| American schools have traditionally
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| | verbal-linguistic intelligences for
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| favored those students who excel in the
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| | analysis of the literature and for
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| linguistic and analytical arenas because
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| | organization of their essays, in addition
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| these skills are highly valued in our
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| | to the verbal-linguistic intelligence for
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| culture. Unfortunately, this traditional
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| | reading and writing and the intrapersonal
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| approach leaves certain students behind
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| | intelligence for the introspective
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| to stumble blindly through an educational
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| | thought process.3. Assign a mini-research
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| system which ignores their unique
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| | project and allow students to present
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| abilities. This is not to say that the
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| | their research in a way that suits their
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| development of linguistic and analytical
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| | own intelligences. I assign a 1920s
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| skills should be abandoned in favor of
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| | mini-research project as an introduction
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| nontraditional approaches to education.
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| | to The Great Gatsby by F. Scott
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| Rather, traditional and nontraditional
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| | Fitzgerald.I give students the
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| approaches should be combined to
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| | opportunity to work alone, in pairs, or
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| formulate a method of education that is
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| | in groups of three or four. Each student
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| best suited to the students who populate
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| | is required to select his or her own
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| our classrooms.The theory of multiple
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| | topic to research. If students choose to
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| intelligences, developed by psychologist
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| | work with classmates, their individual
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| Howard Gardner, offers a balance which
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| | research is to be integrated into one
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| teaches students what they need to know
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| | presentation. As preparation for their
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| in order to be successful in our society
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| | projects, students brainstorm methods for
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| in a way that compliments the unique
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| | demonstrating knowledge. The form of the
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| abilities that each individual
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| | final product is left to the students'
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| possesses.Having said this, how does one
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| | discretion. As a result, students can use
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| go about effectively implementing the
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| | the combinations of intelligences with
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| multiple intelligences into the
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| | which they are most comfortable.4. Assign
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| classroom? Unfortunately, much has been
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| | small groups of students to "act out" a
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| done in the name of multiple
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| | portion of a work of literature. I have
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| intelligences without actually
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| | used this approach with novels and
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| stimulating any portion of a child's
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| | Shakespearean drama.When using this
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| brain. For example, simply running around
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| | approach with a novel, I assign groups of
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| a classroom haphazardly cannot be said to
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| | three or four students to a chapter. They
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| call upon the bodily-kinesthetic
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| | are asked to select a passage or a series
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| intelligence unless another component of
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| | of passages that they like and which are
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| the activity triggers thought on the part
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| | important to the development of the
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| of the student. On the other hand, the
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| | chapter and the novel. They are also
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| student who creates a dance based upon a
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| | required to plan and present a rationale
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| work of literature and communicates the
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| | in which they explain the reason they
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| essence of that work to an audience is
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| | select their passage(s) and the
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| clearly demonstrating the
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| | importance of the passage to the novel.
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| bodily-kinesthetic intelligence.The
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| | They are asked to consider foreshadowing,
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| following lesson ideas target a range of
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| | symbolism, and characterization when
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| intelligences...1. Use a scenario that
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| | planning their rationales. (The literary
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| relates to your content (something
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| | devices assigned depend upon the
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| controversial works best) and ask
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| | novel.)To complete this assignment,
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| students to discuss it. I have used a
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| | students use their intrapersonal,
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| scenario called "The Soldier's Dilemma"
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| | verbal-linguistic, and
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| to introduce themes found in
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| | logical-mathematical intelligences in
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| Shakespeare's Julius Caesar and in
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| | scene selection, their interpersonal and
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| literature from the Realism
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| | logical-mathematical intelligences in
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| movement.First, I read the scenarios out
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| | planning and organizing their scene,
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| loud to the students, then I ask them to
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| | their interpersonal, verbal-linguistic,
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| work in groups to answer questions about
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| | and bodily-kinesthetic intelligences to
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| the scenario. Each group is asked to come
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| | act out the scene, and they use their
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| to a consensus about their opinions. Once
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| | logical-mathematical and
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| they have sufficient time to debate the
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| | verbal-linguistic intelligences to
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| issue, I ask them to return to their
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| | organize and present their rationales at
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| seats for a whole class discussion.During
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| | the end of the scene.When using this
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| the process of thinking about and
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| | approach with Shakespearean drama, I
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| discussing the scenario, students must
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| | manage to incorporate all of the
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| use their interpersonal skills to defend
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| | intelligences into one assignment. It is
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| their positions, first with their group
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| | an elaborate assignment that cannot be
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| members, then with the entire class.
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| | fully explained in the given space, but
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| Students also need to use their
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| | students are asked to adapt the play to a
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| intrapersonal intelligences because the
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| | modern situation. Then they have to write
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| emotional level of this discussion
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| | a script, create sets, props, and
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| requires a sense of self-awareness and
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| | costumes, plan music/sound effects, etc.
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| self-understanding. Students also need to
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| | Finally, they perform their rendition for
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| use their logical-mathematical and
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| | the class.Handouts are available for most
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| verbal-linguistic intelligences for
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| | of these assignments. Visit The Writing
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| analysis and their verbal-linguistic
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| | Tutor to obtain handouts or to obtain
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| intelligence for communication.2. Use an
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| | more information about any of these
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| opinionnaire as a thought-provoking
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| | assignments.References:Johannessen, L. R.
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| activity. I've used opinionnaires as
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| | (1994). The call of adventure: Jack
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| introductory activities and I have also
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| | London's "To Build a Fire." Notes Plus,
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| used them as the basis for essay
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| | 12 (1), 11-15.Johannessen, L. R. (1997,
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| assignments.I use a wilderness survival
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| | January 20). Teaching the Vietnam War.
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| opinionnaire when I teach "To Build a
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| | Presented at a teacher's institute
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| Fire" by Jack London. Students complete
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| | meeting at Township High School,
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| the opinionnaire before reading the short
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| | LaGrange, IL.Michele R. Acosta is a
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| story, then again after reading and
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| | freelance writer, a former English
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| discussing it. The second opinionnaire is
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| | teacher, and the mother of three boys.
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| followed up with an essay assignment that
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| | Acosta has recently completed her first
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| asks students to identify three
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| | self-help writing book called Improving
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| statements from the opinionnaire for
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| | Sentence Structure. The ebook format is
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| which their answers changed as a result
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| | available from A to Z Publishing.
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| of reading and discussing the story.This
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| | Acosta's newest web site, Writer's Help
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| assignment requires students to consider
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| | Desk, offers freelance provider listings
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| the reasons for their answers on the
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| | and freelance job listings as well as
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| first opinionnaire and then to consider
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| | other resources for freelance writers.
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| what about the story and the class
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| | Visit The Writing Tutor for the ecourse
|
| discussions made them change their
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| | version of Improving Sentence Structure
|
| opinions when completing the second
| |
| | and for more articles, professional
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| opinionnaire. Students are also required
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| | writing and editing services, and other
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| to use textual evidence in support of
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| | writing and educational resources.
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| their reasoning. As a result, students
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| | Copyright (c) 2004-2006 The Writing Tutor
|
| use their logical-mathematical and
| |
| | & Michele R. Acosta. All rights reserved.
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