Teaching 1

Principles of Teaching 1
Assignment # 1 1. Can the learner imagine something which he has not first experienced through his senses?
By the power of imagination, the learner is able to form representations of material objects which are not actually present to the senses. 2. How do feelings affect the leaner’s learning?
By the learner’s feelings and emotions, s/he experiences the pleasantness or unpleasantness, the satisfactoriness or un- satisfactoriness, the pain and the joy of an object or an activity. 3. How different is Gardner’s MI theory from the traditional concept of intelligence?
Howard Gardner’s theory on multiple intelligence has gone beyond the linguistic and mathematical intelligence, as compared to the traditional concept of intelligence. 4. What are the nine intelligences according to Gardner? Describe each.
Gardner chose eight abilities that he held to meet these criteria: spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion.
Logical-mathematical. This area has to do with logic, abstractions, reasoning, numbers and critical thinking. This also has to do with having the capacity to understand the underlying principles of some kind of causal system. Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).
Spatial. This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.
Linguistic. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. Verbal ability is one of the most g-loaded abilities.] This type of intelligence is associated with the Verbal IQ in WAIS-III.
Bodily-kinesthetic. The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully. Gardner elaborates to say that this also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses.
Musical. This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. They will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.
Interpersonal. This area has to do with interaction with others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people..." Those with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.
Intrapersonal. This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions.
Naturalistic. This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.
Existential. Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers.[

5. Other authors like Dunn and Dunn have identified other learning styles. Research on them and pass your output in class.
Two such scholars are Dr. Rita Dunn and Dr. Kenneth Dunn, who follow a VAK approach. Although learning styles will inevitably differ among students in the classroom, Dunn and Dunn say that teachers should try to make changes in their classroom that will be beneficial to every learning style. Some of these changes include room redesign, the development of small-group techniques, and the development of Contract Activity Packages. Redesigning the classroom involves locating dividers that can be used to arrange the room creatively (such as having different learning stations and instructional areas), clearing the floor area, and incorporating student thoughts and ideas into the design of the classroom. Their so-called "Contract Activity Packages" are educational plans that use: 1) a clear statement of the learning need; 2) multisensory resources (auditory, visual, tactile, kinesthetic); 3) activities through which the newly-mastered information can be used creatively; 4) the sharing of creative projects within small groups; 5) at least three small-group techniques; 6) a pre-test, a self-test, and a post-test. 6. The learner’s intellect is concerned with concept formation, judgment, and reasoning. Distinguish among these three processes.
Concept formation, process by which a person learns to sort specific experiences into general rules or classes. With the use of the learner’s intellect, he or she can be able to form concepts of ideas as he or she thinks as well make judgment from given information and reason out. Using the learner’s rational will, he or she has the capacity to think and choose what he or she thinks to be desirable according to his or her own analysis. His or her rational will, will serve as a kind of guiding force or a main integrating force in his or her character. 7. What is the ninth intelligence according to Gardner?
Existential. Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct.

Assignment # 2

Surf the internet for activities that can develop each of the creative thinking behaviors. 1. Divergent Thinking- creating lists of questions, setting aside time for thinking and meditation, brainstorming, subject mapping / "bubble mapping", keeping a journal, creating artwork, and free writing 2. Convergent thinking- standardized tests that are often multiple choice in nature 3. Fluent thinking- pre- write activity 4. Elaborative thinking- creating a work of art or writing a book 5. Metaphoric thinking- nonfiction reading strategy 6. Critical thinking- problem solving 7. Creative thinking- a literary work, a painting or musical composition, a solution, an invention etc. 8. Flexible thinking- a test that contains both multiple choice and essay questions 9. Original thinking- projects