This handout is intended for students to exhibit their abilities and their weaknesses and strengths. This information is valuable for the teacher since it will provide him/her with students’ capacities as far as multiple intelligences is concerned.
But what is this for? The knowledge of students’ capacities on the part of the teacher will eradicate lots of prejudices from the teaching activity in the classroom. This will give the teacher the opportunity to examine to what extent the group is a mixed – ability class and to value the need of every child to learn through his/her preferred learning style. Thus, the teacher will be obliged to cater for a great deal of diversity based on different ways of learning. This is going to affect the planning and implementing of didactic units and activities.
This does not mean that everyone will be happy all the time. Of course, not. On the contrary, it suggests that some lessons will be more useful for some students than for others.
This handout is aimed at students of 2nd year of Bachillerato. Students of this year are supposed to have reached an intermediate level which will enable them to understand and follow instructions properly and to answer and carry out the activities posed. However, there might be students who are not competent enough to sort out the problems thoroughly. These students are allowed to elaborate questions 1, 4, 6, 11, 12, 13, 14 using their mother tongue since the goal of this test is to analyse the students’ abilities rather than their level of English. As for exercise 10, students will have the opportunity to have a similar one in their mother tongue.
As for the procedures, the test is divided into two parts.
In the first part, students have to deal with a list of thirty – five questions they consciously have to answer about their abilities. These questions sum up some of the strengths of each learning style. The questions are rated from 1 to 5. This test is going to be done in one period class. They do it individually and they are not timed.
In the second part, students have to show their capacities and strengths through the accomplishment of different tasks. This will clearly indicate the degree of achievement for each style. Questions 1, 4, 6, 7, 9, 11, 12, 13 and 14 will be marked according to the following parameters: 1- no achievement, 2 – poor achievement, 3 – good achievement, 4 – very good achievement, 5 – excellent achievement. The rest of the questions will be marked taking into account the concrete replies for each one.
This second part of the test will take two periods of 50 minutes.
Students will take this test at the beginning of the school year.
sábado, 24 de marzo de 2007
multiple intelligences: activity 14
Students have access to the internet and in the page www.jigzone.com/daily-jigsaw.php they have to choose a puzzle and check the amount of time that takes them to solve it.
multiple intelligences: activity 13
What kind of Christmas crafts would you make using the following materials? Make it!!
multiple intelligences: activity 12
Imagine you are offered an important position in a company. Think about your strengths and weaknesses before accepting the job.
multiple intelligences: activity 11
Choose one of the following topics and write your thoughts on the matter: life, death, happiness, love, sadness, birth, nature and god.
multiple intelligences: activity 10
– Convince people that this product will be real good for their lives. Which reasons would you give for them to buy it?
The first thing you should know about this wonderful machine is all the functions it has. It will be there to help you out whenever you need it. How? So small and so useful... For example, imagine you are lost in the middle of nowhere. If you have downloaded a gps program you can be led by your wonderful pda. Another example. Imagine you are at a lecture and the lecturer is using some difficult terminology to explain the case under consideration. As you have the opportunity to have internet access, you can revise some terms and make sense of what this person is explaining.
multiple intelligences: activity 9
1- Respond to this newspaper article giving a piece of advice:
I am 14 years old. I am very concerned about my weight. I am so obsessed about my weight that my grades and social life are suffering. I am failing school. My grades are in the C’s and D’s and I have no friends. The point is that I am a dancer and the pressure to lose weight is immense. What can I do?
One example of a good positive advice would be:
“ You see that this way of thinking is negative for your life. You should change the point of view because there is something wrong. The first thing you should do is not to be so concerned about other people’s opinions about your weight. You are so concerned about your physical appearance because you think everybody thinks you are fat in a negative way. First, If they think you are “fat”, that should not prevent you from being yourself. It is their opinion. And I am convinced that they do not think that way about you. You should think that you are always pretty, no matter what others think. But if you want to feel much better you can be on a diet and you will be healthier and much lighter to dance. There is nothing wrong about you. It is just your way of thinking that makes you unhappy.
martes, 13 de marzo de 2007
multiple intelligences: activity 6
Describe your bedroom paying attention to the location of every single detail.
multiple intelligences: activity 5
Answer the following questions:
• Which number is the logical number in the following sequence of numbers:
2 – 6 – 14 – 30…
• Which one of the numbers in the series is wrong and should be replaced?
2 – 4 – 8 – 16 – 20 – 22 – 44 – 46
• Which one of the letters does not belong to the following series?
D – F – H – J – K – N – P – R
• Happiness is to senipah as 517768399 is to …
• Which number is the logical number in the following sequence of numbers:
2 – 6 – 14 – 30…
• Which one of the numbers in the series is wrong and should be replaced?
2 – 4 – 8 – 16 – 20 – 22 – 44 – 46
• Which one of the letters does not belong to the following series?
D – F – H – J – K – N – P – R
• Happiness is to senipah as 517768399 is to …
multiple intelligences: activity 4
1- Listen carefully to the following melody ( Dance of the Sylphs by Berlioz). Then, write down what it suggests to you.
In this harmonious piece, the authour manages to create a rhythmic melody in which the listener has the feeling that there are girls dancing gracefully on stage.
A good example would be like this:
Without having any idea of the story behind this melody, I close my eyes when listening to it and I first can picture a sunny landscape by a lake full of bright colours where everything is calm and quiet. The melody is so soft that I can even hear birds singing and sun shining. I imagine that I am part of the picture bending in the breeze. The rhythmic melody sounds so sensual to my ears that I cannot stop dancing in my mind.
I want students to show if they already have a taste for music and if they are able to appreciate this form of art.
multiple intelligences: activity 3
1- Complete the lines of this stanza using the ones of the box paying attention to the rhythm:
But I feel the bright eyes – I lie down by the side – without bringing me dreams – my bride
For the moon beams...................
Of the beautiful Annabel Lee;
And the stars never rise…………….
Of the beautiful Annabel Lee:
And so, all the night – tide……………..
Of my darling – my darling – my life…………….
In her sepulchre there by the sea.
In her tomb by the sounding sea.
This is a poem with a clear rhythmic pattern repeated all throughout the poem. what I want to check is simply their rhythmic skills and if they can notice the repetition of sounds and the alternation of long and short lines.I want to check if students are able to feel the internal rhythm of the poem and to add the correct lines to continue with it. For example, in the first line, students should notice the internal rhyme achieved using “beams” and “dreams”. The repetition of the sound /i:mz/ in the middle of the line and also at the end of the line creates this internal rhyme together with the repetition of the “m” sound in “moon” and “beams” and “me” and “dreams”. In the third line, students should notice the juxtaposition of a coordinate and an adversative sentence together with the use of the sounds /z/, “r” and the diphthong /ai/. In the fourth line, students should notice the internal rhyme achieved by the stress on the words containing the diphthong /ai/. Finally, in the sixth line, students should see first the structure of the sentence achieved through the use of an anaphora and the repetition of the structure my four times. There is also internal rhyme accomplished through the repetition of the diphthong /ai/.
Summing up, what I want to see is how students feel sounds, rhythm and rhyme to create harmony in this stanza of the poem.
multiple intelligences: activity 2
2- Students have access to the internet and in the page www.jigzone.com/daily-jigsaw.php they have to choose a puzzle and check the amount of time that takes them to solve it.
multiple intelligences: activity 1
1- Describe this picture and te1- Describe this picture and tell what it suggests to you.
multiple intelligences test
Try out this test with your students and let me know the results you got from testing them.
Select from the five choices that best describes you as follows:
1 – I don’t agree
2 – I hardly agree
3 – neutral
4 – Almost total coincidence
5 – Total coincidence
Take your time before answering. You are not being timed.
1 – Books are important to me……………. 1 2 3 4 5
2 – I can easily compute numbers in my head ………………. 1 2 3 4 5
3 – I often see clear images when I close my eyes ………… 1 2 3 4 5
4 – I engage at least one sport or physical activity regularly.. 1 2 3 4 5
5 – I have a pleasant and singing voice ………………………. 1 2 3 4 5
6 – Friends and relatives usually come to me for advice…… 1 2 3 4 5
7 – I regularly spend time alone meditating about spiritual questions.. 1 2 3 4 5
8 – Words appear in my head before I read, speak or write them down….1 2 3 4 5
9 – It’s difficult for me to sit still long periods of time……….. 1 2 3 4 5
10 – I like to organize things and keep everything neat…….. 1 2 3 4 5
11 – I am able to perceive when a musical tone is out of tune…………….. 1 2 3 4 5
12 – I prefer to play sports in groups like volleyball to individual sports like jogging.1 2 3 4 5
13 – I enjoy nature and being alone …………………………… 1 2 3 4 5
14 – I take delight in recording what I see around me with a camcorder…. 1 2 3 4 5
15 – I like developing hands-on activities such as sewing or model building... 1 2 3 4 5
16 – when I have a problem I seek out another person for help rather than try to work it out by myself ……………………………………………………………… 1 2 3 4 5
17 – I enjoy games like passwords, anagrams ……………… 1 2 3 4 5
18 – I enjoy doing jigsaw puzzles and other visual puzzles………………………1 2 3 4 5
19 – I have at least three close friends………………………… 1 2 3 4 5
20 – I am keen on inventing tongue twisters, nonsense rhymes or puns……….1 2 3 4 5
21 - I have great fun finding patterns and logical sequences of things……..1 2 3 4 5
22 – I like collecting rocks, shells, leaves, insects, stamps, cards………...1 2 3 4 5
23 – I often like to spend my free time outdoors ……………………………...1 2 3 4 5
24 – My life without music is poor ………………………………………………. 1 2 3 4 5
25 – I keep my closets, drawers and work area tidy and neat………………. 1 2 3 4 5
26 – I find it easy to find my way around unfamiliar territory………………….. 1 2 3 4 5
27 – When I talk to someone, I usually use hand gestures and body language. 1 2 3 4 5
28 – I sometimes catch myself whistling or singing a tune ………………….. 1 2 3 4 5
29 – English and history were easier for me than maths or science……….. 1 2 3 4 5
30 – In order to learn I need to touch things…………………………………..… 1 2 3 4 5
31 – I would prefer to spend a weekend in a cabin in the woods rather than at a fancy resort with lots of people around? ……………………………………………………………. 1 2 3 4 5
32 – I have always enjoyed categorizing or classifying objects…………….. 1 2 3 4 5
33 – My best ideas come when I’m doing a physical activity…………………1 2 3 4 5
34 – I have a special hobby that I love practising ……………………………...1 2 3 4 5
35 - I can reproduce the rhythm of a melody with a percussion instrument…1 2 3 4 5
Select from the five choices that best describes you as follows:
1 – I don’t agree
2 – I hardly agree
3 – neutral
4 – Almost total coincidence
5 – Total coincidence
Take your time before answering. You are not being timed.
1 – Books are important to me……………. 1 2 3 4 5
2 – I can easily compute numbers in my head ………………. 1 2 3 4 5
3 – I often see clear images when I close my eyes ………… 1 2 3 4 5
4 – I engage at least one sport or physical activity regularly.. 1 2 3 4 5
5 – I have a pleasant and singing voice ………………………. 1 2 3 4 5
6 – Friends and relatives usually come to me for advice…… 1 2 3 4 5
7 – I regularly spend time alone meditating about spiritual questions.. 1 2 3 4 5
8 – Words appear in my head before I read, speak or write them down….1 2 3 4 5
9 – It’s difficult for me to sit still long periods of time……….. 1 2 3 4 5
10 – I like to organize things and keep everything neat…….. 1 2 3 4 5
11 – I am able to perceive when a musical tone is out of tune…………….. 1 2 3 4 5
12 – I prefer to play sports in groups like volleyball to individual sports like jogging.1 2 3 4 5
13 – I enjoy nature and being alone …………………………… 1 2 3 4 5
14 – I take delight in recording what I see around me with a camcorder…. 1 2 3 4 5
15 – I like developing hands-on activities such as sewing or model building... 1 2 3 4 5
16 – when I have a problem I seek out another person for help rather than try to work it out by myself ……………………………………………………………… 1 2 3 4 5
17 – I enjoy games like passwords, anagrams ……………… 1 2 3 4 5
18 – I enjoy doing jigsaw puzzles and other visual puzzles………………………1 2 3 4 5
19 – I have at least three close friends………………………… 1 2 3 4 5
20 – I am keen on inventing tongue twisters, nonsense rhymes or puns……….1 2 3 4 5
21 - I have great fun finding patterns and logical sequences of things……..1 2 3 4 5
22 – I like collecting rocks, shells, leaves, insects, stamps, cards………...1 2 3 4 5
23 – I often like to spend my free time outdoors ……………………………...1 2 3 4 5
24 – My life without music is poor ………………………………………………. 1 2 3 4 5
25 – I keep my closets, drawers and work area tidy and neat………………. 1 2 3 4 5
26 – I find it easy to find my way around unfamiliar territory………………….. 1 2 3 4 5
27 – When I talk to someone, I usually use hand gestures and body language. 1 2 3 4 5
28 – I sometimes catch myself whistling or singing a tune ………………….. 1 2 3 4 5
29 – English and history were easier for me than maths or science……….. 1 2 3 4 5
30 – In order to learn I need to touch things…………………………………..… 1 2 3 4 5
31 – I would prefer to spend a weekend in a cabin in the woods rather than at a fancy resort with lots of people around? ……………………………………………………………. 1 2 3 4 5
32 – I have always enjoyed categorizing or classifying objects…………….. 1 2 3 4 5
33 – My best ideas come when I’m doing a physical activity…………………1 2 3 4 5
34 – I have a special hobby that I love practising ……………………………...1 2 3 4 5
35 - I can reproduce the rhythm of a melody with a percussion instrument…1 2 3 4 5
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"Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied." By Noam Chomsky