THE ACES METHODOLOGY AND PHASES OF VALUE LEARNING The ACES teaching approach employs both the inductive

as well as the deductive methods in the conduct of the lessons although the former is given more emphasis since certain principles and conditions of learning that activate the learner and make learning personal and meaningful are easier achieved through the inductive method. The uniquely personal and subjective nature of learning is best attained through having the learner undergo the experiences by himself and also with others in group. This learning approach is commonly called ANDRAGOGY or the experiential learning approach. Generally, the experiential learning process develops through four stages-activity, analysis, abstraction and application (PRODEDs 4As)-and follows four phases of value learning. A. Learning Trigger Phase Learning is a triggered by a carefully planned Activity such as individual disclosure or selfinventory, group discussion, case study, listening to vignettes, role-playing, song analysis, panel discussion, moral dilemma strategy and others. (See table 8.1 for other strategies.) These are structured learning activities or experiences from which learning both cognitive and affective will spring. Strategies used here is mostly values clarification, value analysis and moral dilemma strategies. In this phase the student start to clarify or understand his own feelings, ideas or thoughts about specific situations contained in the activity, He starts the value clarification or analysis with himself through introspection, and further clarifies with other students through group dynamics if provided for in the activity. B. Values Clarification Phase The clarification process takes a more in-depth analysis in the second phase of value learning. With the help of the teacher as the facilitator, the students further go through the value clarification process mainly through clarifying responses of both the teacher and fellow students. Learning obtained from self-analysis and/or group discussions are analyzed and processed by the teacher-facilitator. Analysis of the learning process has two phases: Affective processing and cognitive/content processing. The first involves personal reflections and insights which become part of the learners affective development while cognitive analysis of the experience is done through eliciting information and studying the content and concepts relevant to the lesson. Values clarification, e.g., clarifying response, dialogue, and moral dilemma strategies are employed to process affective learnings and insights. It is this phase of the lesson where the student gets a better understanding about his options. His values are better clarified to him. C. Directive Phase or Inculcation Phase In this phase, the teacher becomes directive in his leading questions or remarks. At this point in the lesson, he/she should already have highlighted the value focus of the lesson the value she would expect the students to uphold. She/He reinforces the students construct system by an abstraction or generalizations and inferences. Cognitive development is further reinforced in the abstraction phase where generalization or inferences are made about experiences. It is in this phase that the facilitator enriches the learning which were processed in the analysis phase through cognitive and affective inputs, e.g., in a lecturette that the facilitator may share with her students. She/He also reinforces

and supports the decisions made by students which she/he thinks are universally acceptable. D. Action Phase Practical application is done where the learner is expected to transfer his affective and cognitive learnings into actual situations. This could be the development of an action plan or assignments for internalizing the concepts learned, or an extended learning activity in the home where he may be asked to discuss value issues taken up in the classroom with the other members of the family. The following diagram illustrates the phases of learning in the ACES methodology:

Two auxiliary but significant activities are the moodsetting and closing activities. The moodsetting in the ACES methodology is not just the motivational statement but a miniactivity related to the content of the lesson. Its purpose is to create a conducive psychological climate for learning. It is a pleasurable activity to free the students from hang-ups, tension, fears or passivity. Its helps create an atmosphere of comfortability with one one another, openness or initial attempt for self-disclosure. It is an effective way of building good rapport in the class. The closing activity may be a song, quotation, philosophical thought, recitation of a verse that should capture the essence of the lesson. It gives an added impact to the affective learnings the student may have obtained, and keeps them in high spirits for whatever commitment they may have resolve at the end of the lesson. The summary of strategies used in the ACES can be found in table 8.1 on pages 66. Seven (7) Elements of the Andragogical Process In a facilitating, the ACES facilitator considers seven elements of andragogical process (Knowles 1984): 1. Climate Setting. In planning procedures for climate setting, give attention to physical environment and psychological atmosphere. A suggested arrangement for values education classrooms is putting the chairs in one large circle or several small circles.

Equally important to consider are characteristics of a psychological climate that are conducive to learning. a. A climate of mutual respect. People are more open to learning when they feel respected. b. A climate of collaborativeness. Peers are the richest sources for learning; competitiveness makes these resources inaccessible. c. A climate of mutual trust. People learn more from those whom they trust. d. A climate of supportiveness. People learn better when they feel supported rather than judged or threatened. e. A climate of openness and authenticity. When people feel free to be open and natural, to say what they really think and feel, they are more likely to be willing to examine new ideas and risk new behaviors than when they feel the needs to be defensive. f. A climate of pleasure. Learning should be one of the most pleasant and gratifying experiences in life; after all, it is the way people can become what they are capable of being achieving their full potential. g. A climate of humanness. The more people feel that they are being treated as human beings, the more they are likely to learn. Aside from providing physical comfort, it means providing a caring, accepting, respecting, helping social atmosphere. 2. Involving learners in mutual planning. People tend to be committed to any decision in proportion to the extent to which they have participated in making it. 3. Involving participants in diagnosing their own needs for learning. This process should meet the needs the learner are aware of (felt needs) with the needs their organizations or society has for them (ascribed needs). 4. Involving learners in formulating their learning objectives. What procedures can be used to help learners translate their diagnosed needs into learning objectives? 5. Involving learners in designing learning plans 6. Involving learners carry out their learning plans 7. Involving learners in evaluating their learning In a learning activity with such conditions as suggested above, most of the learning comes from the students themselves. They initiate discussion in small groups, for instance, group members react, interact and all become active thinkers and affective communicators. Individually, through introspection, and/or in groups through group dynamics, the students get their values clarified among their peers with an encouraging psychological atmosphere. Structures and Real-life Learning Experiences

As seen, the ACES Approach makes use of structured learning situations in the classroom as springboards for values learning. It cannot be denied, however, that these are mostly, if not all, simulations of actual situations that occur outside the classroom. High school and college students can plan to have their practicum with reach out activities and case studies in learning areas involving people in the community. A simple narration of an interview experience or case study with the students maid, for instance, may trigger values development for justice, human rights, freedom or other values. Finally, the students commitment to the learning content of his experience whether taken from structured or real-life situations, can best be tested by how he directs himself to his goals, his stability and intelligence as a person when faced with an actual problem, and his choice of values which he clearly manifests in his actions.

THE COMMUNICATIVE APPROACH TO LANGUAGE TEACHING

INTRODUCTION -: Any language can be acquired if one develops four basic skills in that language i.e. listening, speaking, reading and writing. Listening and speaking are interactive processes that directly affect each other. Speaking is an expressive language skill in which the speaker uses verbal symbols to communicate, while listening is a receptive language skill, which involves the interpretation of those symbols into meaning. Writing is also expressive language skill in which the writer uses written symbols to communicate, while reading is a receptive language skill which involves the interpretation of those symbols into meaning. Listening and speaking and also reading and writing were viewed as a separate subjects within the school curriculum and usually were taught as a number of discrete skills; however, the 1980s and early 1990s have brought another perceptive. Listening and speaking and also reading and writing are now considered interactive and taught as one communicative process. Interactive process of reading and writing skill, seen in the class, is very less. One can find more interactive process of listening and speaking skill in any type of class. Machure M' in his book named as Oracy-current trends in Context' (1988) termed this process as oracy' means oral communication' or oral language'. It includes both listening and speaking. THE TERM : THE COMMUNICATIVE APPROACH -: Willbrand M. L. & Riecke R.D. in their book named as Teaching oral communication in Elementary schools' (1983) defined Oral Communication' as the process of interacting through heard and spoken messages in a variety of situations. And instruction which integrates the teaching of listening and speaking over various situations has been termed "the communicative approach to language teaching."

The communicative approach is relative new, as most of the teachers and prescribed texts separate the instruction of listening and speaking. Usually when listening and speaking are separated, specific skills are identified in each area and a sequence of these skills is established. No particular attention is given to the situation, or context, in which a specific skill is to be used, as the focus is on teaching listening and speaking and not on communication. We can develop listening skill by conducting the entire lesson in that language only. We may make use of AudioVisual aids such as tape-recorder, gramophone etc. we may make the students to listen to Radio lessons to develop the skill. Moreover we may develop the listening skill by ear-training exercises, by articulation exercises, by mimicry exercises or by exercises in fluency. We may develop the speaking skill by giving picture lessons, by saying and doing exercises, by arranging oral composition, by developing the ideas on the topic within their range, by reproducing telling or completing a story, by dramatization, by arranging talks and discussions, by asking questions. But special attention is not given to the situation or context, in which a specific skill, listening or speaking, is to be used. When specific attention is given on a situation or a context and develop these skills we follow communicative approach. CHARACTERISTICS OF THE COMMUNICATIVE APPROACH Although no single methodology has been described for the communicative approach, several characteristics are summarized as follow. Communicative approach stimulate real life' communicative experiences -: Froese V in his book named as Introduction to whole language teaching and learning' (1991) mentioned this characteristics of communicative approach. Learners should conduct an interview because they actually need information. In role playing process, the purpose is to learn how to formulate appropriate questions. But here, as Froese V noted these activities should not only stimulate real life experiences but, whenever possible, should actually be real life experiences. The learning task is content-based, theme-based, project-based or some combination of the three -: Instruction in listening and speaking, as well as reading and writing, is given within the context of handling various learning tasks, which involve learners with language. This learning task is content based according to Early M & Tang M as described in their book named as Helping ESL students cope with content -based text (1991), theme-based' according to Candling C & Edelhoff C as described in their book Challenges (1982) and project based' according to FriedBooth D as described in the book Project Work' (1986). Within the context of an interview, questioning skills can be taught. Students need the opportunity to express themselves through a variety of experiences and tasks. Analysis of language is done in specific contexts -: Language drills, recitation and isolation grammar exercises are not the ways to acquire any language. Analysis of language is done in specific contexts. Decontextualized language is not used as a basis for skill instruction.

The focus is not upon listening and speaking but upon using language to communicate and to learn -: As students use language to learn in various subject areas, it becomes necessary for them to communicate with peers in large and small groups as well as with the teacher. Collaborative talk can occur between peers in quite an informal way or in more formal cooperative learning groups. Listening and speaking skills as vehicles for learning across all subjects areas -: Barnes D in his book named as Oral language and learning' (1990) described that listening and speaking become valuable not only as isolated skills or groups of skills, but as vehicles for learning across all subject areas. Oral communication should be integrated with other areas of instruction.

Multiple Intelligences and Learning Styles

Introduction
Various theories on learning have been developed with increasing frequency in the last few decades. In order to understand the relationship between these theories, Curry's onion model (Curry, 1983) was developed with four layers -- personality learning theories, information processing theories, social learning theories, and multidimensional and instructional theories. Personality learning theories define the influences of basic personality on preferences to acquiring and integrating information. Models used in this theory include Myers-Briggs Type Indicator, which measures personality in dichotomous terms -- extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception, and the Keirsey Temperament Sorter, which classifies people as rationals, idealists, artisans, or guardians. Information processing theories encompass individuals' preferred intellectual approach to assimilating information, and includes David Kolb's model of information processing, which identifies two separate learning activities: perception and processing. Social learning theories determine how students interact in the classroom and include Reichmann's and Grasha's types of learners: independent, dependent, collaborative, competitive, participant, and avoidant. Multidimensional and instructional theories address the student's environmental preference for learning and includes the Learning Style Model of Dunn and Dunn and the multiple intelligences theory of Howard Gardner. This chapter focuses on this type of learning theory by Howard Gardner.

Multiple Intelligences Section

Caption: This is a questionnaire created with Flash to give users a profile of their multiple intelligences. It assesses the eight intelligences that are fully accepted by educators in the classroom. The eight intelligences are verbal, logical, spatial, kinesthetic, musical, interpersonal, intrapersonal and naturalistic. The ninth would be Existential, but this is not a confirmed intelligence. This is NOT a scientific assessment. There is no validty to this test at all. We include it to simply help you think about your own abilities. By Myung Hwa Koh, Li Zhu and Seow Chong Wong (2003). Multiple Intelligences Scenario

Ms. Cunningham, a seventh grade American History Teacher, is preparing a unit on the American Civil Rights Movement of the 1950's and 1960's. The teacher has created a succession of lessons to be completed over a two-week period to enhance her students' understanding of the events, organizations, and individuals that were crucial to the movement. When the unit is over, Ms. Cunningham wants her students to have a complete picture of the historical period. She designs a variety of activities that give the students the opportunity to explore historical and cultural aspects of the 1950's and 1960's, and to fully identify with those who were involved in the Movement. In order to reach her instructional goals, the students will read selected excerpts from the textbook and listen to various lecturers about the Movement. In addition to the aforementioned, the students will complete several exploratory tasks about the Civil Rights movement as well.

To begin the unit the teacher uses a KWL chart on the overhead to spur discussion and start the students' "juices" flowing. A KWL chart is a visual representation of what students already know, what they want to know, and what they learned at the end of a lesson. This activity is completed as a class. The students take turns sharing the tidbits of information that they already know about the Civil Rights movement. This information is on major figures, events and places involved in the Civil Rights movement. Upon establishing what basic prior knowledge the students possess, it is now time to begin discovering new information and confirming previously held information about the Civil Rights movement. Ms. Cunningham then lectures on the basic events, people, and places involved in the majority of the Civil Rights movement in order to provide students some framework within which to begin placing their new information. She closes the first lesson by asking the students to create a timeline using the dates of events she has provided. This will be a working outline to be used throughout the unit. During a subsequent lesson, students are asked to share their outlines with their classmates in small groups. They should make corrections and comments on the outlines as needed. Ms. Cunningham gains class consensus of the proper order for their working outline as she places an enlarged version on the classroom wall. The culmination of this unit will be a final project in which students create a portfolio containing work on three mini-projects. All students will listen to the same guest lecturers, view the same video taped footage and participate in the same class discussions during the first half of each class. The remainder of each class period will be reserved for work on personal exploration pertaining to their portfolio pieces. Ms. Cunningham has provided a list of possible activities and a rubric for each suggested activity in order to support and to guide the student's work. She has also arranged her room so that "art" materials are in a central location; mapping and graphing information is grouped together and there is a section replete with reading and research materials. Mrs. Cunningham's students will have many options for creating something chat can be included in their portfolios. Students will have the option to write letters to members of the community who were teenagers during the Civil Rights Movement, asking them to share their memories and experiences about life during the time period. Students may work in teams to prepare speeches based on period issues for their fellow classmates. Students may consult with the school's Media Specialist or more knowledgeable other to find resources for the class, including popular music from the time period. They may also learn and share dances that were popular during the 1950's and 1960's. If they choose, students may include music in the plays they write and act out for their classmates. With the assistance of the Art instructor, students may opt to work together to create a mural that represents key figures of the Civil Rights Movement such as Rosa Parks and Martin Luther King Jr., with accompanying biographical information about each leader. Students may also create a map representing key events. Students may also work in groups to prepare short plays to enact for the class based on the readings and what they learn from the guest speakers. Afterwards, Mrs. Cunningham will moderate discussion sessions about the plays. All students will keep a record of their thoughts and feelings about the mini-lessons they completed. This journaling process will provide a synthesis of the materials with which they dealt. As one final measure, students present their portfolios to their classmates.

James, a student whose proclivities lean towards creative visual projects expresses interest in working on the mural of Civil Rights leaders. Mrs. Cunningham feels that James needs to shift gears and concentrate on other activities in the classroom. The teacher suggests that James work on creating the map and / or timeline. At the teacher's encouragement, James begins to work on the other projects, but his attention continues to drift towards the students painting the mural. He contributes some excellent ideas and shows so much interest in the details and creation of the mural, that the teacher allows him to shift his focus back towards the visual project. In another seventh grade classroom, Mr. Smith taught a unit on the Civil Rights Movement by assigning textbook readings and lecturing the students on the historical events surrounding the Movement. Students were given sentence completion pop quizzes throughout the course of the lesson. The teacher showed videotaped programs to the class and each student wrote a short research paper about a Civil Rights leader or prominent figure. At the end of the unit, students were given a multiple choice and essay test.

What is Multiple Intelligences Theory?

Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect. Although Gardner had been working towards the concept of Multiple Intelligences for many years prior, the theory was introduced in 1983, with Gardner's book, Frames of Mind. Gardner's research consisted of brain research and interviews with stroke victims, prodigies, and individuals with autism. Based on his findings, Gardner established eight criteria for identifying the seven (he has subsequently added an eighth and is considering a ninth) separate intelligences. The eight criteria used by Gardner to identify the intelligences are listed below:

Isolation by brain damage/neurological evidence The existence of prodigies, idiot savants, and exceptional individuals Distinguishable set of core operations Developmental stages with an expert end state Evolutionary history and plausibility Susceptibility to encoding in a symbol system Support from experimental psychological tasks Support from psychometric research

For a more detailed look at these eight criteria, visit http://surfaquarium.com/MI/criteria.htm. Originally, the theory accounted for seven separate intelligences. Subsequently, with the publishing of Gardner's Intelligence Reframed in 1999, two more intelligences were added to the list. The intelligences are Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, BodilyKinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, and Existential. Gardner's theory challenges traditional, narrower views of intelligence. Previously accepted ideas of human intellectual capacity contend that an individual's intelligence is a fixed entity throughout his lifetime and that intelligence can be measured through an individual's logical and

language abilities. According to Gardner's theory, an intelligence encompasses the ability to create and solve problems, create products or provide services that are valued within a culture or society. Originally, the theory accounted for seven separate intelligences. Subsequently, with the publishing of Gardner's Intelligence Reframed in 1999, two more intelligences were added to the list. The nine intelligences are outlined in more detail in the section below. Listed below are key points of Gardner's theory:

All human beings possess all nine intelligences in varying degrees. Each individual has a different intelligence profile. Education can be improved by assessment of students' intelligence profiles and designing activities accordingly. Each intelligence occupies a different area of the brain. The nine intelligences may operate in consort or independently from one another. These nine intelligences may define the human species.

Gardner, a Professor of Education at Harvard University, and other researchers and educators continue to work towards a more holistic approach to education through Project Zero. For more information on the projects and research involved in Project Zero, visit the website at http://www.pz.harvard.edu. Although the theory was not originally designed for use in a classroom application, it has been widely embraced by educators and enjoyed numerous adaptations in a variety of educational settings Teachers have always known that students had different strengths and weaknesses in the classroom. Gardner's research was able to articulate that and provide direction as to how to improve a student's ability in any given intelligence. Teachers were encouraged to begin to think of lesson planning in terms of meeting the needs of a variety of the intelligences. From this new thinking, schools such the Ross School in New York, an independent educational institution, and the Key Learning Community, a public magnet school in Indianapolis emerged to try teaching using a Multiple Intelligences curriculum. The focus of this part of the chapter will be on lesson design using the theory of Multiple Intelligences, and providing various resources that educator's may use to implement the theory into their classroom activities.

The Eight Intelligences

Verbal/Linguistic

Verbal/Linguistic intelligence refers to an individual's ability to understand and manipulate words and languages. Everyone is thought to possess this intelligence at some level. This includes reading, writing, speaking, and other forms of verbal and written communication. Teachers can enhance their students' verbal/linguistic intelligence by having them keep journals, play word games, and by encouraging discussion. People with strong rhetorical and oratory skills such as poets, authors, and attorneys exhibit strong Linguistic intelligence. Some examples are T.S. Elliot, Maya Angelou, and Martin Luther King Jr. Traditionally, Linguistic intelligence and Logical/Mathematical intelligence have been highly valued in education and learning environments.

Logical/Mathematical

Logical/Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. They would be a contemplative problem solver; one who likes to play strategy games and to solve mathematical problems. Being strong in this intelligence often implies great scientific ability. This is the kind of intelligence studied and documented by Piaget. Teachers can strengthen this intelligence by encouraging the use of computer programming languages, critical-thinking activities, linear outlining, Piagetian cognitive stretching exercises, science-fiction scenarios, logic puzzles, and through the use of logical/sequential presentation of subject matter. Some real life examples people who are gifted with this intelligence are Albert Einstein, Niehls Bohr, and John Dewey.
Visual/Spatial

Visual/Spatial intelligence refers to the ability to form and manipulate a mental model. Individuals with strength in this area depend on visual thinking and are very imaginative. People with this kind of intelligence tend to learn most readily from visual presentations such as movies, pictures, videos, and demonstrations using models and props. They like to draw, paint, or sculpt their ideas and often express their feelings and moods through art. These individuals often daydream, imagine and pretend. They are good at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. Teachers can foster this intelligence by utilizing charts, graphs, diagrams, graphic organizers, videotapes, color, art activities, doodling, microscopes and computer graphics software. It could be characterized as right-brain activity. Pablo Picasso, Bobby Fischer, and Georgia O'Keefe are some examples of people gifted with this intelligence.
Bodily/Kinesthetic

Bodily/Kinesthetic intelligence refers to people who process information through the sensations they feel in their bodies. These people like to move around, touch the people they are talking to and act things out. They are good at small and large muscle skills; they enjoy all types of sports and physical activities. They often express themselves through dance. Teachers may encourage growth in this area of intelligence through the use of touching, feeling, movement, improvisation, "hands-on" activities, permission to squirm and wiggle, facial expressions and physical relaxation exercises. Some examples of people who are gifted with this intelligence are Michael Jordan, Martina Navratilova, and Jim Carrey.
Naturalistic

Naturalistic intelligence is seen in someone who recognizes and classifies plants, animals, and minerals including a mastery of taxonomies. They are holistic thinkers who recognize specimens and value the unusual. They are aware of species such as the flora and fauna around them. They notice natural and artificial taxonomies such as dinosaurs to algae and cars to clothes. Teachers can best foster this intelligence by using relationships among systems of species, and classification activities. Encourage the study of relationships such as patterns and order, and

compare-and-contrast sets of groups or look at connections to real life and science issues. Charles Darwin and John Muir are examples of people gifted in this way.
Musical Intelligence

Musical intelligence refers to the ability to understand, create, and interpret musical pitches, timbre, rhythm, and tones and the capability to compose music. Teachers can integrate activities into their lessons that encourage students' musical intelligence by playing music for the class and assigning tasks that involve students creating lyrics about the material being taught. Composers and instrumentalists are individuals with strength in this area. Wolfgang Amadeus Mozart and Louis Armstrong are examples.
Interpersonal

Although Gardner classifies interpersonal and intrapersonal intelligences separately, there is a lot of interplay between the two and they are often grouped together. Interpersonal intelligence is the ability to interpret and respond to the moods, emotions, motivations, and actions of others. Interpersonal intelligence also requires good communication and interaction skills, and the ability show empathy towards the feelings of other individuals. Teachers can encourage the growth of Interpersonal Intelligences by designing lessons that include group work and by planning cooperative learning activities. Counselors and social workers are professions that require strength in this area. Some examples of people with this intelligence include Gandhi, Ronald Reagan, and Bill Clinton.
Intrapersonal

Intrapersonal Intelligence, simply put, is the ability to know oneself. It is an internalized version of Interpersonal Intelligence. To exhibit strength in Intrapersonal Intelligence, an individual must be able to understand their own emotions, motivations, and be aware of their own strengths and weaknesses. Teachers can assign reflective activities, such as journaling to awaken students' Intrapersonal Intelligence. Its important to note that this intelligence involves the use of all others. An individual should tap into their other intelligences to completely express their Intrapersonal Intelligence. Authors of classic autobiographies such as Jean Paul Satre and Frederick Douglas are examples of individuals who exhibited strong Interpersonal Intelligence in their lifetimes. There is a ninth intelligence that has yet to experience full acceptance by educators in the classroom. This is Existential intelligence, which encompasses the ability to pose and ponder questions regarding the existence -- including life and death. This would be in the domain of philosophers and religious leaders. The table below summarizes the strengths, learning preferences, and needs that correspond to the intelligences.

Table 1. Summary of the Eight Intelligences Intelligence Area Strengths Preferences Write, read, tell stories, talk, memorize, work at solving puzzles Learns best through Hearing and seeing words, speaking, reading, writing, discussing and debating Needs

Verbal / Linguistic

Writing, reading, memorizing dates, thinking in words, telling stories

Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.

Working with Things to think about and Question, work relationships and Math, logic, problemexplore, science Mathematical/ with numbers, patterns, classifying, solving, reasoning, materials, manipulative, experiment, categorizing, Logical trips to the planetarium patterns solve problems working with the and science museum, etc. abstract Maps, reading charts, drawing, mazes, Visual / Spatial puzzles, imagining things, visualization Working with Draw, build, pictures and colors, design, create, visualizing, using daydream, look the mind's eye, at pictures drawing LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.

Bodily / Kinesthetic

Athletics, dancing, crafts, using tools, acting

Move around, touch and talk, body language

Role-play, drama, things Touching, moving, to build, movement, knowledge through sports and physical bodily sensations, games, tactile experiences, hands-on processing learning, etc. Sing-along time, trips to Rhythm, singing, concerts, music playing at melody, listening to home and school, musical music and melodies instruments, etc. Friends, group games, Comparing, relating, social gatherings, sharing, community events, clubs, interviewing, mentors/ cooperating apprenticeships, etc.

Musical

Picking up sounds, remembering melodies, rhythms, singing

Sing, play an instrument, listen to music, hum

Interpersonal

Leading, organizing, understanding people, Talk to people, communicating, have friends, resolving conflicts, join groups selling

Intrapersonal

Recognizing strengths Work alone, and weaknesses, reflect pursue setting goals, interests understanding self Understanding nature, making distinctions, identifying flora and fauna

Working alone, Secret places, time alone, having space, self-paced projects, reflecting, doing choices, etc. self-paced projects Order, same/different, connections to real life and science issues, patterns

Naturalistic

Working in nature, Be involved with exploring living nature, make things, learning about plants and distinctions natural events

Multiple Intelligences in the Classroom

There are many ways to incorporate Multiple Intelligences theory into the curriculum, and there is no set method by which to incorporate the theory. Some teachers set up learning centers with resources and materials that promote involving the different intelligences. For example, in the above scenario, Ms. Cunningham creates an area with art supplies in her classroom. Other instructors design simulations that immerse students into real life situations. Careful planning during the lesson design process will help to ensure quality instruction and valuable student experiences in the classroom. Other instructional models, such as project-based and collaborative learning may be easily integrated into lessons with Multiple Intelligences. Collaborative learning allows students to explore their interpersonal intelligence, while project-based learning may help structure activities designed to cultivate the nine intelligences. For instance, Ms. Cunningham uses aspects of project-based learning in her classroom by allowing students to plan, create, and process (through reflection) information throughout the Civil Rights unit, while also integrating activities that teach to the intelligences. This particular instructional model allows students to work together to explore a topic and to create something as the end product. This works well with Multiple Intelligences theory, which places value on the ability to create products. By collaborating with the Media Specialist to give students the opportunity to choose from a variety of resources to complete their assignments, Ms. Cunningham uses aspects of resource-based learning, an instructional model that places the ultimate responsibility of choosing resources on the student. It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit. Multiple Intelligences theory should enhance, not detract from what is being taught. Disney's website entitled Tapping into Multiple Intelligences suggests two approaches for implementing Multiple Intelligences theory in the classroom. One is a teacher-centered approach, in which the instructor incorporates materials, resources, and activities into the lesson that teach to the different intelligences. The other is a student-centered approach in which students actually create a variety of different materials that demonstrate their understanding of

the subject matter. The student-centered approach allows students to actively use their varied forms of intelligence. In a teacher-centered lesson, the number of intelligences explored should be limited to two or three. To teach less than two is nearly impossible since the use of speech will always require the use of one's Verbal/Linguistic intelligence. In a student-centered lesson, the instructor may incorporate aspects of project-based learning, collaborative learning, or other inquiry-based models. In such a case, activities involving all nine intelligences may be presented as options for the class, but each student participates in only one or two of the tasks. Ms. Cunningham incorporates both student-centered and teacher-centered activities into her unit on the Civil Rights Movement. The teacher-led lecture is a standard example of a teachercentered activity. The lecture teaches to students' Verbal/Linguistic Intelligence. The viewing of the videotape is another example of a teacher-centered activity. This activity incorporates Visual/Spatial Intelligence into how the unit is learned. It is important to note that many activities, although designed to target a particular intelligence, may also utilize other intelligences as well. For example, in Ms. Cunningham's classroom the students may work together on creating a mural of Civil Rights Leaders. This is a student-centered activity that directly involves Visual/Spatial intelligence, but also gives students a chance to exercise their Interpersonal Intelligence. The journal assignment, also a student-centered activity, is designed to enhance students' Intrapersonal Intelligence by prompting them to reflect on their feelings and experiences in relation to the Civil Rights movement. This activity also taps into Verbal/Linguistic Intelligence. The timeline and map assignments are student-centered activities that are designed to enhance students' Logical/Mathematical Intelligence, but they also delve into Visual/Spatial Intelligence. Students must collect and organize information for both the timeline and the map therefore using their Logical/Mathematical intelligence. In creating these items, students must think visually as well. By incorporating dance into one lesson, Ms. Cunningham is able to promote awareness of her students' Bodily-Kinesthetic intelligence. By showing videos of popular dances from the time period, or inviting an expert from the community to talk about the social aspects of dance, Ms. Cunningham might incorporate a teacher-centered activity. Having students learn and perform dances is a student-centered way of teaching through BodilyKinesthetic intelligence. The short plays that students prepare involve Bodily-Kinesthetic intelligence, as well as Interpersonal and Verbal/Linguistic intelligences. Class discussions provide an opportunity for students to exercise both areas of their personal intelligences, as well as to reinforce the subject matter.
Planning and Implementing Student-Centered Lessons

This type of lesson revolves around student created materials. The types of activities and assignments that support student-centered lessons can be easily designed in concert with many of the inquiry-based models discussed in the text of this book. One of the most important aspects of student-centered lessons is allowing students to make choices. Teachers should encourage students to exercise their weaker intelligences, but allow them to explore their stronger areas as well. In Ms. Cunningham's class, the student named James is very strong in Visual/Spatial Intelligence and always leans towards this type of project. The teacher encourages James to participate in other activities, but when it is obvious that his interest lies in working on the mural Ms. Cunningham allows him to work on the project.

Listed below are steps to implement a student-centered lesson or unit:

Carefully identify instructional goals, objectives, and instructional outcomes. Consider activities that you can integrate into the lesson or unit that teach to the different intelligences. Teachers need not incorporate all nine intelligences into one lesson. When gathering resources and materials, consider those which will allow students to explore their multiple intelligences. Specify a timeframe for the lesson or unit. Allow for considerable element of student choice when designing activities and tasks for the intelligences Design activities that are student-centered, using inquiry-based models of instruction. Provide a rubric for student activities. You might consider having students help create rubrics. Incorporate assessment into the learning process.

In an effort to maximize students' interest in both the subject matter and their own learning proclivities, teachers may wish to teach their students a little bit about Multiple Intelligences. Teachers can brief the class about each type of intelligence and then follow up with a selfassessment for each student. In this way, students will be able to capitalize on their strengths and work on their weaker areas. Disney's Tapping Into Multiple Intelligences website includes a selfassesment.
Planning and Implementing a Teacher-Centered Lesson

Structured, teacher-centered activities provide an opportunity for teachers to introduce material and establish prior knowledge and student conceptions. Teachers may lecture students, show informational videos and posters, perform drills, pose problem-solving exercises, arrange museum visits, and plan outings to concerts. There are all examples of teacher-centered activities. All of these activities integrate the Multiple Intelligences into the subject matter being taught. Teacher-centered lessons should be limited to a few activities that provide a foundation for students to later complete more exploratory tasks in which they can demonstrate understanding of the material. A teacher may choose to start an instructional unit or lesson with teacher-centered activities and then follow up with subsequent student-centered lessons. Teachers may follow these steps when designing and implementing a teacher-centered lesson:

Identify instructional goals and objectives Consider teacher-centered activities that teach to students' Multiple Intelligences. In a teachercentered lesson, limit the number of activities to two or three. Consider what resources and materials you will need to implement the lesson. For example, will you need to schedule a museum visit or to consult the Media Specialist for videos or other media? Specify a timeframe for the lesson or unit. Provide an opportunity for reflection by students Provide a rubric to scaffold student activities Integrate assessment into the learning process

Assessment is one of the biggest challenges in incorporating Multiple Intelligences in the classroom. Ms. Cunningham's students are given the option of working on several mini-projects

during the course of the Civil Rights unit. At the end of the unit, their performance is assessed through a portfolio that represents their work on these projects. It is very important for assessment to be integrated into the learning process. Assessment should give students the opportunity to demonstrate their understanding of the subject matter. One of the main goals of acknowledging and using Multiple Intelligences in the classroom is to increase student understanding of material by allowing them to demonstrate the ways in which they understand the material. Teachers need to make their expectations clear, and may do so in the form of a detailed rubric.
Benefits of Multiple Intelligences

Using Multiple Intelligences theory in the classroom has many benefits:

As a teacher and learner you realize that there are many ways to be "smart" All forms of intelligence are equally celebrated. By having students create work that is displayed to parents and other members of the community, your school could see more parent and community involvement. A sense of increased self-worth may be seen as students build on their strengths and work towards becoming an expert in certain areas Students may develop strong problem solving skills that they can use real life situations

Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)
Teacher Centered Student Centered

Teacher Centered Student Centered

Verbal/Linguistic

Present content verbally Ask questions aloud and look for student feedback Interviews

Student Presents Material Students read content and prepare a presentation for his/her classmates Students debate over an issue

Logical/Mathematical

Provide brain teasers or challenging questions to begin lessons. Make logical connections between the subject matter and authentic situations to answer the question

Students categorize information in logical sequences for organization. Students create graphs or charts to explain written info. Students participate in webquests associated

"why?"

with the content

Bodily/Kinesthetic

Use props during lecture Provide tangible items pertaining to content for students to examine Review using sports related examples (throw a ball to someone to answer a question)

Students use computers to research subject matter. Students create props of their own explaining subject matter (shadow boxes, mobiles, etc...) Students create review games.

When presenting the information, use visuals to explain content:</br> PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards Visual/Spatial

Have students work individually or in groups to create visuals pertaining to the information: Posters; timelines; models; powerpoint slides; maps; illustrations, charts; concept mapping

Play music in the classroom during reflection periods Show examples or create musical rhythms for students to remember things

Create a song or melody with the content embedded for memory Use well known songs to memorize formulas, skills, or test content

Musical

Be aware of body language and facial expressions Offer assistance whenever needed Encourage classroom discussion

Interpersonal

Encourage collaboration among peers Group work strengthens interpersonal connections Peer feedback and peer tutoring

Students present to the class Encourage group editing

Intrapersonal

Encourage journaling as a positive outlet for expression Introduce web logging (blogs) Make individual questions welcome Create a positive environment.

Journaling Individual research on content Students create personal portfolios of work

Naturalistic

Take students outside to enjoy nature while in learning process (lecture) Compare authentic subject matter to natural occurrences. Relate subject matter to stages that occur in nature (plants, weather, etc)

Students organize thoughts using natural cycles Students make relationships among content and the natural environment (how has nature had an impact?) Students perform community service

The Four-Pronged Approach in Reading Instruction

By Raidis Laudiano, M.A.* The four-pronged approach was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman. The philosophical foundations of the four-pronged approach are the following: literature-based, holistic, and places emphasis on the process of transfer. This approach has evolved through the years with the consistent use by the teachers of the University of the Philippines Integrated School Kindergarten to Grade II (U.P.I.S. K-2) and with the input of the other members of the faculty of the Reading Education Area of the same university. The four-pronged approach is composed of four parts: I. GENUINE LOVE FOR READING

The first prong aims to immerse the child in literature and develop a deep and lasting love for reading. Finding a good and interesting story or poem is the first step in this prong. The story/poem should be suitable to the age, interests, and vocabulary levels of the children. The message of the story should be very clear to the teacher. His/Her understanding of the material will be the basis of an appropriate objective which will guide the development of the lesson. The words, phrases, places, and important details of the story which may hinder the childrens understanding of the selection should be identified. Methods of clearing these obstructions should be planned. Unlocking of difficulties may be made through a variety of ways such as demonstrations, concrete objects, drawings, and other forms of representation, verbal/contextual clues and games. To develop a love for reading, the child must also have a need and desire to read or listen. The teacher must look for an incident in the story/poem which is familiar to the child. From this, a question for motivation may be asked so the children may freely share personal experiences and feelings about it. Linking these expressed thoughts and feelings to the story through a similarly phrased question will motivate them to listen to or read the story. They will want to find out if the question is resolved differently or not. Thus, the children have a motive for listening to the story. Only after this enthusiasm is kindled, should the story be read to the children. The manner of story or poetry reading should sustain this interest. The reading of the story/poem should equal the artistry of the author.

II.

CRITICAL THINKING

After story/poetry reading, the children are asked to answer the motive question. A discussion then unfolds the events and beauty of the selection. This discussion should succeed in imparting the message of the story. The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are trained to reflect on the story. They soon become accustomed to critical thinking, the second prong. Creative exercises may follow to elevate the reading/listening activity to a more aesthetic level when they can interpret the story/poem purely on their own. Through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a habit. III. LANGUAGE MASTERY OF THE STRUCTURES OF THE (FILIPINO/ENGLISH)

Through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a habit. Literature is an excellent source of examples of good language. The children will catch this language and use it in their conversations in and out of school. The story/poem gives the children a common experience which they can talk about. Capitalizing on this shared knowledge and individual security to teach specific language structures will eliminate the burden of listening and speaking about unrelated topics. Using the content of the story, the children will be able to practice newly learned language structures. In this manner, the children will gain mastery of the structures of the (Filipino/English) language (now also named GOLD or Grammar and Oral Language Development), without really knowing that they have just had a grammar lesson. IV. TRANSFER STAGE

In the course of time, children who have become used to listening to stories will want to read on their own. Opening a book and pretending to read are just some of the symptoms that tell that a child is ready for beginning reading instruction, or the transfer stage. This prong is also planned and implemented as systematically as the three prongs. This is the prong where reading readiness activities are given to the pupils. The Fuller Approach is used as a guide for the sequence of teaching the phonemes. In Filipino, the Marungko Approach provides the structure.

The table below presents a matrix of the four prongs, the goals for each one, and the materials to be used in each of the prongs: PRONG Genuine Love for Reading (GLR) Critical Thinking (CT) GOAL To develop a lifetime love, habit, and enjoyment for reading. To develop the habit of reflecting on what is read and exercising decision making, making judgments, and valuing. MATERIAL storybooks, poems, trade books, songs same story and postreading activities that engage children still based on the story, objects, pictures, charts to facilitate application of structures learned

Mastery of the Structures of the Filipino/English Language (MSF/EL) or Grammar and Oral Language Development Transfer Stage (TS)

To develop competence in oral language, understanding, and correct use of syntax.

To develop phonemic awareness, decoding, and encoding skills.

worksheets, writing tablets, charts, and other materials of appropriate level

The four prongs flow into each other smoothly and without fanfare introductions. All but one prong emanates from the story. Genuine love for reading, critical thinking, and mastery of the (Filipino/English) language are all based on the poem/story read. When the transfer stage commences, the children switch to the lesson they left off the day before and move on from there as guided by the teacher. Reference: Ocampo, Dina Joana & Hermosa, Nemah (1997). EDR 210 Module: Trends in Reading Instruction. U.P. Open University, Diliman, Quezon City: Office of Academic Support and Instructional Services.

THE 2C2IA READING ACQUISITION MODEL

2C2IA Reading Acquisition Model by: Carmelita M. Difuntorum: COGNITIVE: Complex thinking process that is strategy based. Readers consciously orchestra a variety of thinking skills to make meaning of the texts they read. They rely upon a wide range of background knowledge, both about the world they live in and the ways they can get meaning from a text.

CONSTRUCTIVE: Learners make sense of the text by connecting what they know and have experienced with what they are learning. In the transaction, meaning is constructed.

Constructivism is manifested in classrooms that are characterized by: student generated ideas self selection creativity interaction critical thinking personal construction of meaning

INTERACTIVE: During the act of reading, there is an interaction between the ideas and language of the author (text) and the background knowledge of the reader which results in the creation of meaning. In the classroom, children interact with both peers and adults in a wide variety of settings as they are learning and practicing language and literacy knowledge, skills and strategies. It is important to talk about what is read as well as what one does as reader.

INTEGRATIVE:

Content Integration Concepts of Science, Mathematics, Social Studies or any other disciplines serve as contents of reading texts. Skills Integration Integrating listening, speaking, writing and viewing with reading to enhance text comprehension. Skill integration Integrating listening, speaking, writing and viewing with reading to enhance text comprehension

AFFECTIVE: Integrating values in the lesson

2C2IA Reading Instruction Framework: 2 C 2 I A Reading Instruction Framework

SEGMENT 1: Pre reading: Discussing the Magic of Reading Activating prior knowledge and building background Developing vocabulary Setting the purpose for reading Predicting/ Inferring

SEGMENT 2: During Reading: Interactive Reading Cognitive Strategies Meta cognitive Strategies

SEGMENT 3: Post Reading: Developing Critical and Creative Thinking Skills Asking and answering questions Engagement activities

SEGMENT 4: Developing English Language Competencies: Asking and answering questions Engagement activities involving cooperative learning Direct Teaching Modeling Practice Independent practice Application

SEGMENT 5: Decoding and Deciphering Skills and Strategies (Beginning Reading Grade I II) Developing Vocabulary and Comprehension Skills and Strategies (Grade III VI)

SEGMENT 6: Enrichment Activities SEGMENT 7 Across the Curriculum Activities

SEGMENT 8 Reading and Writing Connection