expressions of quantity. For example: I'll
give you a few apples for some wine
*A teacher and a students story
Thank you
