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Presented by: Deceree Mendiola, Jamae Sabangan, and Tara
Benavente
A Way with Words Verbal-Linguistic Intelligence
Verbal-Linguistic Intelligence
Consists of the ability to think in words and to use language to express and appreciate complex meanings
High Exhibitors of Linguistic Intelligence:
Authors, poets, journalists, speakers, and newscasters
Characteristics
Listens and responds to the sound, rhythm, color, and variety of the spoken word
Imitates sounds, language, reading and the writing of others
Learns through listening, reading and discussing
Characteristics
Listens effectively, comprehends, paraphrases, interprets, remembers, and analyzes what has been said
Reads effectively, comprehends, summarizes, interprets or explains and remembers what has been read; enjoys one or more literary genres
Speaks effectively to a variety of audiences
Writes effectively
Outline
I. Listening
II. Speaking
III. Reading
IV. Writing
Listening to Learn10 Keys to Effective Learning
Image source – http://www.4thringroad.com/?p=2922
10 Keys to Effective Learning Weak Listeners Strong Listeners
1. Find areas of interest
Tune out “dry” subjects
Ask “What interests me?”
2. Judge content, not delivery
Tune out if delivery is poor
Judge content; skip over delivery errors
3. Be open-minded
Tend to enter into argument
Withhold judgment until comprehension is complete
4. Listen for big ideas
Listen for facts Listen for central themes
5. Take notes appropriately
Take intensive notes using only one system
Take fewer notes; use different systems, depending on speaker and material
Listening to Learn10 Keys to Effective Learning
6. Work at listening
Fake attention Work hard; exhibit active body state
7. Resist distractions
Are easily distracted
Ignore distractions; know how to concentrate
8. Engage intellectually
Resist difficult material; seek simple material
Use dense material as exercise for the mind
9. Consider Options
Agree with information if it supports preconceived ideas
Consider diverse points of view before forming opinions
10. Capitalize on the fact that thought is faster than speech
Tend to daydream with slow speakers
Challenge, anticipate, summarize; weigh the evidence; listen between the lines
Listening to Stories & Read Aloud
• Telling stories and reading aloud can engage interest and facilitate learning in all subject areas
History: Read aloud letters or journals of historical figures
Science: Introduce how important discoveries were made by people such as Alexander Graham Bell, Thomas Edison, and Marie Curie
• Sharing biographical information brings people and their work to life
Listening to Poetry
• Short poems can introduce many curriculum units
• Teachers can compile and sharepoems with each other tocomplement subject area
Image source – http://www.treehugger.com/files/2008/03/book-swap-green-choice.php
Teachers as Storytellers
• Storytelling is a great teaching technique that delights young and old learners alike
People of all ages find it easy to remember information when it is encoded in a story
All of us are storytellers
• Subject Matter Stories
• The Cultural Dimensions of Storytelling
Teachers as Storytellers
What is the setting in the story?
How do you imagine it to look?
Who are the characters?
What are the personal qualities of the characters?
What human traits appear to be respected in the story?
What did you learn about this community?
Are there stereotypes that the story reinforces or diminishes about this culture?
Questions for Discussion:
Listening to Lectures
• Lectures are an effective means of presenting information to large groups of older students
• Students should learn effective ways to listen to them
Image source – http://serc.carleton.edu/NAGTWorkshops/assess/lgclass.html
Suggestions to Sharpen Student’s Listening
Abilities• Teachers might present a lecture on an
unfamiliar topic. To begin, give the title of the topic and ask students some questions.
• Another useful exercise is to ask students to listen to a lecture without taking notes. Follow the lecture by having students list everything they can remember.
• Teachers can also provide students with blank listening guides to complete as information is presented. Refer to page 12.
Speaking
What we communicate in speech:
• 7% Words
• 38% Tone of voice
• 55% Gestures
~Albert Mehrabian, Silent Messages
Image Source – http://www.yankodesign.com/2008/06/04/1-speak-er/
Speaking
• Teacher modeling is key!
• Create the right environment
Relaxing & positive atmosphere
Thought-provoking & open-ended questions
Classroom Discussion
Five Stages of Discussion
1. Explain purpose & standards
2. Hold discussion
3. Keep track
4. End discussion
5. Debrief discussion
Image Source – http://www.flickr.com/photos/jeffwolfsberg/3024614997/I
Classroom Discussion
o Think-Pair-Share
o Buzz Group
o Fishbowls
o “Talking Tokens”
o “Talking Circles”
o Diverse Contribution
Methods:
*Sparkle!*
Ruleso A card containing a spelling word will be chosen
and be read by the presenter
o The group that chose the card must spell the word, one letter per group member
o After the last letter of the word has been spelled, the subsequent member must yell “Sparkle!”
o If the word is misspelled, the other team gets a chance to spell the word correctly
Reading
Image Source – http://headrush.typepad.com/creating_passionate_users/2007/01/index.html http://s424.photobucket.com/albums/pp328/bettytrue/?action=view¤t=031505_Divinity_Library_57.jpg&newest=1
http://usedbooksblog.com/blog/category/book-statistics/
The act or art of forming visible letters or characters, specifically handwriting; the act or art of literary composition
Reinforced by speaking, listening and reading
Teachers as Writing Models
Demonstrate pleasure in the writing process and efforts to refine skills.
Finding support and inspiration in helpful online sources.
Thinking out loud
Choosing topics
Sharing personal writing pieces with students
Writing Groups
Nurturing an Appreciation
for the Process of Writing
Activity!!!
Conclusion
I. Listening
II. Speaking
III. Reading
IV. Writing
Questions?
Image source – http://psicommunications.typepad.com/
Bibliography
Campbell, L., Campbell, B., & Dickinson, D. (2004). Teaching and learning through multiple intelligences (3rd ed.). Boston: Pearson Education, Inc.