Рекомендації щодо планування уроків згідно типів інтелекту

Рекомендації щодо планування уроків згідно типів інтелекту

Алгоритм планування уроків може бути таким:

1. Визначте цілі уроку у вигляді ментальної карти згідно з типами інтелекту

2. Дайте відповіді на основні запитання:

- Як використовувати мовлення ?

- Як використати числа, логіку, критичне мислення?

- Як використати візуальні образи?

- Як використати музику, вірші, пісні?

- Як використати фізичні вправи?

- Як провести паралель зі світом природи?

- Як стимулювати навчання?

- Як використати суб’єктивний досвід учнів?

3. Оберіть відповідні види діяльності та форми роботи.

4. Відповідно до мети та цілей уроку, обраних видів діяльності та форм роботи розробіть план уроку.

5. Зберіть необхідні матеріали та продумайте часові рамки. Розробляти  можна уроки по днях з конкретним видом діяльності.

         Орієнтовні плани уроків по темі “ Clothes. Shopping ” пропонують види діяльності розписані згідно типів інтелекту, котрі можна використовувати як в роботі по станціях, так і окремо на кожному уроці.

 Linguistic intelligence:

the ability to use words effectively both orally and in writing. This intelligence includes such skills as the abilities to remember information, to convince others to help you, and to talk about language itself.

Activity 1:

What I think about clothes and fashion

Objectives and goals:

-students practice vocabulary concerning the topic

-students should know the facts about clothes

-creative writing

Required materials: attachment 5

Procedure:

-S1 reads the text. Other students mark true and false statements

-in groups they discuss answers to the questions

Working modes: group work

Activity 2

Writing about your usual clothes

Objectives and goals:

• Practise creative writing
• Practise vocabulary related to the topic

Required materials: attachment 6 (Додаток 6)

Procedure

Students should write about their clothes using a model.

The stories can be hung up so the students can read each other work.

Other activities

Lectures

Small and large group discussions

Reading (books)

Word (building) games

Student speeches

Story-telling

Listening (to cassettes or talking books)

Debates

Journal keeping

Memorizing

Using word processors

Publishing (creating class newspapers or collections of writings)

Writing (essays)

Taking notes

Giving presentations

Speaking

Poetry

Humor/jokes

Logical-Mathematical Intelligence:

the ability to use numbers effectively and reason well. This includes such skills as understanding the basic properties of numbers and principles of cause and effect, as well as the ability to predict, using simple machines.

Activity:

Clothes crossword and word search

Objectives and goals

-students practise vocabulary

-students practise their logical thinking

Required materials: attachments 7,8 (Додатки 7,8)

Procedure:

Students do the crossword and search for words

Working modes:

Individual work, group work, pair work

Other activities

1. Science demonstrations and experiments

2. Logic puzzles and games

3. Story problems with numbers

4. Logical/sequential presentation of subject matter

5. Logical argumentation

6. Problem solving

Visual intelligence:

the ability to sense form, space, color, line, and shape. It includes the ability to graphically represent visual or spatial ideas.

Activity 1:

Create a paper doll and its wardrobe

Objectives and goals:

-students should work together

-students should try to show creativity

-each member of the group is involved

Required materials:

Posters, coloured paper, scissors; attachment 9 (Додаток 9)

Procedure:

- students have to dress up a paper doll

- each member of the group has a role. They can draw additional clothing. Every group has certain event.

- the group explains the ideas of wearing clothes on different occasions. Each member should take part in presentation.

Working modes: group work

Activity 2:

Creating videos

Objectives and goals:

-students practice vocabulary concerning the topic

-students summarize the material on the topic

-using their knowledge on the topic students show their attitude to fashion

Required materials:  a camera

Procedure:

-students prepare the questions for the interview

-students interview their classmates and then discuss videos in groups

Working modes: group work

Other activities

1. Illustrations

2. Graphs

3. Tables

4. Using charts and grids

5. Using art

6. Maps

7. Photos

8. Using graphic organizers

9. Imaginative story telling

10. Painting/picture/collage

11. Mind maps

13. Telescopes/microscopes

14. Visual awareness activities

15. Student drawings

Bodily-Kinesthetic Intelligence:

the ability to use the body to express ideas and feelings and to solve problems. This includes such physical skills as coordination, flexibility, speed, and balance.

Activity:

A role-play”Shopping for clothes”

Objectives and goals:

-focus on cooperation

-students get to express themselves and use their imagination

-practise spoken English

Required materials:  costumes and other properties, attachment10 (Додаток 10)

Procedure:

-Students dramatize given dialogue

- Students make up their own dialogue using the model

Working modes: pair work

Other activities

1. Field trips

2. Creative movement

3. Mime

4. Body language

5. Classroom aerobics

6. Cooperative group rotation

7. “Mess” activities

Musical Intelligence:

the ability to sense rhythm, pitch, and melody. This includes such skills as the ability to recognize simple songs and to vary speed, tempo, and rhythm in simple melodies.

Activity:

Poetry

Objectives and goals

-show students it is easy to create poems

-students practise their creativity

Required materials:  attachment 11 ( Додаток 11)

Procedure:

-students listen and read the poem and dress up Donald

-students use acrostic poem sheet to help them along (Shopping)

Working modes: individual work

Other activities

1. Playing recorded music

2. Playing live music

3. Jazz chants

4. Music appreciation

5. Student made instruments

6. Background music

Interpersonal intelligence:

the ability to understand another person's moods, feelings, motivations, and intentions. This includes such skills as responding effectively to other people in some pragmatic way, such as getting students or colleagues to participate in a project.

Activity:

Clothes and fashion board game

Objectives and goals:

-practice speaking English (interview)

-showing attitude to fashion

Required materials:  attachment12 (Додаток 12)

Procedure:

Students interview each other using a board game

Working modes: pair work

Other activities

1. Peer teaching

2. Group brainstorming

3. Group problem solving

4. Project work

5. Work cooperatively

Naturalistic Intelligence:

the ability to recognize and classify plants, minerals, and animals, including rocks and grass, and all variety of flora and fauna.

Activity:

Discussion  “How to protect nature. Possible ways to make fashion greener”.

Objectives and goals:

-focus on cooperation

-students get to express themselves and use their imagination

-practise spoken English

Required materials:  attachment13 (Додаток 13)

Procedure:

Students discuss possible ways of making fashion greener using the text about it.

Working modes: group work

Activities:

1.  Photo essays
2.  Investigations
3.  Nature walks
4. Recognition of things in the nature

Intrapersonal Intelligence:

the ability to understand yourself, your strengths, weaknesses, moods, desires, and intentions. This includes such skills as understanding how you are similar to or different from others, reminding yourself to do something, knowing about yourself as a language learner, and knowing how to handle your feelings, such as what to do and how to behave when you are angry or sad.

Activity:

Students reflect on the activities they have been working on.

Objectives and goals:

-Get students to think about their own learning

-Students should try to figure out their strengths and weaknesses

-Set goals for themselves and do self-assessment

Required materials:

Prepared rubrics and self -assessment forms (Додаток 14)

Procedure:

Students fill in the form, answer the questions and set goals.  It would be interesting to read their goals and stick to them and review them in several weeks.

Other activities:

1. Activities with a self-evaluation component

2. Interest centers

3. Options for homework

4. Personal journal keeping

5. Checklist

6. Inventories

7. Individualized projects

8. Doing things by yourself

       Задля створення балансу та отримання кращих результатів навчання слід залучати декілька типів інтелекту, щоб активізувати менш використовувані типи. Прикладами такого застосування є наступні завдання.

Example 1:

Activity name: Making a text book dialogue physical or musical.

Language focused: Intensive listening and reading.

Proposed MI Focus: Kinesthetic and Musical.

Level: Post beginner to advance.

Preparation: Chose a course book dialogue and tape player.

Ask one of your students likes drama to choose a scene or dialogue from a previous unit in the course, and to prepare a mime based on it. Also ask 2 or 3 musically talented students to pick a previous dialogue, and prepare to present it musically, using voice and maybe instruments.

In class:

1. Ask your mime artist to perform. All the students silently re-read the dialogue/ scene from the book. The mime is repeated.

2. Ask students to listen carefully to the new course book dialogue, books closed. Deal with language difficulties, and then play the dialogue a second time.

3. Tell the students to open their books and read the new dialogue. Ask each of the students to choose whether they prefer to re-present it in mime or as a song.

4. Divide the class into 2 groups: the mimers and the singers. Let this groups sub-divide into numbers that correspond to the number of rules in the dialogue. Give them 15 minutes for preparation time.

5. Give each group a chance to perform in front of the whole class.

Note: After this apparently game-like activity, the students will have the new grammar presented by the dialogue firmly somewhere in their linguistic sub-conscious.

Example 2:

Activity name: A correspondence with oneself.

Language focused: Private writing.

Proposed MI Focus: Intrapersonal.

Level: Post beginner to advance.

Time: Each week over a term: 15 minutes

Last lesson: 45 minutes.

Preparation: Each week have one envelope ready per student.

In the last week of term you will find yourself taking several letters for each student into your class.

All lessons except the last one.

1. For 15 minutes once or twice a month, students write a letter to themselves, to be read in the last week of term. Explain that no one other than the writer will get to read their letter. What they write about is entirely up to them, but we suggest they should try to choose things that they will enjoy reading about when they read their letters. Tell them to write entirely in English. Tell them to put the time, the day of the week and the date at the top of each letter.

Tell them to write:

Dear + own name

Tell them to remember to sign the letter.

2. Give each student an envelope and ask them to write their own name on it. When the letters have been written and the envelopes named and sealed, take them in and keep them till the last week.

Last lesson

1. Give them time to read their own letters and then have a whole-class feedback discussion.

Round this off by asking them to write you a feedback letter-this will allow the shy ones the time they need.

Note:

For once, students can write English freely, without having to worry about the teacher’s corrections. You gain 15 minutes once or twice a month during which the learners are gainfully employed and during which you can relax.

Example 3:

Activity name: Listening with your mind’s eye.

Language focused: listening and speaking.

Proposed MI Focus: Spatial and linguistic.

Level: lower Intermediate to advance.

Time: 5-10 minutes.

Preparation: Each week have one envelope ready per student.

Select a poem or any other text suitable for your class that is likely to stimulate the student’s visual and spatial imagination.

In class

1. Tell your students that you are going to read out a text to them. Ask them to listen with their eyes closed, and focus on what they see, hear; feel etc. while you are reading. Tell them that some of them may be mainly seeing clear and colorful pictures, while others will probably be able to “get a feel for visual images”, but may see only very lured pictures or no pictures at all.

2. Quietly ask students to work in small groups and to share their favorite moments during their experience of the poem.

Example 4:

Activity name: Sequence in a story.

Language focused: Writing paragraphs for a newspaper Style Story.

Proposed MI Focus: Logical-mathematical, Interpersonal.

Level: Upper Intermediate.

Time: 30-40 minutes.

Preparation: Photocopy the whole story Gunmen Shoot man in head after robbery, one copy for each student.

Also, for every 10 students in your class you will need to make one copy of each of the last five paragraphs, and cut them up separately.

In class

1. Ask the students to work in pairs and give each pair one of the paragraphs numbered 1 to 5.

Tell the pairs that you have given them a paragraph taken from somewhere in a news story. Ask them to write the paragraph they think precedes it and the one that follows it. Tell them not to use more than 30 words in either paragraph, and not less than 20. Tell them to call you if they need language help.

2. If you have 10 students in class, get them to group together, the pair with paragraph 3 reads their original paragraph first, and then the preceding and following paragraphs that they have written.

They repeat the same process with the pairs who have paragraphs 1, 4, 5 and 2, in that order.

If you have, 20 students in your class, then have two groups working simultaneously; if 30 students, three groups etc.

3. Hand out copies of the complete story. Ask the learners to read the paragraphs in the order of the original news story.

4. Allow time for their comments on how news stories are written.

Note:

The story is typical of the “inverted pyramid” of the agency-style news story. The headline and the first paragraph are packed with the information and give “the big picture”. The subsequent paragraphs go into more, and less essential, detail.