3. Theoretical Background: Research on Brain and NLP 1. What is intelligence? 2. What are Multiple Intelligences? 4. Four key points 5. MI vs Methodology & Classroom Management 6. Applying MI theory in English Teaching 7. MI Authentic Assessment 8. Conclusion

1. What is Intelligence ? Traditional Intelligence: 1904 Alfred Binet –IQ test An intelligence is the ability to solve the problems, or to create products, that are valued within one or more cultural settings Howard Gardner Frame of Minds, 1983

2. What are Multiple Intelligences? Word Numbe r Music Self People Body Pict ure

LEFT BRAIN RIGHT BRAIN Emphasises: Language forms and patterns mathematical formulae spatial manipulation logic numbers musical appreciation sequence corpus images/pictures linearity callosum imagination analysis daydreaming words of a song dimerision tune of a song 3. Research on Brain : The Functions of Two Hemispheres

3.1 Research on NLP 1. NLP- Neuro- Linguistic Programming 2. VAKOG- Visual Auditory Kinaesthetic Olfactory Gustatory 3. Eye Movements- looking up looking sideways looking down And…

3.2 Brain Gym 1. Lazy 8 – improve eye-muscle coordination 2. Brain Buttons- help reading 3. Cross Crawl- coordinate 2 hemishperes 4. The Owl- release tension 5. The Thinking Cap-have better hearing

4. Four key points 1. Each person possesses all eight intelligences 2. Intelligences can be developed. 3. Intelligences work together in complex ways. 4. There are many different ways to be intelligent.

5. MI vs Methodology &Classroom Management 1. Linguistic 2. Mathematical-logical 3. Visual-Spatial 4. Kinesthetic 5. Musical 6. Intrapersonal 7. Interpersonal G-T, The Direct Method Community Language Learning Communicative Approach Cooperative Learning The Silent Way The Silent Way, T.P.R T.P.R Suggestopedia Audio-Lingual Method

6. Applying MI Theory in English Teaching 1. Helping Ss know their strength/ learning preferences Introduce the basic theory a. MI pizza b. The human intelligence hunt c. MI inventory d. How long is one minute?

Linguistic Mathematical-logical Visual-Spatial Kinesthetic Musical Intrapersonal Interpersonal Reading Center Math Center Art Center Building Center Music Center Personal Work Center Working Together Center 2. Providing Ss various ways to demonstrate understanding

3. Helping Ts understand Ss’ intelligences 4. Helping Ts develop lesson plans addressing learner needs a.Lesson planning flower b. Asking certain questions Linguistic : How can I use the spoken or written words? Mathematical: How can I bring in logic, or critical thinking? Spatial: How can I use visual aids, color, art, or metaphor? Musical: How can I bring in music, or set key points in melody? Bodily: How can I involve the whole body or hands-on work? Interpersonal: How can I engage Ss in cooperative learning? Intrapersonal: How can I evoke personal feelings or give choices?

c. Spatial-linguistic Approach in Lesson planning d. Weekly checklist: Adapt; don’t adopt MonTueWedThu Fri Linguistic Mathematic Spatial Musical Bodily Interpersonal Intrapersonal

e. The Four Teaching Stages Awaking ( Feeling) Amplifying ( Look/Hear) Teaching for/with (content-based) Transfering (Task-based)

7. MI Authentic Assessment 1.Three Stages (1) Before -Readiness Assessment (2) During -Formative Assessment (3) After - Summative Assessment ReadinessSummative AwakenAmplifyTeachingTransfer Formative

2. Common Assessment Types a. Listening Types Listen &Circle, Listen &Check,Listen and Choose, Listen &Match, Listen & Number, Listen and Write Projects Radio Play, Listening Log, Interview DateContentsWitness ’ SignatureFeedback

b. Speaking Types Tongue Twister, Look & Say, Show & Tell, Story Telling, Describe Pictures, Compare Pictures, Oral Interview, Group Discuss Projects Self-Introduction, Role Play, Speaking Log, DateContentsListener ’ s SignatureFeedback

c. Reading Types Read Aloud, Read & Check, Read & Choose, Read&Write True or False, Read &Match, Read & Answer Projects Reading Circle, Reading Train, Story Map, Reading Log Reading Notebook DateContentsWitness ’ SignatureFeedback

d. Writing Types Unscrambling, Blank-filling, Cloze, Form-filling Projects Picture Dictionaries, Reports, Cards, Letters, Small Books, Writing Log DateTitle of My BookFeedback

Students: a.Portfolios b.Independent projects c.Ss journals, self-evaluation, peer evaluation d.Assigning creative tasks Teachers: a.Intelligence profiles b. Observations

8. Conclusion The learning Pyramid (Edgar Dale) We remember: 10% of what we Read 20% of what we Hear 30% of what we See 50% of what we See and Hear 70% of what we Say 90% of what we Say and Do 100% of what we Experience