miércoles, 17 de octubre de 2007
domingo, 7 de octubre de 2007
1. Visual/Spatial Intelligence
Ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.
Their skills include:
Puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Possible career interests:
Navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers
2. Verbal/Linguistic Intelligence
Ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.
Their skills include:
Listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
Possible career interests:
Poet, journalist, writer, teacher, lawyer, politician, translator
3. Logical/Mathematical Intelligence
Ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments.
Their skills include:
Problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes
Possible career paths:
Scientists, engineers, computer programmers, researchers, accountants, mathematicians.
4. Bodily/Kinesthetic Intelligence
Ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.
Their skills include:
Dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body.
Possible career paths:
Athletes, physical education teachers, dancers, actors, firefighters, artisans.
5. Musical/Rhythmic Intelligence
Ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).
Their skills include:
Singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music.
Possible career paths:
Musician, disc jockey, singer, composer.
6. Interpersonal Intelligence
Ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation.They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.
Their skills include:
Seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
Possible Career Paths:
Counselor, salesperson, politician, business person
7. Intrapersonal Intelligence
Ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.
Their Skills include:
Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others.
Possible Career Paths:
Researchers, theorists, philosophers
8. Naturalist Intelligence:
Ability to recognize and categorize plants, animals and other objects in nature
9. Existential Intelligence:
Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
Adapted from internet.
Available on: http://www.ldpride.net/learningstyles.MI.htm
Facilitators:
Most adults learned in teacher-centered classrooms: teachers talked, students listened, except when called on to ask or answer questions about what the teacher had said. This traditional model assumes both the authority of the teacher and the ignorance of the students.
Fortunately these methods are increasingly being replaced by teaching techniques that relate to the learners' life experiences and appreciate what they already know. Increasingly the learners, not the teacher, is at the center of the experience and share "ownership" for their own learning.
In this collaborative context, the word facilitator is more appropriate than teacher, for all concerned should be peers, engaged in a common effort towards a shared goal. Together they examine their own experiences and seek to come to individual conclusions. The goal is not some "right answer" or even consensus, but the collaborative exploration of ideas and issues. However, mastering the art of facilitation requires both practice and a clear understanding of the goals and methods involved.
What is a Facilitator?
A facilitator—
establishes a collaborative relationship with participants, in which the facilitator is "first among equals," but responsibility for learning rests with the whole group;
helps to create and sustain an environment of trust and openness where everyone feels safe to speak honestly and where differences of opinion are respected;
ensures that everyone feels included and has an opportunity to participate;
provides a structure for learning, which might include setting and observing meeting times, opening and closing sessions, and keeping to an agenda;
makes sure the "housekeeping" is done, such as preparing materials, setting up the meeting space, notifying participants, and seeing that necessary preparations are made.
A facilitator is not —
"the person in charge": The whole group is responsible for learning. The facilitator's role is to help that learning happen more effectively. Nor does the facilitator have sole control of the agenda. Participants should have a voice in determining the topics to be covered.
a lecturer: The facilitator is a co-learner, exploring all subjects as an equal partner and contributing individual experience to that of others.
necessarily an expert: Although preparing each session, the facilitator may not know as much about a subject as some other members of the group.
the center of attention: A good facilitator generally speak less than other participants; instead she or he draws them into the discussion.
an arbiter: In collaborative learning, no one, least of all the facilitator, determines that some opinions are "correct" or "more valid."
the maid: While the facilitator takes initial leadership in coordinating the sessions, she or he should not become the only person who takes responsibility. In a true collaboration, no one is "stuck" cleaning up the mess or attending to administrative details every time.
What Makes a Good Facilitator?
Some qualities of a good facilitator, such as personal sensitivity and commitment, depend on the individual personality. However, experience and awareness can improve everyone's skills at facilitating.
Sensitivity to the feelings of individuals: Creating and maintaining an atmosphere of trust and respect requires an awareness of how people are responding to both the topics under discussion and the opinions and reactions of others. Most people will not articulate their discomfort, hurt feelings, or even anger; instead they silently withdraw from the discussion and often from the group. Sensing how people are feeling and understanding how to respond to a particular situation is a critical skill of facilitation.
Sensitivity to the feeling of the group: In any group, the whole is greater than the sum of the parts, and group "chemistry" generally reflects shared feeling: eager, restless, angry, bored, enthusiastic, suspicious, or even silly. Perceiving and responding to the group's dynamic is essential to skillful facilitation.
Ability to listen: One way the facilitator learns to sense the feelings of individuals and the group is by acute listening, both to the explicit meaning of words and also to their tone and implicit meaning. In fact, facilitators generally speak less than anyone in the group. And often the facilitator's comments repeat, sum up, or respond directly to what others have said.
Tact: Sometimes the facilitator must take uncomfortable actions or say awkward things for the good of the group. The ability to do so carefully and kindly is critical. Furthermore the subject matter of human rights can evoke strong feelings and painful memories. The facilitator needs particular tact in dealing with emotional situations respectfully and sometimes also firmly.
Commitment to collaboration: Collaborative learning can occasionally seem frustrating and inefficient, and at such times every facilitator feels tempted to take on the familiar role of the traditional teacher and to lead, rather than facilitate. However, a genuine conviction about the empowering value of cooperative learning will help the facilitator resist a dominating role. Likewise the facilitator needs to be willing to share facilitation with others in the group.
A sense of timing: The facilitator needs to develop a "sixth sense" for time: when to bring a discussion to a close, when to change the topic, when to cut off someone who has talked too long, when to let the discussion run over the allotted time, and when to let the silence continue a little longer.
Flexibility: Facilitators must plan, but they must also be willing to jettison those plans in response to the situation. Often the group will take a session in an unforeseen direction or may demand more time to explore a particular topic. The facilitator needs to be able to evaluate the group's needs and determine how to respond to it. Although every session is important, sometimes a facilitator will decide to omit a topic in favor of giving another fuller treatment.
A sense of humor: As in most human endeavors, even the most serious, a facilitator's appreciation of life's ironies, ability to laugh at one's self, and to share the laughter of others enhances the experience for everyone.
Resourcefulness and creativity: Each group is as different as the people who make it up. A good facilitator needs an overall program and goals but may also adapt it to fit changing conditions and opportunities. For example, the facilitator may call on the talents and experiences of people in the group and the community, or participants may suggest resources.
PERSONAL CHECK LIST FOR FACILITATORS
Be very clear about your role: your behavior more than your words will convey that you are not the teacher but a fellow learner.
Be aware of your eyes: maintain eye contact with participants.
Be aware of your voice: try not to talk too loudly, too softly, or too much.
Be aware of your "body language": consider where you sit or stand and other ways in which you may unconsciously exercise inappropriate authority.
Be aware of your responsibility: make sure everyone has a chance to be heard and be treated equally; encourage differences of opinion but discourage argument; curb those who dominate; draw in those who are hesitant.
Be aware when structure is needed: explain and summarize when necessary; decide when to extend a discussion and when to go on to the next topic; remind the group when they get off the subject.
Be aware of your power and share it: ask others to take on responsibilities when ever possible (e.g., taking notes, keeping time, and, ideally, leading discussion).
Taken from:
http://www1.umn.edu/humanrts/edumat/hreduseries/hrhandbook/part2B.html
Most adults learned in teacher-centered classrooms: teachers talked, students listened, except when called on to ask or answer questions about what the teacher had said. This traditional model assumes both the authority of the teacher and the ignorance of the students.
Fortunately these methods are increasingly being replaced by teaching techniques that relate to the learners' life experiences and appreciate what they already know. Increasingly the learners, not the teacher, is at the center of the experience and share "ownership" for their own learning.
In this collaborative context, the word facilitator is more appropriate than teacher, for all concerned should be peers, engaged in a common effort towards a shared goal. Together they examine their own experiences and seek to come to individual conclusions. The goal is not some "right answer" or even consensus, but the collaborative exploration of ideas and issues. However, mastering the art of facilitation requires both practice and a clear understanding of the goals and methods involved.
What is a Facilitator?
A facilitator—
establishes a collaborative relationship with participants, in which the facilitator is "first among equals," but responsibility for learning rests with the whole group;
helps to create and sustain an environment of trust and openness where everyone feels safe to speak honestly and where differences of opinion are respected;
ensures that everyone feels included and has an opportunity to participate;
provides a structure for learning, which might include setting and observing meeting times, opening and closing sessions, and keeping to an agenda;
makes sure the "housekeeping" is done, such as preparing materials, setting up the meeting space, notifying participants, and seeing that necessary preparations are made.
A facilitator is not —
"the person in charge": The whole group is responsible for learning. The facilitator's role is to help that learning happen more effectively. Nor does the facilitator have sole control of the agenda. Participants should have a voice in determining the topics to be covered.
a lecturer: The facilitator is a co-learner, exploring all subjects as an equal partner and contributing individual experience to that of others.
necessarily an expert: Although preparing each session, the facilitator may not know as much about a subject as some other members of the group.
the center of attention: A good facilitator generally speak less than other participants; instead she or he draws them into the discussion.
an arbiter: In collaborative learning, no one, least of all the facilitator, determines that some opinions are "correct" or "more valid."
the maid: While the facilitator takes initial leadership in coordinating the sessions, she or he should not become the only person who takes responsibility. In a true collaboration, no one is "stuck" cleaning up the mess or attending to administrative details every time.
What Makes a Good Facilitator?
Some qualities of a good facilitator, such as personal sensitivity and commitment, depend on the individual personality. However, experience and awareness can improve everyone's skills at facilitating.
Sensitivity to the feelings of individuals: Creating and maintaining an atmosphere of trust and respect requires an awareness of how people are responding to both the topics under discussion and the opinions and reactions of others. Most people will not articulate their discomfort, hurt feelings, or even anger; instead they silently withdraw from the discussion and often from the group. Sensing how people are feeling and understanding how to respond to a particular situation is a critical skill of facilitation.
Sensitivity to the feeling of the group: In any group, the whole is greater than the sum of the parts, and group "chemistry" generally reflects shared feeling: eager, restless, angry, bored, enthusiastic, suspicious, or even silly. Perceiving and responding to the group's dynamic is essential to skillful facilitation.
Ability to listen: One way the facilitator learns to sense the feelings of individuals and the group is by acute listening, both to the explicit meaning of words and also to their tone and implicit meaning. In fact, facilitators generally speak less than anyone in the group. And often the facilitator's comments repeat, sum up, or respond directly to what others have said.
Tact: Sometimes the facilitator must take uncomfortable actions or say awkward things for the good of the group. The ability to do so carefully and kindly is critical. Furthermore the subject matter of human rights can evoke strong feelings and painful memories. The facilitator needs particular tact in dealing with emotional situations respectfully and sometimes also firmly.
Commitment to collaboration: Collaborative learning can occasionally seem frustrating and inefficient, and at such times every facilitator feels tempted to take on the familiar role of the traditional teacher and to lead, rather than facilitate. However, a genuine conviction about the empowering value of cooperative learning will help the facilitator resist a dominating role. Likewise the facilitator needs to be willing to share facilitation with others in the group.
A sense of timing: The facilitator needs to develop a "sixth sense" for time: when to bring a discussion to a close, when to change the topic, when to cut off someone who has talked too long, when to let the discussion run over the allotted time, and when to let the silence continue a little longer.
Flexibility: Facilitators must plan, but they must also be willing to jettison those plans in response to the situation. Often the group will take a session in an unforeseen direction or may demand more time to explore a particular topic. The facilitator needs to be able to evaluate the group's needs and determine how to respond to it. Although every session is important, sometimes a facilitator will decide to omit a topic in favor of giving another fuller treatment.
A sense of humor: As in most human endeavors, even the most serious, a facilitator's appreciation of life's ironies, ability to laugh at one's self, and to share the laughter of others enhances the experience for everyone.
Resourcefulness and creativity: Each group is as different as the people who make it up. A good facilitator needs an overall program and goals but may also adapt it to fit changing conditions and opportunities. For example, the facilitator may call on the talents and experiences of people in the group and the community, or participants may suggest resources.
PERSONAL CHECK LIST FOR FACILITATORS
Be very clear about your role: your behavior more than your words will convey that you are not the teacher but a fellow learner.
Be aware of your eyes: maintain eye contact with participants.
Be aware of your voice: try not to talk too loudly, too softly, or too much.
Be aware of your "body language": consider where you sit or stand and other ways in which you may unconsciously exercise inappropriate authority.
Be aware of your responsibility: make sure everyone has a chance to be heard and be treated equally; encourage differences of opinion but discourage argument; curb those who dominate; draw in those who are hesitant.
Be aware when structure is needed: explain and summarize when necessary; decide when to extend a discussion and when to go on to the next topic; remind the group when they get off the subject.
Be aware of your power and share it: ask others to take on responsibilities when ever possible (e.g., taking notes, keeping time, and, ideally, leading discussion).
Taken from:
http://www1.umn.edu/humanrts/edumat/hreduseries/hrhandbook/part2B.html
Student management:
Teachers without formal teacher training tend to imitate management techniques used when they were in school. But writing out endless pages, or shouting, or humiliating the student are just not effective nor acceptable. Respect for the child is uppermost. Ask yourself the following questions concerning your classroom situation:
1. Are you asking the students to concentrate for long periods of time? If so, remember that young children-and the not so young-can concentrate only for short periods. Change activities every 20-25 minutes.
2. Are the children passive receivers of information or active participants? Call on many children to answer or to ask questions. Involved children have less time to “fool around” and bother others.
3. Is the subject matter relevant to the age level? Use visual aids in your teaching. Flash cards for practice with irregular verbs are appreciated by students of all ages.
4. Are you always behind your desk or in front of the board? If so, walk around when children are doing seat work. Encourage them; spot check some assignments that you have not been able to check.
If your answers to the above questions are positive, you are already on the right track. Remember to keep your voice at a normal level. Do not shout to be heard. Most classes respond well when they realize they will have to stop talking in order to hear the teacher. If there is noise in one corner of the room during the lesson, stop and wait. The guilty parties will usually stop.
Realize, too, that a classroom does not always have to be silent. There is “good” noise when children are working together, solving problems, and of course, talking in discussion groups.
Allow children to express themselves. If a child wants to share an event with the class and work is moving along smoothly, take the time to listen. When words from the native tongue slip in during these exchanges, as they will, have another child tell the class what the word means in English.
A good classroom
In conclusion, then, a classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation. The teacher is firm but not unbending. Finally, one can see a smile on the faces of both teacher and students and even, at times, an outburst of laughter.
BIBLIOGRAPHY
Benedict, Ruth. 1980. Bringing up children. In Writing prose techniques and purposes, 5th ed., ed. Thomas Kane and Leonard J. Peters. New York: Oxford University Press.
Galloway, Charles. 1976. Psychology for learning and teaching. New York: McGraw Hill.
Tarpy, Roger M. and Richard E. Mayer. 1978. Foundations of learning and memory. Glenview: Scott Foresman.
Teachers without formal teacher training tend to imitate management techniques used when they were in school. But writing out endless pages, or shouting, or humiliating the student are just not effective nor acceptable. Respect for the child is uppermost. Ask yourself the following questions concerning your classroom situation:
1. Are you asking the students to concentrate for long periods of time? If so, remember that young children-and the not so young-can concentrate only for short periods. Change activities every 20-25 minutes.
2. Are the children passive receivers of information or active participants? Call on many children to answer or to ask questions. Involved children have less time to “fool around” and bother others.
3. Is the subject matter relevant to the age level? Use visual aids in your teaching. Flash cards for practice with irregular verbs are appreciated by students of all ages.
4. Are you always behind your desk or in front of the board? If so, walk around when children are doing seat work. Encourage them; spot check some assignments that you have not been able to check.
If your answers to the above questions are positive, you are already on the right track. Remember to keep your voice at a normal level. Do not shout to be heard. Most classes respond well when they realize they will have to stop talking in order to hear the teacher. If there is noise in one corner of the room during the lesson, stop and wait. The guilty parties will usually stop.
Realize, too, that a classroom does not always have to be silent. There is “good” noise when children are working together, solving problems, and of course, talking in discussion groups.
Allow children to express themselves. If a child wants to share an event with the class and work is moving along smoothly, take the time to listen. When words from the native tongue slip in during these exchanges, as they will, have another child tell the class what the word means in English.
A good classroom
In conclusion, then, a classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation. The teacher is firm but not unbending. Finally, one can see a smile on the faces of both teacher and students and even, at times, an outburst of laughter.
BIBLIOGRAPHY
Benedict, Ruth. 1980. Bringing up children. In Writing prose techniques and purposes, 5th ed., ed. Thomas Kane and Leonard J. Peters. New York: Oxford University Press.
Galloway, Charles. 1976. Psychology for learning and teaching. New York: McGraw Hill.
Tarpy, Roger M. and Richard E. Mayer. 1978. Foundations of learning and memory. Glenview: Scott Foresman.
Adapted from Internet.
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