LEARNING STRATEGY, COOPERATIVE LEARNING AND MULTIPLE INTELLIGENCES

Chapter 13

LEARNING STRATEGY

What does good learners do to facilitate their learning ?

Good learners are willing and accurate guessers they have a strong desire to communicate doesnt care if they look stupid

They attend to both meaning and form of their message They monitor their own speech as well as others speech Improving reading by learning to preview and to skim get the basic of a reading passage improve the students comprehension and speed of reading The teacher - Use the think-aloud technique the teacher tells the student while modeling gives the students a reading passage

Experience - Advance organization

- Read the title what is the text about? - What do I know about the topic

- Read the first paragraph skim the text very quickly look af the meaning bearing words (nouns and verbs)

The teacher gives a new paragraph the students use the strategies

Research has shown that to be effective, strategies should not be taught in isolation, but rather as part of the contentarea or language curriculum

This learning strategy is also called a metacognitive strategy - used to plan, monitor and evaluate a learning task Other examples of metacognitive strategies:

- arranging the conditions that helps one learn (What conditions help you learn best?)
- Setting long and short term goals (What do you want to learn?) - Checking ones comprehension during listening or reading (What have you understood?)

Two other categories: Cognitive strategies involve learners interacting and manipulating what is to be learned: Social /affective strategies learners interact with other persons or use affective control to assist learning :

- Replaying a word or phrase, outlining and summarizing and using keywords

- Creating situations to practice the target language with others, using self-talk and obtain feedback

COORPERATIVE LEARNING
= collaborative learning students learn from each other in groups

It is not the group configuration that makes cooperative learning distinctive but the way that students and the teacher work

The students and teacher work together the teacher

helps the students learn how to learn more effectively

- the teacher teach the students collaborative or social skills

Experience encouraging others while your group works on learning the vocabulary words - Groups of six - the groups read a different part of a story 4 parts in total - discuss the meaning of any new vocabulary word - Form new groups in ten minutes three will move to new groups tell part of the story learn the other the new vocabulary words - Match new vocabulary word with definition on a worksheet the whole group helps each other

together that is important

- Test individual but score as a group

= result encouraging skills the students go to their Groups giving positive feedback to each other

MULTIPLE INTELLIGENCES

Students bring with them specific and unique strengths this is often not taken into account in the classroom situations Howard Gardners 8 Intelligences:
Logical/mathematical the ability to use numbers effectively, Visual/spatial the ability to orient oneself in the environment, Body/kinesthetic the ability to use ones body Musical/rhythmic the ability to recognize tonal patterns Interpersonal the ability to understand another persons moods, feelings, motivation and intentions Intrapersonal the ability to understand oneself and Verbal/linguistic the ability to use language Naturalist the ability to relate to nature and

to see abstract patterns and to reason well

to create mental images and a sensitivity to shape, size, colour

to express oneself and to solve problems

and a sensitivity to rhythmic, pitch, melody

to practice self-discipline

effectively and creatively

to classify what is observed

For up to 25 percent of the population, the mode of instruction does make a difference in their success as learners

EXAMPLES OF INCLUDING THE 8

INTELLIGENCES

1. Think about the activities that are often used in the classroom categorize them according to intelligence type = the teacher can keep track of which type they are emphasizing or neglecting in the classroom Logical/mathematical puzzles and games Visual/spatial charts and grids, videos and drawing

1. 2. 3. 4. 5. 6.

Body/kinesthetic hands-on activities, field trips

Musical/rythmic Singing, playing music Interpersonal pairwork, project work, group problem solving Intrapersonal self-evaluation, journal keeping, options for home work Verbal/linguistic note-taking, storytelling, debates Naturalist collecting objects from nature learning their names etc.

7. 8.

2. Deliberately plan lessons so that the different intelligences is represented:

Step 1. Give students a riddle and ask them to solve it in pairs (Interpersonal/verbal/lingustic) Step 2. Guided imagery students close their eyes and relax teacher describes a picture the students imagine it play music during (Spatial/visual/musical) Step 3. give each person in a small group a written description of the same picture they have just heard described each description is incomplete og different the students work together as a group to fill the missing words = complete description of the picture (Interpersonal/verbal/lingustic) Step 4. the students make a tableau of the picture by acting out the description they have just completed (Body/kinesthetic)

Step 5. Show the students the picture they find 5 things about it that is different from their tableau (Logical/mathematical) Step 6. Students has to identify the tree in the painting (Naturalist) Step 7. Reflection what have the students learned anything new? (Intrapersonal)

HOWARD GARDNERS 5 MINDS

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The Disciplinary Mind students master a traditional body of information fx important developments in countries The Synthesizing Mind bringing together, organizing, understanding and articulating information from various disciplines in a coherent whole fx comparing litterature in Spanish and English learn history of people speaking these languages has shaped literary styles The Creating Mind students encouraged to come up with new ideas, original solutions to problems and creative questions fx creative writing thinking outside the box The Respectful Mind awareness od appreciation for the differences and individuality of others fx tolerance for others background such as; religion, race etc. The Ethical Mind cultivate a sense of responsibility for themselves and for the wellbeing of others. Teaching students this way might encourage them to develop important skills for life and work in the world while also learning a language