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

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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

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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

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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&current=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?

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Bibliography

Campbell, L., Campbell, B., & Dickinson, D. (2004). Teaching and learning through multiple intelligences (3rd ed.). Boston: Pearson Education, Inc.