learning strategy training, cooperative learning, and multiple intelligences2222

8/12/2019 Learning Strategy Training, Cooperative Learning, And Multiple Intelligences2222

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UNIVERSIDAD LATINASed e GupilesProf. Jorge PaniaguaBachelors DegreeSeminario IStd s. Mar io Bolaos Ro jasNan cy Gonzlez Ramrez

Grabe and Stoller researchs has shown to be effective, strategies should not be taught in

isolation, but rather as part of the content area or language curriculum. It can help learners to continue

after they have completed their formal study of the target language.

Chamot and OMalley provide metacognitive strategies are used to plan, monitor and evaluate

a learning tasks. Include conditions that help learners as: sitting long or short terms goals and checking

ones comprehension during listening or reading. It divided in two categories: one is the cognitive

strategies involve learners interacting and manipulating what is to be learned, activities adssummarizing what has been learned from the reading or listening. The other one is the Social effective

strategies learners interact with other persons or use effective control to assist, activities as creating

situations, self-talk, and thinks positively and talks oneself through a difficult task.

Cooperative Learning:

Cooperative Learning involves students learning from each other in groups. Is important to the

way that students and teachers work together. Teachers teach students collaborative or social skills so

that they can work together more effectively.

Experience1

The 24 fifth grade ESL students in Alexandria, Virginia, USA. The teacher starts to use this strategy

and ask for attention and announce that they vocabulary lesson will done in cooperative groups.

Observations Principles

The vocabulary lesson will be done incooperative groups. Each student is tohelp the other students learn newvacabulary

Students are positiveinterdependence which means thatstudents are not thinking competitivelyand individualistically, but rathercooperatively.

The students ask which groups theyshould form. The teacher tells them thesame groups they have been working.

In cooperative learning, students oftenstay together in the same groups for aperiod of time so they can learn how towork better. This allows students to

learn how to get along with peopledifferent from themselves.

The teacher gives the students thecriteria for judging how well they haveperformed the task they have beengiven. There are consequences for thegroup and the whole class.

The effort of an individual help not onlythe individual to be rewarded, but alsoothers in the class.

The students are to work on the socialskill of encouraging others.

Social skill such as acknowledginganothers contribution, asking others tocontribute, and keeping the


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conversation calm need to be explicitly

taught. The students appear to be busy

working in their groups. There is muchtalking in the groups.

Language acquisition is facilitated bystudents interacting in the targetlanguage.

Students take the test individually. Although students work together, eachstudent is individually accountable.

Groups move back together andcompare and combine scores. Thestudents put their groups scores oneach of their papers.

Responsibility and accountability foreach others learning is shared

The group discusses how the targetsocial skill has been practiced. Eachstudent is given a role.

Each group member should beencouraged to feel responsible forparticipating and for learning.Leadership is distributed.

The teacher gives feedback on howstudents did on the target social skill.

Teacher not only teach language; theyteach cooperation as well. Of course,since social skills involve the use oflanguage, cooperative learningteaches language for both academicand social purposes.

The cooperative learning is similar to learner strategy training as well on that both require

language to teach other skills in addition to teaching language.

Multiple Intel l igenc es

Howard Garner Model (Examp le).

Suggests that, there are at least seven human intelligences.

Traditional intelligences

1. Verbal/Linguistic

2. Logical Mathematical

Non- Traditional intelligences1. Spatial

2. Musical

3. Kinesthetic

4. Interpersonal

5. Intrapersonal

6. (Naturalistic)


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Explore what they explore.

Discover what they discover.

Learn what they learn.

Satisfaction on their learning and independence than test scores and quiet.

Creative and multimodal thinking and learning

Why is it multiple intelligences model successful?

Students have the opportunity to specialize at least in one area.

Students learn the subject matter in a variety of ways, opening the opportunity to understand

successfully the information.

Emotional needs are met by working with others. Students needs are met due to this program.

Students understand themselves better as individuals.

Helps solve many common school problems.

Optimizes the learning experience for students and teachers.

Four factors in Educational Reform: To success on the educational reform.

1. Assessment: It is the instruction. Teachers should devise procedures and instruments

Intelligencefair, Allow teachers to look on what kind of learning they are interested.

2. Curriculum:Adapt the curricula to the particular learning styles and strengths of students.3. Teacher Education:Attract stronger individuals into teaching, in order to improve the conditions of

the future teachers and future students so the next generation will be masters.

4. Community Participation: Family members, adults, institutions, business, professions and

museums, should be involve in the educational process.

Howard Gardner:According to Gardner each person has different ways to learn, remember, perform

and understand.

The learning styles are defined:

1. Visual/Spatial: Physical space.

Draw, Jigsaw puzzles, maps.

Tools: Graphics, photographs, television, pictures, etc.

2. Bodily-Kinesthetic:

Body Moving

Making things, touching

Physical activity


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Acting out

Role playing

Tools: Real objects

3. Musical:

Lyrics

Speaking rhythmically

Tapping out of time

Tools: Musical instruments, radio, music, etc.

4. Interpersonal:

Interacting with others

Group activities, seminars, dialogues, etc. Tools: Telephone, audio conference, video conference, computer conference, etc.

5. Intrapersonal:

Caring own interests.

Students are shy, wisdom, intuition, motivation

Independent study

Tools: Books, Creative materials, diaries, etc.

6. Linguistic:

Using words

Reading Playing word games, poetry, stories

Tools: Computers, games, books tape recorders and lecture.

7. Logical-Mathematic:

Reasoning, calculating.

Experiment; solve puzzles, cosmic questions, etc.

Logic games, investigations, mysteries, etc.

8. Naturalist:

Observe natural phenomena.

Watch nature videos.

Classify by color, size, from, function.

Sort and categorize natural and non-natural item.

Choosing Media to use with the appropriate learning style.

Visuals: Help students to acquire object identification, spatial relationship, motor skills when words

are not sufficient.

Printed Words: There are some tasks that doesnt work with verbal sound some printed is effective

for those objectives.


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Sound: It is necessary to stimulate recall or sound recognition. Also recommended for poor readers

Motion: It is use to depict human performance so they can copy.It is to test students performance

it is a way to see the psychomotor or cognitive domain on students.

Color: Color is requiring if objects color influence what it is learning.

Realia: Work with real objects, is useful to teach motor and cognitive skills involving unfamiliar

objects.

Instructional setting: It has to be set whether a material can be used in a home or instructiona

setting and considered the size on what is learned.

Learner Characteristics:The media should be according on the students characteristics. Not in

all students works the same media.

Reading ability:Pictures facilitates reading comprehension on poor readers, they benefit more inspeaking words but little print makes easier the review.

Categories of Learning Outcomes: Since there are several learning categories it has to be

identified a procedure for each learning outcomes, plans instructional to teach the objectives and

media to stimuli to present events.

Events of Instruction (External events):Are planned before selecting the media to present it

Supports internal learning process.

Performance: Performance should be categorized by: overt, covert, motor, verbal, constructed and

select. One type should response on responses and the frequency; others on behavioral approach

Error and anxiety influence media selection.

learning strategy training, cooperative learning, and multiple intelligences2222

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