Learn English Is Easy

Analyzing Forum Discussion

Anahí Arámbula Barraza And Elizabeth Manjarrez Aguirre

We were assigned to read and to evaluate all the results obtained from the forum “What / how I´d like to learn CALL II” that our semester classmates created upon different points of view on this interesting subject of discussion, after comparing and contrasting different views of how our class should be develop during this semester we found that our main agreement is that the class will be better to have fun and cool activities but, there is a question, If we all think in different ways, we develop ourselves not in the same environment but overall we learn total distinct strategies the facilitator must think on how he will adapt the curriculum so that all the students get to understand but mainly apply the content in this dynamic subject.

We all know multiple intelligences are divided in different areas which show how a person acquire information and then transform it into knowledge those are:

Logical-mathematical, Spatial, Linguistic. Bodily-kinesthetic, Musical, Interpersonal, and Intrapersonal. So according to all the information we found on our classmates answers we decided to investigate about them and the best way the teacher can arrange the curricular topics and then create activities so the students will absorb as much information as they can.

Article 1)

Multiple Intelligences

Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:

Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style.

from "The Distance Learning Technology Resource Guide," by Carla Lane

Article 2)

How Technology Enhances Howard Gardner's Eight Intelligences

Introduction by Dave Keefe for Contribution by Dee Dickinson

America Tomorrow has long supported the premise that all students can learn, and that a very appropriate use of technology is to help teachers and students understand the individual learning strengths of each student across the full spectrum of learning. Howard Gardner's 1983 publication of "Frames of Mind" provided the concept of Seven Types of Intelligence as a structure for exploring this spectrum. Recently Gardner added Naturalist Intelligence to expand his model to eight different forms of intelligence.

Dee Dickinson, CEO and Founder of New Horizons for Learning, is one of Gardner's most articulate and supportive advocates, and is currently working on a chapter on Naturalist Intelligence for Teaching and Learning Through Multiple Intelligence by Linda Campbell, Bruce Campbell and Dee Dickinson (Allyn and Bacon, 1998).

Dee was America Tomorrow's first contributing author and has provided excerpts from the book on ways that Technology enhances each of the Gardner Intelligences. This document will form the basis for an asynchronous discussion between Dee and the Johns Hopkins University graduate education class on "Online Coaching and Instruction on the Internet"

Dee comments to the class: "You are the first to see the section on technology and the Naturalist. It is too long for the book, but I found so much interesting material I wanted to write it up. I will have to cut it, but here's the whole thing for you.

I am looking forward to your questions, comments, and discussions about this and related subjects. Am especially anxious to learn from you. See you online soon!" --Dee Dickinson

Article 3)

Connecting Technology and Multiple Intelligences

I am a firm believer in the ways student learning relates to Howard Gardner's Multiple Intelligences. In my mind: All students can learn ... that learning takes place in different ways and is expressed in different ways. When in the classroom, I tried to create lessons to go along with the ideas of Multiple Intelligences. I now work each day to help teachers find ways to utilize technology for student instruction and learning. I have recently started thinking about the ways those two things (Multiple Intelligences and Technology in the Classroom) can go together.

Article 4)

Multiple Intelligences and Technology

The multiple intelligences can be enhanced with the use of technology. Following Howard Gardner's theory of multiple intelligence, teachers can encourage development by providing enrichment opportunities in each of the areas of the intellect. .

Linguistic: Use of word processing programs can help teach language, writing, editing, and rewriting skills. Also the Internet is an invaluable tool in learning. Through e-mail children can improve their language skills as well.

Word processors with voice annotations.

Desktop publishing programs.

Programs that allow children to create stories, poems, essays, etc.

Multimedia authoring.

Videodiscs to create presentations.

Using tape recorders.

Logical-Mathematical: Computer programs that teach logic and critical thinking skills. These are also in game formats that could motivate children. Math programs that allows drilling and practicing. Database programs that help explore and organize data and information.

Problem solving software

Computer Aided design programs

Strategy game software

Graphing calculators

Visual/Spatial: Graphics programs that help develop creativity and visual skills. Also browsing the Internet, organizing files, folders will develop some spatial understanding.

Draw programs (CorelDraw)

Image composing programs (image composer)

Paint programs (Photopaint, Microsoft paint)

Reading programs with visual clues

Web page programs

3D software

Software games

Spreadsheet programs which allow children to see charts, maps or diagrams

Multimedia authoring programs

Musical: programs that help write or play music.

Music composing software

Videodisc player

Programs integrating stories with songs and instruments

Reading programs which relate letter/sound with music

Programs which allow children to create their own music

CD-ROMs about music and instruments

Audio CDs

Tape recorders

Word processors (to write about a movie or song)

Bodily-Kinesthetic: Using computers will help develop hand-eye coordination. Working with a computer will allow children to become involved in their learning, actively.

Animation programs

Interpersonal: Students can work in groups of two to four on the computers. Working in groups will strengthen children�s communication and cooperation skills.

Computer games which requires two or more persons

Programs that allow to create group presentations (PowerPoint)

Telecommunication programs

E-mail

Distance education

Chat to discuss ideas

Help others with any programs

Intrapersonal: The computer can help children build up individual skills. It allows for differences in children�s learning styles and abilities. Children may work on their own pace with computers.

Any programs which allow children to work independently.

Games involving only one person.

Brainstorming or problem solving software.

Instructional games

Word processors for journaling and recording feelings

Developing multimedia portfolio

Video editing (Adobe Premier)

We all learn in different ways. Educators need to try to meet the needs of all children by providing a variety of lessons using various teaching methods. When integrating technology in lessons, teachers have to make sure to remember the needs of all the learners and use various methods and techniques. Using software can develop the potential of all children.