Meaningful Learning- MULTIPLE INT.

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    EANINFUL LEARNING

    Meaningful learningrefers to the concept thatthe learned

    knowledge(lets say a fact) is fully understoodby the individual

    and that the individual knows how that specic fact relates to other

    stored fact(stored in your brain that is).

    When meaningful learning occurs the facts are storedin a relational

    manner .That is, the brain stores them togetherbecause they are

    related to each other. Now, when one fact is recalled, the other facts

    are also recalled at that moment (or shortly thereafter). This

    phenomenon is called thespread of activation. This is the gist ofmeaningful learning.

    THEORY OF MUT!"E !#TE!$E#%E&

    "Multiple intelligences is a psychological theory about the

    mind. It's a critique of the notion that there's a single

    intelligence which we're born with, which can't be

    changed, and which psychologists can measure. It's based

    on a lot of scientic research in elds ranging from

    psychology to anthropology to biology. It's not based upon

    based on test correlations, which most other intelligence

    theories are based on. The claim is that there are at least

    eight dierent human intelligences. Most intelligence tests

    loo at language or logic or both ! those are ust two of

    the intelligences. The other si# are musical, spatial,

    bodily$inesthetic, interpersonal, intrapersonal, andnaturalist. I mae two claims. The rst claim is that all

    human beings ha%e all of these intelligences. It's part of

    our species denition. The second claim is that, both

    because of our genetics and our en%ironment, no two

    people ha%e e#actly the same prole of intelligences, not

    e%en identical twins, because their e#periences are

    dierent."

    Howard $ardner

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    s we can see, the theory of multiple intelligences proposes a big

    transformation in the way our schools are run. !ue to the fact that.

    Traditionally school education is mostly focus on linguistic and

    mathematical intelligences. !r. "ardner suggests that teachers

    should be trained to present their lessons in a wide variety of waysusing music, cooperative learning, art activities, role play, multimedia,

    eld trips, inner re#ection, and much more.

    $ completely agree with this point of view, because when you are a

    teacher, you easily perceive that not all your students learn through

    the same way. Therefore, on the one hand, you should have into

    account the di%erent intelligences there are in your class and, on the

    other hand, you have to have a clear idea about the contents and the

    concepts you want the students achieve in order to provide them with

    the biggest range of di%erent activities focused in these multiplesintelligences to cover all their needs.

    #" '#EURO(!#$U!&T!% "RO$R)MM!#$*

    This is a &ognitive educational principle. $t is connected with the

    process in which students obtain the knowledge. $n fact, N' deals

    specically with the various ways in which they do that.

    $n order to obtain knowledge, students have to process information,

    and N' e%ectiveness in helping students gain a better understanding

    of the way they learn.

    s ichard *andler and +ohn "rinder said &( shows us how

    language and beha%iours are really structured, and that this structure

    can be 'modeled' or copied into a reproducible form.

    $n addition, these techni-ues are closely connected to the theory of

    multiple intelligences due to the fact of taking into account the

    di%erent ways that di%erent students learn (visual learning, auditory

    learning or kinaesthetic learning). Therefore, some teachers are

    apliying N' in the classroom for the benet of all kind of learners.

    $ think that having into account not only the concepts or contents to

    be learned but also the process in which these is ac-uired, is essential

    when we are aware of the di%erent types of learners we have in our

    classroom.

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