The results of a questionnaire that Paola completed, My true Intelligence (adapted from Armstrong Thomas, “Teaching Multiple Intelligences In the Classroom”, 1994) shows that the stronger abilities in the student are logical-mathematical, musical, Bodily Kinesthetic and Interpersonal. According to ITTO textbook a description of each of these learning styles are; a logical-mathematical intelligence allows the student to solve logical problems, puzzles and games, the student can also make quantifications and calculations easily. Having a Musical Intelligence is for those students who like music in general sometimes students find easily to sing with lyrics, identify streets or accentuation in exercises or do fill in the blank exercises. In the case of Kinesthetic Bodily intelligence, the students have the ability to express themselves using body movements; the best word to describe this action is ‘Motion’. The students who have an Interpersonal intelligence are capable of listening to other people and establish a good relationship with them; activities in group are highly effective for them.
Though the main tenet of suggestopedia, that is the power of mind and the way it maximizes optimal learning, is acknowledged by many there are certain drawbacks like the practical issues involved such as arranging music and comfortable chairs etc. Another criticism is that the method over emphasized the role of memorization in language learning. Language is not only about the power of the mind to memorize. It’s about understanding, interacting and producing novel utterances in different unpredictable situations. Suggestopedia enables peripheral learning and the role of comprehensible input which is crucial to language learning is neglected in this
This allows students to integrate new learning with previous knowledge. Consequently, students develop the ability to link movement skills to perform movement sequences. Disadvantage One disadvantage of skill theme approach is that since teachers need to observe students as to plan and design task for next relevant learning stage. It must be very time consuming to make specific and informed observation for each individual student. These assessment of skills is also dependent on fatigue and interest.
Further, it attempts to find out their favourite method of teaching by collecting subjective data based on the students’ reply. The findings of this study reveals that amongst five teaching techniques, the fifth step, Physical assistance with verbal guidance was most preferred by the children secondly they inclined towards tactile modelling and coactive, verbal assistance and step by step teaching were their third, fourth and fifth preference respectively. Previous studies have shown that physical guidance as a successful teaching method to enhance the acquiring skills of the students with VI (Brueske & Cuvo, 1985; Erwin, 1996; Lane, 1996; O'Connell, 2000). This finding is consistent with a previous study reporting that judo players who are visually impaired responded well when learning through physical guidance (Ohlenkamp, 2000). In contrast to this O'Connell, Lieberman, and Peterson (2006) suggested that as children are more hesitant to physical touch they may prefer tactile modelling as a preferred mode of teaching.
These problems, of course, are not specifically associated with PowerPoint use but it does have a tendency to make some practitioners feel that the improvements offered by PowerPoint are sufficient to make their presentations more effective. When used appropriately, it does encourage staff, for the sake of a relatively shallow learning-curve, to improve the professionalism and quality of their didactic sessions and facilitates the development and evolution of more interactive and flexible practices. It soon becomes obvious that didactic use represents only a very basic level of practice – PowerPoint is much more powerful and flexible than that and alternative activities can be facilitated by its use, limited only by the creativity of the user. Consider combining media where necessary although you should use multimedia from within PowerPoint cautiously. Use PowerPoint to provide a transparently structured presentation and associated handouts – but don’t include too much detail.
2. Approaches of teaching prepositions a. The traditional approach Teaching prepositions has been carried out explicitly for a long time, in which students are advised to try to remember each item separately in different contexts. This turns prepositions to become a nightmare for not only beginners but also advanced learners since it provides no links or structures among meaning of prepositions. According to Lam’s study (2009), ‘trying to remember a list of individual, unrelated uses is hardly conductive to increasing learners’.
Because of the distressing global crisis in reading comprehension, numerous studies and experimentations on enhancing reading comprehension continue to proliferate in the world of research. Different teaching approaches and methods have been explored and incorporated in teaching in the hypothesis that reading skills will be enhanced and that reading status will be improved. Along with the numerous approaches and methods, Suggestopedia is considered as one that has captured the curiosity of researchers and educators. UNESCO experts (1978) considered suggestopedia as a generally superior teaching method compared to traditional methods. As a result, different interventions have been conducted by research and education enthusiasts incorporating
Howard Gardner viewed intelligence as ‘the ability to decipher problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989). The theory of multiple intelligences urges the rethinking of how teachers should approach subjects and topics. If children do not learn in any one way, then the teacher truly must teach in the way the child learns. Guided by the very diverse intellectual profiles of students in a classroom, teaching must become less of a single approach aimed at all students and more of a crafted effort to engage the multiple intelligences, or potentials, represented in the room. According to Gardner, there are 8 possibly 10 intelligences; spatial, linguistic, logical, bodily, musical, interpersonal, intrapersonal, and naturalistic.
A teacher must identify students with low self – efficacy and mentor them in the right direction. Because until we do so, these children will not enjoy their learning experiences. Children will not initiate tasks unless they are motivated and confident that they have caused the outcomes. As children look for peer models, peer – learning should be emphasized. The study also recommends that teachers and adults around the child do not make judgements on their performances.
Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. -Barbara Gross Davis, Tools for Teaching The idea that students learn more by doing something than by just watching and listening has been known to teachers and cooperative learning is by its nature an active method. Beyond that, cooperation enhances learning in many ways. Weak students working individually used to give up when they get stuck; while working cooperatively, they keep going. Strong students faced with the task of explaining and clarifying lessons to weaker students often find gaps in their own understanding and