Prof. Howard Gardner has brought a great change into the realm of learning. He was able to bring a good change. His theory states that we don’t only have one intelligence, but a variety of intelligences. He has explained that our learning style depends on the type of the intelligence that we have. Of course, every individual has a bit of all the intelligences, but most of the time it is one that dominates. In classroom practice, technology can do a lot to enhance learning. It can help both teachers and students if integrated properly. So, if we are to use it, it should also be meant to target the different learning styles our learners have. A technological tool could be interesting in a language class not only because it supports the topic, but also because caters for different learning styles. Therefore, as a valid educational technological tool, the material we are using should target different types of learners or we should use more than one material each of which targets a special type.
I have benefited from some training in learning strategies given by an American association (IDRB) in
| Inteligence | Definition | Possible activities | Technology tools |
| Bodily-Kinesthetic | The potential to use the body or parts of the body to solve problems. The ability to use mental skills to coordinate bodily movements. | Hands-on activities Changing room arrangement. Creative movements Field trips Crafts Dramatizing Cooperative groups Dancing… | Keyboarding Mouse Video productions Sequence of movement Virtual field trip Role playing Filming Voice recording Podcating… |
| Musical | The skill in performance, composition and appreciation of musical patterns. The skill to recognise and compose musical pitches, tones &rhymes. | Humming Rapping Playing music Patterns Form Playing instruments Tapping poetic rhythms Rhyming Singing… | Video & video recording Sound & music files Music software Macromedia flash Animation… |
| Logical / Mathematical | The capacity to analyse problems logically, solve mathematical operations & investigate issues scientifically. . | Choral speaking Story telling Retelling Debating Presenting Reading aloud Dramatizing Book making Researching Writing journals… | Webquest Desktop presentation Demonstrating Problem-solving software Online data collection Logic tasks Critical thinking games Statistics Making graphs… |
| Verbal / Linguistic | Sensitivity to spoken and written language. Ability to learn languages and use them effectively to achieve goals | Choral speaking Storytelling Retelling Speaking Debating Presenting Dramatizing Listening Acting… | Social networking Word processing PDF files PowerPoint Video/audio recording Chat Email Forums… |
| Intrapersonal | Capacity to understand oneself, appreciate one’s feelings, fears and motivation. | Personal response Individual study Personal goal setting Individual projects Journal log keeping Personal choice project Independent reading… | Blogging Internet research e-portfolio e-diaries & journals video projects problem-solving software e-documents storing… |
| Interpersonal | Capacity to understand the intentions, emotions, motivations and desires of other people. It allows people work effectively with others | Peer editing Cooperative learning Sharing Group work Forming clubs Peer teaching Social awareness Conflict mediation Discussing Cross age tutoring Study group Brainstorming… | Chat Blogs Forums Listserv Virtual world Video & teleconferencing Social networks Group presentations Collaborative Webquest Word processing… |
| Visual / Spatial | Potential to recognise & use the patterns of wide space & more confined areas. Ability to visualize problems and solutions. | Graphing Photographing Making visual metaphors Making visual analogies Mapping stories Making 3D projects Painting Using charts Using organisers Visualising… | Digital camera Acanner Computer Web development tools Imaging software – Fireworks Animation software Paint programs Photo sharing websites Draw programs Draw programs Virtual world… |
References:
http://eduscapes.com/tap/topic68.htm
IDRB handouts
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Hamid,
ReplyDeleteThis classification gives me the opportunity to visualize better the idea that students behave in different ways not because they want to do it but because it is part of their own self. I mean they are different and we must take advantage of these differences in order to enrich their knowledge with their own partners’ contributions during the process.
Bye,
Zuleika
Zulymar,
ReplyDeleteThank you for commenting.
Classes are never homogenous. Students differ not only because they come from different cultural and/or social backgrounds or have different levels, but also because they have diffrent learning styles. Recognizing our learners learning styles helps us do our job more effectively as this help us design suitable activities for all the learning styles. A lesson that focuses on a single or two learning styles unwillingly marginalize a certain number of students.
Yours,
hamid
Hamid,
ReplyDeleteGreat table! I agree with Zuleika, you have done a lot of work here which helps me visualize what technology can be useful for each kind of learner. Thanks,
Ellen
You are welcome Ellen and thanks for the reaction. I would just like to highlight that the lists you find herein the table is not exhaustive. Other activities and technology tools could be added.
ReplyDeleteYours,
Hamid