Me Too! How to Teach All Learners

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Me Too! How to Teach All Learners. Kathryn Conner Center City Public Charter Schools Washington DC. Lets get to know each other! Share your name, where you work and what you teach . Objective . - PowerPoint PPT Presentation


Me Too! How to Teach All Learners

Me Too! How to Teach All LearnersKathryn ConnerCenter City Public Charter Schools Washington DC

Lets get to know each other!

Share your name, where you work and what you teach

Objective Discuss and create strategies to teach ALL students by incorporating Howard Gardners Theory of Multiple Intelligences into EVERY lesson we teachLearn how to provide comprehensible input to ensure language development and mastery of target language along with content area studies Walk away with strategies that you can take with you and easily implement in your own classroom

My GoalI want to combine Stephen Krashens Input Theory with the use of Howard Gardners Multiple Intelligences to create a Foreign Language classroom that is fun, engaging and that guarantees success for ALL of our learners. Why?????Pre-Test DataUnit taught animals and animal coverings (fur, feathers, scales)The majority of the students were not able to identify animals or animal coverings in Spanish.SCORES0/51/52/53/54/55/5NUMBER OF STUDENTS 4 6 5 4 2 4Introduction to the StudentsFirst Grade Class at Center City Public Charter Schools; Petworth Campus25 students 9 are native Spanish speakersSpanish taught 3 times a week

I provided students the opportunity to categorize, color, write, read, draw, act out, sing, dance, move, listen, play, create etc.

Post-TestThe results from the Post-Test show that by using Howard Gardners Theory of Multiple Intelligences and Stephen Krashens Montior Model students were able to simultaneously master both Spanish language standards and Science standards. SCORES0/51/52/53/54/55/5NUMBER OF STUDENTS0000421How did you learn language?How was learning a 2nd language different from learning your first language?Did you learn a foreign language in an immersion setting? Did you learn it at school? How many times a day/week were you surrounded by the language and/or given the opportunity to practice in the target language?

Stephen KrashenLearning vs. AcquisitionAcquisition: Students learn subconsciously, similarly to the way they develop their first languageLearning: Conscious knowledge of the rules of grammar and their application in productionThe main function of the classroom is to provide comprehensible input in an environment conducive to a low affective filterOmmaggio, A.H. (1993) Teaching Language in Context. Heinle & Heinle: Boston, MA.

Stephen Krashens Monitor ModelWe need to lower the Affective Filter by providing Comprehensible InputWe need to provide students with language in an engaging way at a level that they can understandWe need to introduce language in a setting that will enable students to use itAffective FilterComprehensible Input

Quote by Stephen KrashenThe best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear.

Howard GardnersTheory of Multiple Intelligences

Howard Gardners Theory of Multiple Intelligences Provide opportunities for students to learn in ways that they are most receptive to maximize their potential successThis theory challenges teachers to create learning environments that foster development of all eight intelligences in order to benefit all learnersEspecially important in the Foreign Language ClassroomArmstrong, T. (1994) Multiple Intelligences in the classroom. Virginia: Association for Supervision and Curricular Development.Visual-Spatial :Think in terms of images and picturesVery aware of objects, shapes, colors, patternsLike to draw, paint, do jigsaw puzzles, read maps, work with clayCan be taught through drawings, verbal and physical imageryTools include models, graphics, charts, photographs, drawings, video, television, multimedia, texts with pictures/charts/graphs.

Logical Mathematical:Think conceptually, abstractly and are able to see patterns and relationships Like to reason, experiment, solve puzzles, ask cosmic questionsCan be taught through logic games, investigations, mysteriesTools include graphic organizers, codes and symbols, games, puzzles, calculations

Bodily-kinesthetic:Use the body effectively, like a dancer or a surgeonKeen sense of body awarenessLike movement, making things, touching, role-playing, dancingFind it difficult to sit still for a long period of time Can be taught through physical activity, hands-on learning, acting out, role playingTools include costumes for role play, manipulatives, real objects, movement games

Musical:Show sensitivity to rhythm and soundCan often reproduce music/sounds/language accent after hearing it only onceLike to create musicMay study better with music in the backgroundCan be taught by turning lessons into lyrics, speaking rhythmically, tapping out timeTools include musical instruments, music, radio, CD-ROM, singing, speaking

Linguistic: Use words effectivelyHave highly developed verbal and auditory skills and often think in wordsLike reading, playing word games, making up poetry or stories, having discussions, telling jokes, creative writingTools include computers, games, debate, story telling, multimedia, books, tape recorders, and lecture.

Interpersonal :Learn through person-to-person interactionThey have many friends, empathy for others, street smartsLove team activities, are good team membersCan be taught through challenging cooperative learning situations, group activities, dialoguesTools include dialogues, conversations, letters, giving feed back, group projects

Intrapersonal:Are the most independent of the learners.Entails the capacity to understand oneself, to appreciate one's feelings,Can be taught through independent study and introspectionTools include books, creative materials, diaries, privacy and alone time

nderstanding one's own interests, goalsLike to work alone and tend to shy away from othersThey have wisdom, intuition and motivation, as well as a strong will, confidence and opinionsCan be taught through independent study and introspection.Help students by encouraging them to be aware of feelings, thought processes and reflectionsTools include books, creative materials, diaries, independent assignments, privacy and time

NaturalistHave a profound love for outdoors, animals, plantsGive them more opportunities to go outside, or bring nature into the classroomAsk them to express their ideas, thoughts, feelings through natural metaphorsTools include species classification, caring for animals, growing things, nature watch activities, nature collections, nature representations

So why am I trying to combine the two theories?Foreign Language ClassroomWhat better way to provide Comprehensible Input than by teaching using the as many of the Multiple Intelligences as possible???Guaranteed success!!!

Guaranteed SuccessBy presenting the content in multiple ways we are providing comprehensible input!!We will encourage students to make connections and retain content knowledge because they are being introduced to the language in a meaningful wayWe will get students excited about learning the target language!What does this all mean in the Foreign Language Classroom?WE CAN:think about the multiple intelligences while we plan!

incorporate as many intelligences into each lesson as possible to reach each child and to ensure that we are providing comprehensible input!

teach to more than one of the multiple intelligences EVERY DAY so that we are using language in a meaningful way!

ActivityLooking at the page that describes Visual-Spatial Intelligence lets brainstorm how we could plan to teach to this intelligence in the foreign language classroom every dayActivitiesLessonsDo NowsExit ticketsassessments

Small GroupsBrainstorm about the Intelligence Area given to your groupThink of activities, lessons, Do Nows, Exit tickets, assessments that would embrace this intelligence. Think about things that could be done everyday, not just once a unit Be creative!

Present our ideas

Important Questions to ask yourself before and after teaching a lessonHave you provided the learners with opportunities to speak, listen, read and write?Have you included numbers, calculations and/or activities requiring critical thinking?Have you included pictures, graphs and/or art?Have you included activities involving movement?Have you included music and/or rhythms? Have you included pair work and/or group work?Have you provided the learners with private learning time and/or time for reflection?Have you included categorization tasks and/or arranging exercises?Have you helped the learners consider the topic/theme of todays lesson in relation to a larger context?


Good luck using these tools in your classroom!!!!

ReferencesArmstrong, T. (1994) Multiple Intelligences in the classroom. Virginia: Association for Supervision and Curricular Development.Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.Kornhaber, M. L. (2001) 'Howard Gardner' in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. From Piaget to the present, London: Routledge.Palmberg, Rolf. Developing Teachers.comOmmaggio, A.H. (1993) Teaching Language in Context. Heinle & Heinle: Boston, MA.