Nt1310 Unit 2 Assignment
SEMESTER: 02
ASSIGNMENT: 02
UNIQUE ASSIGNMENT NUMBER: 397787
STUDY UNIT: EDMHODR
STUDENT NUMBER: 51532395
Question 3
Introduction
According to Gardner, intelligences cannot be considered separately because there is a lot of an interaction amongst the various kinds and normally undertaking a simple task entails more than one. Educators should be careful that every child has all eight intelligences, but they function differently in different people because their operation solely depends on environmental, genetic and cultural factors. Some learners are highly developed in respect of a particular intelligence, some moderately so and others are poorly developed. …show more content…
As a result, educators should note the learners ' different learning styles and should try to adapt and vary their own teaching styles to suit the various learners at various times. The discussion below will focus mainly on the eight domains of ability and their applications which Gardner postulated in his theory of multiple intelligences, these are: linguistic/verbal, logical/mathematical, spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic (Gardner 1983, 1993).
Linguistic or Verbal
Verbal intelligence shows the ability to use words effectively or in writing. It also includes the ability to interpret the structure of language, the meaning and practical uses of language. Furthermore, language can be used to influence people to certain activities, to recall things as well as to facilitate communication between people. Learners who are highly developed in linguistic intelligence think in words. However, learners would enjoy reading, writing, listening and talking. They are also good at taking part in dialogues and debates. However they also tend to formulate their own dream worlds. In addition, they also learn by seeing, hearing and saying words. In order to support these learners, educators should use descriptive language and anticipate the learners to write, tell stories, partake in debates and be involved in group discussions.
An educator can adopt effective teaching strategies to assist him or her in applying this intelligence, the strategies maybe to:
- encourage story telling
- make small groups and brainstorm around a topic
- use tape recordings in the classroom
- encourage learners to write articles for the school magazine and
- finally an education can make publications of learners ' own writing, by making photocopies and distributing among the learners.
Logical or Mathematical
This intelligence entails the ability to use numbers effectively and to reason competitively.
Logical intelligence also includes sensitivity to logical patterns, relationships, statements and similar abstractions. It extends to categorising, classifying, inferring, generalizing, testing of hypothesis and calculating. As a result, learners who are highly developed towards logic and mathematics enjoy reasoning, like organizing, classifying, interpreting information, enjoy working with numbers and they like scientific problem solving. Educators must give these learners experiments to do and present them with situation in which they have to discover patterns.
When using the appropriate teaching strategies the logic intelligence can be applied in the classroom. An educator can use; calculating and quantifying methods, calculating and categorising, Socratic enquiry (conducting a dialogue with learners to help them arrive at the right answer) and can also instill scientific thinking.
Spatial or Visual …show more content…
intelligence
Spatial intelligence is the ability to observe the visual and spatial world with accuracy. It also includes applying alterations and transformations to these observations. Furthermore, it also includes sensitivity to colour, line, form and space and the relationships between them. In addition, spatial intelligence involves the ability to visualize and to make graphic representations of visual ideas. Spatially strong learners think in images, enjoy drawing and observing, they like creating visual images and introducing colour into their work e.g. depicting a story in cartoons or drawing colorful charts. They excel on activities involving graphics, jigsaw puzzles and mind maps. Lastly, they depend on their ability to visualize when performing tasks. An educator should prepare a lesson plan which can help promote the spatial intelligence e.g. by using: visual aids, colour, pictorial metaphors and sometimes graphic symbols.
Musical or Rhythmic intelligence
Musical intelligence is the ability to observe, transform, and distinguish and to express musical forms. It includes sensitivity to rhythm, melody or pitch. Therefore learners with high musical intelligence think rhythmically and use tunes. Learners enjoy singing and dancing; often keep time by tapping a foot. They may sing the information they have to understand or move their bodies to music. Sometimes they like remembering information by tuning into a rap song.
To apply the musical intelligence an educator can employ the following teaching strategies:
- An educator can use discographies, by selecting music that depicts content that the learners must understand and learn.
- Also use mood music; this can help in creating an emotional atmosphere for a particular lesson
- Eventually, an educator can use music to portray concepts.
Kinaesthetic intelligence
This form of intelligence refers to the using of the whole body to express ideas and feelings (eg. as an actor or dancer) and of using one 's hands to transform or create (e.g. sculptor). It involves specific physical skills e.g. co-ordination, balance, manual dexterity and speed. Pupils possessing this intelligence think by means of sensations and those in whom it is dominant enjoy sports, drama and physical activities. Learners learn well if practical activities are part of a lesson and are good at dancing as well as acting.
Sometimes these learners welcome the chances to touch and move because they process their knowledge by means of physical sensations.
Interpersonal intelligence
This form of intelligence is the ability to observe and identify other people 's moods, intentions and motives. It entails sensitivity to facial expressions, voices and gestures. Interpersonal is also the ability to differentiate between different kinds of interpersonal behavior e.g. by influencing group of people to adhere to advice. Learners with a well-developed interpersonal intelligence opt to working with others in group activities. They tend to be good at activities involving people and enjoy interviewing other people.
Intrapersonal intelligence
This form of intelligence indicates self-knowledge and accurate view of one 's own strong points, short comings and limitations.
It also implies an awareness of inner moods, intentions, motives, temperament and desires, as well as the capacity for self-discipline, self-understanding and self-respect. Learners where this intelligence is dominant will think best alone. They tend to enjoy individual activities where they can set their own pace and normally rather quiet. However, these learners know themselves very well and like to follow their own instincts.
Several teaching strategies can be embraced in the classroom to help promote the intrapersonal intelligence, an educator; can give learners activities requiring them to think, encourage pupils to think about personal experiences or encounters and including them on the lessons and an educator can make objective sessions, whereby he or she will help or guide learners to formulate their own personal
objectives.
Naturalistic intelligence
This is mainly about learners who found solace by interacting with the environment e.g. a learner who notices the patterns around him or her. Basically naturalistic learners would enjoy practical activities that involve them in nature. They learn well from activities in which they can visualize and be actively occupied with natural phenomena. Therefore educators can bring the outdoors into the classroom e.g. by having the learners observe natural phenomena and make notes of their results.
Bibliography
References
Gardner, H. 1983. Frames of mind: the theory of multiple intelligences. New York Basic.
Gardner, H. 1993. Multiple intelligences: the theory in practice. New York Basic.
Nieman, MM & Monyai RB. 2012. The Educator as Mediator of Learning 7th edition. Van Shaik Publishers, Pretoria.
ASSIGNMENT: 02
UNIQUE ASSIGNMENT NUMBER: 397787
STUDY UNIT: EDMHODR
STUDENT NUMBER: 51532395
Question 3
Introduction
According to Gardner, intelligences cannot be considered separately because there is a lot of an interaction amongst the various kinds and normally undertaking a simple task entails more than one. Educators should be careful that every child has all eight intelligences, but they function differently in different people because their operation solely depends on environmental, genetic and cultural factors. Some learners are highly developed in respect of a particular intelligence, some moderately so and others are poorly developed. …show more content…
As a result, educators should note the learners ' different learning styles and should try to adapt and vary their own teaching styles to suit the various learners at various times. The discussion below will focus mainly on the eight domains of ability and their applications which Gardner postulated in his theory of multiple intelligences, these are: linguistic/verbal, logical/mathematical, spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic (Gardner 1983, 1993).
Linguistic or Verbal
Verbal intelligence shows the ability to use words effectively or in writing. It also includes the ability to interpret the structure of language, the meaning and practical uses of language. Furthermore, language can be used to influence people to certain activities, to recall things as well as to facilitate communication between people. Learners who are highly developed in linguistic intelligence think in words. However, learners would enjoy reading, writing, listening and talking. They are also good at taking part in dialogues and debates. However they also tend to formulate their own dream worlds. In addition, they also learn by seeing, hearing and saying words. In order to support these learners, educators should use descriptive language and anticipate the learners to write, tell stories, partake in debates and be involved in group discussions.
An educator can adopt effective teaching strategies to assist him or her in applying this intelligence, the strategies maybe to:
- encourage story telling
- make small groups and brainstorm around a topic
- use tape recordings in the classroom
- encourage learners to write articles for the school magazine and
- finally an education can make publications of learners ' own writing, by making photocopies and distributing among the learners.
Logical or Mathematical
This intelligence entails the ability to use numbers effectively and to reason competitively.
Logical intelligence also includes sensitivity to logical patterns, relationships, statements and similar abstractions. It extends to categorising, classifying, inferring, generalizing, testing of hypothesis and calculating. As a result, learners who are highly developed towards logic and mathematics enjoy reasoning, like organizing, classifying, interpreting information, enjoy working with numbers and they like scientific problem solving. Educators must give these learners experiments to do and present them with situation in which they have to discover patterns.
When using the appropriate teaching strategies the logic intelligence can be applied in the classroom. An educator can use; calculating and quantifying methods, calculating and categorising, Socratic enquiry (conducting a dialogue with learners to help them arrive at the right answer) and can also instill scientific thinking.
Spatial or Visual …show more content…
intelligence
Spatial intelligence is the ability to observe the visual and spatial world with accuracy. It also includes applying alterations and transformations to these observations. Furthermore, it also includes sensitivity to colour, line, form and space and the relationships between them. In addition, spatial intelligence involves the ability to visualize and to make graphic representations of visual ideas. Spatially strong learners think in images, enjoy drawing and observing, they like creating visual images and introducing colour into their work e.g. depicting a story in cartoons or drawing colorful charts. They excel on activities involving graphics, jigsaw puzzles and mind maps. Lastly, they depend on their ability to visualize when performing tasks. An educator should prepare a lesson plan which can help promote the spatial intelligence e.g. by using: visual aids, colour, pictorial metaphors and sometimes graphic symbols.
Musical or Rhythmic intelligence
Musical intelligence is the ability to observe, transform, and distinguish and to express musical forms. It includes sensitivity to rhythm, melody or pitch. Therefore learners with high musical intelligence think rhythmically and use tunes. Learners enjoy singing and dancing; often keep time by tapping a foot. They may sing the information they have to understand or move their bodies to music. Sometimes they like remembering information by tuning into a rap song.
To apply the musical intelligence an educator can employ the following teaching strategies:
- An educator can use discographies, by selecting music that depicts content that the learners must understand and learn.
- Also use mood music; this can help in creating an emotional atmosphere for a particular lesson
- Eventually, an educator can use music to portray concepts.
Kinaesthetic intelligence
This form of intelligence refers to the using of the whole body to express ideas and feelings (eg. as an actor or dancer) and of using one 's hands to transform or create (e.g. sculptor). It involves specific physical skills e.g. co-ordination, balance, manual dexterity and speed. Pupils possessing this intelligence think by means of sensations and those in whom it is dominant enjoy sports, drama and physical activities. Learners learn well if practical activities are part of a lesson and are good at dancing as well as acting.
Sometimes these learners welcome the chances to touch and move because they process their knowledge by means of physical sensations.
Interpersonal intelligence
This form of intelligence is the ability to observe and identify other people 's moods, intentions and motives. It entails sensitivity to facial expressions, voices and gestures. Interpersonal is also the ability to differentiate between different kinds of interpersonal behavior e.g. by influencing group of people to adhere to advice. Learners with a well-developed interpersonal intelligence opt to working with others in group activities. They tend to be good at activities involving people and enjoy interviewing other people.
Intrapersonal intelligence
This form of intelligence indicates self-knowledge and accurate view of one 's own strong points, short comings and limitations.
It also implies an awareness of inner moods, intentions, motives, temperament and desires, as well as the capacity for self-discipline, self-understanding and self-respect. Learners where this intelligence is dominant will think best alone. They tend to enjoy individual activities where they can set their own pace and normally rather quiet. However, these learners know themselves very well and like to follow their own instincts.
Several teaching strategies can be embraced in the classroom to help promote the intrapersonal intelligence, an educator; can give learners activities requiring them to think, encourage pupils to think about personal experiences or encounters and including them on the lessons and an educator can make objective sessions, whereby he or she will help or guide learners to formulate their own personal
objectives.
Naturalistic intelligence
This is mainly about learners who found solace by interacting with the environment e.g. a learner who notices the patterns around him or her. Basically naturalistic learners would enjoy practical activities that involve them in nature. They learn well from activities in which they can visualize and be actively occupied with natural phenomena. Therefore educators can bring the outdoors into the classroom e.g. by having the learners observe natural phenomena and make notes of their results.
Bibliography
References
Gardner, H. 1983. Frames of mind: the theory of multiple intelligences. New York Basic.
Gardner, H. 1993. Multiple intelligences: the theory in practice. New York Basic.
Nieman, MM & Monyai RB. 2012. The Educator as Mediator of Learning 7th edition. Van Shaik Publishers, Pretoria.