Planning Collaborative Esl Lessons for Multiple Intelligences.

Topics: Theory of multiple intelligences, Intelligence, Howard Gardner Pages: 11 (2997 words) Published: December 28, 2012
Module 3 Assignment. PGCEi participant


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Planning collaborative ESL lessons for Multiple Intelligences. Module 3 Approaches to teaching

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Module 3 Assignment. PGCEi participant

Planning collaborative ESL lessons for Multiple Intelligences. A proposed lesson sequence I am primarily a secondary maths teacher, however, I also teach two periods of ESL (English as a Secondary Language) each week to year 6 non-native English speaking students. In the next two classes I intend to cover intermediate vocabulary and writing skills. During the planning process I want to focus on producing collaborative lessons where the students will work as small teams. I also want to produce a range of activities to suit the multiple intelligences present within the class. The first lesson will involve the students working in two isolated teams of three. Each group will be given six pieces of lego. They will have to discuss, design and construct a simple object that resembles something in a very abstract way (a person, a bridge, etc.). Each group will write down step-by-step construction instructions following some basic rules that I will make clear. The lego constructions are then disassembled and the instructions are swapped with the other team. Each team then has to recreate the design based upon the other team’s instructions and try to guess what abstract object the construction resembles. The second class will use a kinesthetic group activity for students to cement certain vocabulary into their memories. The objective is to provide the students with an engaging activity that helps them to remember the parts of various objects (e.g. a car). This activity aims to accommodate three multiple intelligences learning styles namely: visual, auditory and kinesthetic. In groups, the students will have to reproduce motions that represent the various parts of certain objects.

Module 3 Assignment. PGCEi participant

Critical evaluation of your lesson sequence

Good practice – Planning The old adage planning to fail is failing to plan is relevant here. A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. Lesson plans are essential to ensure a successful class where students maximise their learning. The detail of the plan will vary depending on the preference of the teacher, the subject being taught, and the needs or curiosity of the students. A well planned lesson should contain objectives, instructional components and a plenary. The plenary is valuable for ensuring learning objectives are being met. A solid lesson plan provides a framework for a well timed lesson with a structured theme. Clearly identifiable learning outcomes are known and the plenary cements the ideas learned. I have put much effort into planning these two lessons as I believe planning is a vital aspect of a teacher’s role in increasing student learning. I have been teaching for almost three years but I have yet to internalise my lesson plans. This is because I have never taught these lessons before. As a new ESL teacher I have had to create these plans from scratch. My objectives are a mix of Cognitive Learning Domain Objectives and Psychomotor Learning Domain Objectives. The first is where students have to recall material learned (in this case vocabulary). The second involves muscular or motor skill, manipulation of material and objects, or an act which requires a neuromuscular coordination (in this case lego).

Module 3 Assignment. PGCEi participant Good practice - Collaboration In a co-operative learning situation, interaction is characterised by positive goal interdependence with individual accountability. Positive goal interdependence requires acceptance by a group that they "sink or swim together." A co-operative learning group is synergistic, i.e. the sum of its parts is greater than the whole. Studies have shown: Students achieve more in...
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