Thru Edutainment and Multiple Intelligences
Edutainment (also known as educational entertainment or entertainment-education) is an art form that uses entertainment for educational purposes. Some sources attribute the phrase “edutaining” to Peter Catalanotto who coined the phrase as he traveled the United States teaching schoolchildren about writing and illustration in a memorable fashion by offering the information using an entertaining platform instead of the original text book style. From Catalanotto we learn that edutainment embeds lifelong lessons through social interaction and emotional bonding in an entertaining fashion. This can be done through instructors utilizing facial expressions, object lessons, television or DVD programs, funny stories with a point, and other fun methods of learning. Successful edutainment is discernible by the fact that learning becomes fun by which teachers educate a group in a manner which is both engaging and amusing.
Being entertaining while presenting your information isn’t enough, each student no matter their educational background, age, social or economic situation has a preferred learning style. Interest in the mid 1950s encouraged research into levels of how individuals acquire, retain, recall and transform information. The early views of the mind had the Greek philosophers identifying three aspects of the mind: Cognition (acts of intellect, conation (acts of will), and affect (acts of emotions). Today experts vary on the number of these learning aspects currently referred to as “learning intelligences” there are. The numbers range from four to nine. We are going to focus on seven. Though we learn from all of the seven learning intelligences, there is always one that is predominant in our information assimilation, thus integrating learning through all three of the Greek philosophers aspects of the mind, intellect, will and emotions.
According to Howard Gardner’s theory of Multiple Intelligences, we utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect. Following Gardner’s research and writings the following Intelligences are:
Linguistic: These are our vocal and auditory people who are sensitive to the meaning and order of words. Linguistic intelligence refers to an individual’s ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communications. Teachers can enhance their students’ linguistic intelligence by having them keep journals, play word games, and by encouraging discussions. Other teaching options may include the teacher presenting verbally, asking questions aloud, encourage feedback and performing interviews. Teaching options that are also encouraged include student participation in presenting material, reading content out loud, preparing skits/presentations of learned material and debates.
Mathematical: These learners require a logical approach. Mathematical intelligence refers to an individual’s ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems. Teaching options may include brain teasers, challenging questions to begin lesson, logical connections between subject matter and to authenticate situations to answer the question “why?”. Include the student by having them categorize information in logical sequences for organization, and to create charts or graphs to explain written information.
Visual: These learners take in the aesthetics of the room, textbooks,...