Planning Collaborative Esl Lessons for Multiple Intelligences.
Module 3 Assignment. PGCEi participant
Name:
Assignment title:
Planning collaborative ESL lessons for Multiple Intelligences. Module 3 Approaches to teaching
Module title:
Tutor:
XXXXXXXXXXX
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
Name:
Assignment title:
Planning collaborative ESL lessons for Multiple Intelligences. Module 3 Approaches to teaching
Module title:
Tutor:
XXXXXXXXXXX
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
References: Davis, B.G. (1993). Collaborative Learning: Group Work and Study Teams. In: Barbara Gross Davis Tools for Teaching . San Francisco: Jossey-Bass. Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9. Gardner, Howard (1983) Frames of Mind: The theory of multiple intelligences. New York: Basic Books. Johnson, D. and R. Johnson (1984). Circles of Learning. Washington DC: Association for Supervision and Curriculum Development. Johnson, D. W., Johnson, R. T., and Smith, K. A. (1991). Cooperative Learning:Increasing College Faculty Instructional Productivity. ASHE-FRIC Higher Education Report No.4. Washington, D.C.: School of Education and Human Development, George Washington University. Smith, Mark K. . (2002). Howard Gardner and multiple intelligences. Available: http://www.infed.org/thinkers/gardner.htm. Last accessed 3rd May 2011. White, J. (1998) Do Howard Gardner 's multiple intelligences add up? London: Institute of Education, University of London.