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Cinquetti ABSTRACT He wrote that the main objec tive of a teacher (Montessori 1934): ... "Is the study of the conditions necessary for the development of spontaneous activity of the individual, is the art of arousing joy and enthusiasm for the j ob. The interest that leads to a spontaneous activity is the real key psychologi cal "education. (...) He who tries to arouse interest in educating, leading to t ake action and follow it with all the energy, enthusiasm constructive, woke the man ". The school teaching today increasingly need this enthusiasm constructive learnin g stimuli arousing passion for the study. This can be achieved by joining in the daily practice of teaching and learning, theories of two great scholars and tea chers: one Italian, Maria Montessori, the other American, Howard Gardner. To add ress this experience is therefore necessary to outline their theories. Montessori 1.1 METHODOLOGY The Montessori method is widespread and used in Italy and, especially, abroad, g reat respect for the rhythms of learning and great attention to the use of all s enses in learning. This results therefore in compliance with the different cogni tive styles of each student and at the same time, in stimulating the use of diff erent channels of perception that make learning founded in memory. The basic principle of the Montessori method is freedom and the centrality of th e pupil, since only the freedom fosters creativity. But freedom must emerge from the discipline that has its limits in the public interest. Maria Montessori observed that the infant period was a period of enormous creati vity, is a stage in life where the mind of the child absorbs the characteristics of the environment acting on them and without having to make special efforts co gnitive. This is possible because every child through this method has provided m aterial and learning tools that match their stage of development. Stages of chil d development according to the educator are outlined as: • • from 0 to 3 years: the child has an absorbent mind, his intelligence work uncons ciously absorbing any given environment. In this phase form the essential struct ures of personality. from 3 to 6 years during which begins pre-school education. The absorbent mind is associated with the conscious mind. The child needs to lo gically organize the mental contents absorbed. From this conception of the scholar develop training material for education firs t and then sensory linguistic and logical-mathematical dell'apprendente. 1.2 THE TEACHING MATERIAL The course material is based on principles defined by the psychological point of view such as identity, contrast, gradation and isolation of a stimulus. Maria M ontessori organizes course materials divided into: • • • educational materials analytical focus on a single quality item, for example, we ight, shape and size. Educates the senses in isolation. self-corrective teaching materials, educates the child to correct the error and control without the inte
rvention of the educator. attractive teaching materials, consisting of objects e asy handling and use, designed to entice the child to the activity of play-work. The child is free to choose the material because all work must spring from spont aneous pupil, thus developing a process of self-education and self-control. Montessori also designed materials for learning arithmetic, geometry, music and of course, for writing and reading. Here it was considered more important to mak e mention of the material to learn these skills. Among the materials created for learning to read labels indicating different obj ects or actions to match the real object thumbnail, or image corresponding to dr amatize with your body. For writing Maria Montessori created movable alphabet letters grinder (for the s timulation of kinesthetic memory) by the vocal characteristics of red and blue c onsonants (for the stimulation of visual memory through color). Learning grammar and logic of the analysis prepared by boxes with the color code d cards divided into several sections (black name, the word red, etc.) so as to observe the correlation between all'apprendente article name, unique and plural, masculine and femininevisual and kinesthetic memory by exercising and strength ening the concept of function of parts of speech. 1.3 The Learning Environment The Montessori learning environment poses special attention because he claimed t hat, if placed in a suitable environment, scientifically organized and prepared with care, each learner, according to its interior design and development of kno wledge, automatically activates its interest in learning , to complete the activ ities started to test their strength, to measure and control. He therefore prepa re furniture and child-friendly classes with material ready to hand because pupi ls could choose freely and independently. In the Montessori classroom rewards an d punishments are also banned. The first is concerned because if the child does not need an award to remember their abilities and second because the child might not have found disturbing activity which meets, and will be invited to reflect on that and choose a different task . 1.4 THE TEACHER'S ROLE The teacher's task is to organize the environment: it must ensure that children focus on a particular material, then the observation of individual behavior. The teacher is thus a connection point between the material and the child. This mak es possible a real individualization of work that becomes adapted to the abiliti es and needs of each. The teacher helps the child to lead to development that mu st take place according to natural rhythms and according to the personality that each individual shows. 1.5 WORK FREE Free labor is the activity dall'apprendente. Everyone can decide to perform exer cises by choosing one of the many boxes of grammar, the sensory material or work sheets from previously prepared by the teacher and placed neatly in appropriate containers within the class. With this system of working children are aware of c onstructing their own knowledge, to integrate new information to those already h eld, click and explore strategies, including alternatives to master a concept, a mathematical operation, a text. Their work is deeply personal, experienced and they reach their true identity and autonomy. Interest, activity and effort are t he characteristics of spontaneous labor and self-education in which the child is immersed with enthusiasm and love, revealing and constructing. "Help me do it m
yself" is not just a slogan Montessori teaching, but a question posed by the nat ure of the child. The educator's task is to free the learner from what hinders t he natural pattern of development, their intellectual growth. 2. 1 THE THEORY OF INTELLIGENCE OF GARDNER The father of the famous theory of "multiple intelligences" is Howard Gardner, w ho, with his theory, he tried to create a supportive learning environment for th e learning experience was meaningful, engaging and respectful of different learn ing styles and minds of everyone. Gardner tried to suggest to teachers how to de velop the minds of students, teach them critical thinking and creative and test their learning in order to promote further interest in the discovery and study. This is also a way to put the learner at the center of the educational process w hile respecting the individual differences in perceiving the world, internalize and express it through their point of view and sensitivity. Gardner believes tha t it is simplistic to think of a concept of intelligence related only logicomate matica or linguistic area, normally used for teaching and learning at school, so he theorizes different action areas of intelligence indicating that the categor ization of eight nine principal intelligence designed by him is not final, since he could see more in the future, and that this separation is used only for conv enience of study, as almost always intelligences interact with each other. 2.2 THE EIGHT MAIN INTELLIGENCE + A Gardner claims that all possess and can develop and expand the ability to use di fferent intelligences and, if conditions favor learning, some individuals can st eal all intelligences but with different percentages of preference. Others may d evelop some more obvious, and others, even if not all, with satisfactory levels of competence. The main intelligences outlined by the student are as follows: • • • • • • • • Linguistic intelligence: involves the ability and mastery of syntax, phonology a nd semantics (oral and written). Logical-mathematical intelligence: it provides a particular attitude in solving calculations, logical processes, principles and relationships. Bodily-kinesthetic intelligence: it involves manual skills (buil d, produce and make things) coordination, expression of feelings through the bod y. Intelligence, visual-spatial skills include visual perception of color, form, space, sense of direction, graphic sense; perception from different angles. Mus ical intelligence: it provides a particular sensitivity to auditory memory and d iscrimination, recognition, the creation and playback of sounds, tones and rhyth ms of speech and vocal or instrumental means. Intrapersonal intelligence: abilit y to self-discipline, awareness of their feelings, intentions and desires, menta l concentration. Interpersonal Intelligence: ability to communicate verbally and nonverbally, to perceive the feelings of others, ability to work cooperatively in groups. Naturalistic intelligence: sensitivity to nature, flora, fauna and th e environment in general, the ability to take care of living things and classify them (plants, animals, etc.).. In addition to these intelligences, Gardner later assumed additional intelligenc e, the existential which provides a capacity of abstract reasoning and reflectio n on the themes of existence. 3. THE MERGER OF TWO AND EXPERIENCE Montessori Gardnerian 3.1 ORGANIZATION OF CLASS MI [Multiple Intelligences] SECOND WORK FREE Montessor i. With this new way of working experience in the classroom is free from compulsion : freedom of movement and choice of work to experiment and discover new possibil
ities of knowledge. This organization of labor and material, it allows students to work individually, in pairs or small groups and the teacher to individualize the way to allow each student to express the best of their abilities while compl ying with their learning pace. First I prepared the material for the "free labor " Montessori. Then I divided the material and forms of intelligence as having ev erything in the classroom involved in eight separate locations, one for each int elligence • • • • • • • • MUSICAL CENTER, where you can invent songs, listen to tapes, play games of audit ory discrimination, Bodily-Kinesthetic CENTER, where you can dramatize, create w ith their hands, experiment, move your body (miming, brain gym, etc.); INTERPERS ONAL CENTER, where you can work with others in group, cooperative learning, etc. .; intrapersonal CENTER, where you can work in peace, reading, design, etc. alon e.; VERBAL-Linguistic CENTER, where you can tell stories, read aloud, searching for information, write, work with boxes Montessori grammar themes of inspiration , LOGICAL-MATHEMATICAL CENTER, where measured, numeracy, problem solving, logic games, puzzles etc..; VISUAL-SPATIAL center, where you reorder stories, shows, a ppears, complete graphs, etc..; naturalistic CENTER, where you plant seeds, plan ts are classified, there is the weather, etc..; all this with the English language. I assure you that the enthusiasm of pupils a nd students for this particular type of work is great and it is natural because they can choose to speak in person expressing their emotions in creating a perso nal work and collective interaction perceptual-motor cognitive with materials pr epared in class. 3.2 THE TEACHER'S ROLE The action of the teacher loses the central character, both as a subject of 'tea ching' and as a control subject. He does not require, nor have, nor prevent, but proposes, prepares, encourages and directs. The teacher's role is therefore to turn the interest of learners and the task, according to the Montessori class, w ill be achieved by building an attractive environment that captures the interest of all. The teacher prepares the cards will then be placed in centers dedicated to the different intelligences, and when there is a real need, without disturbi ng the course of practical work undertaken by the student and mental, can interv ene and help pupils in personal learning pathways. For this reason the teacher i s absent and present simultaneously: it is close to the child which requires his presence. And above all he is focused on: • • • • • the ability to observe interactions between children and their environment;anal ysis and use of material development, which is always open to new and surprising news, meeting deadlines and timetables for learning always connected to the dif ferences and individual variables; respect for the free choices of the child as a condition of a psycho-social environment calm, quiet, peaceful, and the limite d extent of direct and essential need not to be disturbed individual work. When the work is completed the teacher collects the texts produced by pupils and in the rare case of a botched card, does not judge the achievements of the chil d, but the causes that prevent or delay the rise providing to observe and unders tand them and to change the circumstances impeding the normal development. The s ongs produced the musical center and dramatizations of the bodily-Kinesthetic ce nter will instead be presented orally before the class as a small audience atten ding the show produced. 3.3 A METHOD OF WORK THAT PROMOTES THE CLIL
Through the organization of free labor and work centers organized according to d ifferent intelligences, the student absorbs the elements that attach easily on t he mind because we are free to learn through their preferred channel. Also teach a second language is often not easy because they can act as factors disturbing problems of anxiety, self-esteem and emotional-affective towards the new languag e and teacher. Therefore it is important to build the career of this kind, open, free and individualized to help learners to better express their potential in a warm and serene. Sure, it's always possible during a lecture to present the top ic through one or two intelligences and the next lesson can include two, and so on. Or you can ask the learners to perform tasks at home with a different intell igence every week and occasionally have the intelligence to choose their prefere nce for the execution of tasks. However, several centers in preparing for each c lass and intelligence activities by setting free labor Montessori, allows instea d of incorporating all the intelligences in every lesson. For example, a lesson on water cycle will be detailed at the center for some language reading a tab on this topic for another Space Center prepare an outline or a summary poster, oth ers may be translated into a song or a rap ( music), others will prepare a drama tization (bodily-Kinesthetic) and longer reserved to read independently at their own pace and on a book to think about what (intrapersonal). All this means inte grating an interdisciplinary learning process through the L2 as language, what i s commonly referred to as CLIL. This new experiment was launched to facilitate the use of L2 as a living language and to improve the learners' co mmunicative competence. This puts you to learn the language to a language to lea rn new information and disciplines. All this work is even more useful because it teaches students not only content but also a new code to express themselves, to reflect on their mode of learning, encouraging to use the preferred modality, i ncreasing awareness of new intelligence. 3. 4 MATERIALS FOR INSPIRATION Montessori The material meets the needs of pupils as if they are well organized to experien ce new situations and allow infinite combinations, to consolidate the properties of these materials, schemes to consolidate operations and acquire language stri ngs expanding operations logical-mathematical, linguistic, interpersonal and int rapersonal. The inspired materials prepared Montessori classroom is divided into : • • • • • sized cards with activities for different cognitive styles and with different ar eas of interest that boys and girls could choose to run freely without any alloc ation of work from the teacher; material that provides flash cards grouped into different levels of difficulty, from a first level of phonetic words (eg pigs) o r to compound words with different pronunciation difficulties; boxes "grammatica l" language containing strings consisting of cards with parts of the sentence th rough coded colors (eg subject-purple, red-verb, adjective-blue, etc..) to allow a grammar indirect uses as effective and unconscious memory that can store memo ry through visual and kinesthetic (movement of cards for the formation of the se ntence), role play cards with boxes; material varied for dramatization (costumes , realia, puppets). TABLE 3.5 SUMMARY OF INTELLIGENCE ACTIVITIES AND 'exercising Disability' INTELLIGENCE OF LISTENING GARDNER ENABLE 'PRODUCTION ORAL READING WRITING
MUSICAL INTELLIGENCE CENTER -Listening to stories, tales, etc.. Sound-discrimination (reorder pairs of boxes containing sand, seeds, water, shoulders, etc..)-Narrated books Invent-songs-link sounds to form a story-listening radio programs -Read and understand the lyrics of a song or text-reading various books and read ing aloud -Write the verses of a song-years of completion "fill in the gaps', write dialog ues, dramatizations, role playing -Recorded songs with missing information for inclusion CORPOREOCINESTESICA INTELLIGENCE CENTER -RPG-follow instructions -RPG-dramatizations-simulations -RPG-changing situation (more like I was ...)-play a story -A mimics the other person guesses the answer and writes diary or journal-writin g class and recite scripts -Execute commands given by a classmate (Total Physical Response) "game sack, emp ty sack" -Mimic a dialogue or a story - using mental gymnastics The two hemispheres "brai n gym" (see Dennison in the bibliography)-design-make costumes and sets, flash c ards, etc.. -Activities that involve leaving the classroom-using puppets or glove puppets or finger -Charades Read-aloud sections of dialogues, exercises involving body movement and expressi on of emotions LINGUISTIC INTELLIGENCE CENTER Various activities-listening-tell stories Montessori-boxes to construct grammatical sentences, word games, crossword puzzl es, anagrams, etc.. - Boxes Montessori grammar to build sentences INTELLIGENCE CENTER INTELLIGENCE CENTER LOGICOMATEMATICA visual and spatial-visu al pattern or image with the key points of the story heard, illustrations of new words -Count-troubleshooting -Count-science experiments -Activity of various mathematical and logical -Invent a story with images, reorder images describing the history-
-Create posters for business-class display of pictures and words, spelling Reorder-stories-create images to form comics-graphic-views written-design activi ties and staining INTERPERSONAL INTELLIGENCE CENTER INTELLIGENCE CENTER Intrapersonal Listening to various activities with headphones diaries and reports from indivi dual-books-read summaries - individual projects, group work - work co-choral rea d-write a story NATURALISTIC INTELLIGENCE CENTER -Listen to nature -Read instructions on how to plant seeds and observe nature Readings on nature-plants and animals -Description of what they have done: planting seeds, gardening, etc.. * Smell * CENTER CENTER OF TASTE -Recognize different smells and scents (smells of bingo)-discuss the four flavor s: sweet, salty, sour and bitter - Read instructions on how to smell different scents-read the instructions on ho w to perceive different flavors of the elements inside containers-reading instru ctions -Guess and write what they smelled - write their hypotheses and summarize the ex perience * CENTER OF TOUCH -Discuss the perceptions of smooth and tactile soft-Various Activities - activit ies of various kinds -Summarize the experience - many more activities * COMPUTER CENTRE -Activities of various kinds * The intelligences include in itself the main mode of learning: visual, auditor y and kinesthetic, but in my opinion not emphasize enough how related to other s enses. For this reason I decided to create specific centers also acts to urge th e sense of smell, taste and touch. I also added a "Computer Center, as this tool will allow the summation of different modes: auditory, visual and kinesthetic. 3.6 SOME OPERATIONAL DATA In order to make more explicit the working materials used in class with this par ticular organization, follow some cards, graded according to difficulty and code d by three different colors: green easy, yellow a little more challenging and le ss driven, more difficult red. Pupils will have the freedom to choose the diffic ulty level without feeling uncomfortable and will thus be free to tackle a new t opic only once they have mastered the difficulties precedenti.1 All these activities were designed for teaching the L2 (English) at primary scho
ol, but it is clear that everything can be translated for teaching Italian to fo reigners, adapting activities and materials to students adulti.2 MATHEMATICAL LOGIC CENTRE MATHEMATICAL LOGIC CENTRE Write, and perform operations on your notebook • • • DO NOT COUNT, I guess! EYE TO ESTIMATE HOW MANY ARE THE COOKIES. Draw it on the notebook AND WRITE THE SOLUTION. • • • • • • • • • • 1 + 3 = four. 4 + 4 = 10 + 5 ... ... ... .... 7 + 2 ... ... .. 11 + 6 ... .... 1 2 + 1 ... .... 4 + 6 ... ... .. 7 + 3 ... ... .. 5 + 7 ... ... .. 2 + 2 ... ... .. • The biscuits are 28, 38 or 48? MATHEMATICAL LOGIC CENTRE MATHEMATICAL LOGIC CENTRE Capped and full on your notebook • • • READ THE GRAPHIC. Copy it to your notebook. Answer the questions. • • • • • • • • • • 10 + 6 = SIXTEEN. 12 + 4 10 + 5 = ... ... ... .... 7 + 2 ... ... .. 11 + 6 ... . ... 12 + 1 ... .... 4 + 6 ... ... .. 7 + 3 ... ... .. 5 + 7 ... ... .. 2 + 2 ... .... 1. WHO HAS MORE LEAVES? 2. 3. HOW MANY LEAVES IN LEO HAS MORE RESPECT FOR ELISA? ... THAT LEAVES FOR ALBERTO NEEDS TO GET A 30? CENTER VISUAL-SPATIAL CENTER-BODY SENSE COLLEGE figures at corresponding sentence PUT ON STAGE STORY Snow. • • Choose a topic. DRAMMATIZZALO with a partner. Rain. It's windy.
THERE IS THE SUN. There is fog. CENTER VISUAL-SPATIAL CENTER VISUAL-SPATIAL READ TRACK TURN illustrating the phrase to states for Questions and 'a sunny day . And 'AUTUMN. JADE AND MOHAMED IS THE PARK. • • Andrea is studying. Andrea is studying? MOHAMED wearing a PAIR OF BLUE JEANS, a green jumper, a pair of brown shoes and a cap YELLOW. JADE MINI wears a pink skirt, white shoes, a red shirt, a sweatshi rt BLACK AND PURPLE STOCKINGS. MOHAMED Her hair is blond BLACKS AND JADE. THEY A RE VERY HAPPY! 1. 2. 3. 4. 5. 6. 7. I'm eating. You're Swimming. HE IS DANCING. SHE is singing. WE are walking. YOU are drinking. They are painting. NATURE CENTER NATURE CENTER GARDENING GARDENING • • • • • • SOME CHOOSE FROM PLANT SEEDS. PUT THE SOIL IN TANK. The PLANT SEEDS. PUT a littl e compost. WATER seeds. DRAW AND WRITE EVERYTHING 'WHAT DID YOU DO ON YOUR QUADE RNO and described the SEEDS THAT YOU PIANTATO3 • • • • • • SOME CHOOSE FROM PLANT SEEDS. PUT THE SOIL IN TANK. The PLANT SEEDS. PUT a littl e compost. WATER seeds. DRAW AND WRITE EVERYTHING 'WHAT DID YOU DO ON YOUR QUADE RNO and described the SEEDS THAT YOU PIANTATO4 EXAMPLE: EXAMPLE: • • I choose soybeans from Plants. I PUT THE SOIL ... • • I choose soybeans from Plants. I PUT THE SOIL ... NATURE CENTER
FOLLOW THE INSTRUCTIONS EE Try this Experiment Here's a way to prove that plants Drink water. 1. 2. 3. PUT A white flower in a glass with some water. ADD RED INK OR those who prefer a nd add FLOWER OF WATER. NOTES TO THE FLOWER AND AFTER A FEW HOURS 'turns red, so he drank the colored water. COMPUTER CENTER CENTRE intrapersonal READING • • • Turn on the computer choose a CD ROM GAME. • • • CHOOSE A BOOK. Read it. Write on your notebook: 1. DATE 2. TITLE OF BOOK 3. AUTH OR 4. WRITE A SHORT SUMMARY. 5. Draw a picture illustrating the story. CENTRE logical-mathematical CENTRE OF TOUCH Capped and WRITE THE SOLUTION TO THE FOLLOWING SUMS. And guess OVER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 10 + 6 = SIXTE EN. ... 12 + 13 = 3 + 8 + 25 ... 42 ... 11 ... 57 + 72 + 12 + 44 ... 16 ... 99 . .. 13 + 66 + 7 +8 ... 19 ... 12 ... 89 + 3 + 34 + 23 ... 27 ... 15 + + 7 1 ... 2 2 ... Touch the objects in the box without looking And guess what they are. THERE ARE 12 ITEMS IN THE BOX. EXAMPLE: There is an audiotape. There is ... ... .. _____________ OVERVIEW OF SELF-CONTROL CENTRE OF TOUCH CENTRE OF TOUCH And guess _____________ SHEET OVER SELF THE HUNT FOR TEXTURE SEARCH OBJECTS IN CLASS WITH DIFFERENT TEXTURES AND ON Describe your notebook. IS THERE A 'audio cassettes. There are a couple of scissors. THERE ONE COIN. THE
RE a penknife. THERE IS A CHESTNUT. THERE a paper cup. THERE IS A PEN. THERE HOO D OF A PEN. IS THERE A ruler. THERE brush. Is there a key. THERE 'a candle. ____ _________ STATEMENT OF SELF EXAMPLE: THE FLOOR AND 'SMOOTH AND BROWN. THE WALL A ND 'WHITE and rough. CENTRE smell CENTRE smell And guess Annus Annus And guess _____________ Annus The contents of each box and WRITE ABOUT WHAT YOU Smelling your notebook. OVERVIEW OF SELF-CONTROL WHAT '? THE BOX AND A 'chamomile. WHAT '? THE BOX AND A 'chamomile. WHAT '? B AN D THE BOX '... WHAT'? C AND THE BOX '... ... ... .. WHAT '? THE BOX AND B 'COCOA . WHAT '? THE BOX AND C 'COFFEE'. WHAT '? D MUSHROOMS ARE THE BOX. WHAT '? The b ox is E 'EUCALYPTUS.WHAT '? F THE BOX AND 'THE. WHAT '? G AND THE BOX 'VANILLA. WHAT '? THE BOX IS H cloves. WHAT '? THE BOX AND I 'oregano. WHAT '? THE BOX AN D J 'nutmeg. WHAT '? THE BOX AND K 'SAGE. WHAT '? THE BOX AND L 'GINGER. WHAT '? THE BOX AND M 'VINEGAR. WHAT '? N THE BOX AND 'SAFFRON. WHAT '? AND OR THE BOX 'MINT. WHAT '? THE BOX AND P 'CINNAMON. WHAT '? Q AND THE BOX 'ROSEMARY. _____________ _____________ SHEET SHEET SELF SELF Language Centre Getting to know 'was your 2006? Complete each sentence with the phrases that des cribe your feelings. MY 2006 AND 'STATE - a memorable year - an important year for me - a REALLY TERR IBLE YEAR MY WISH - have become a reality '- have been WISH - NOT NEVER COMES TRUE I made sure to finish - ALL THE THINGS THAT I HAD TO DO - MOST OF THE THINGS THA T I started - things I INTEREST Language Centre Language Centre WRITE THE NUMBERS IN WORDS WRITE THE NUMBERS IN WORD 1 ONE 6 ... ... ... ... .. 7 ... ... ... .... 9 ... ... ... ... ... 10 ... ... . .. ... 3 ... ... ... ... .. 5 ... ... ... .... 12 ... ... ... .... 11 ... ... .. . ... 64 SESSANTAQU ATTRO 88 ... ... ... .... 1 ... ... ... .... 100 ... ... ... .. 14 ... ... ... ... 6 ... ... ... ... .. 7 ... ... ... .... 11 ... ... ... .... 92 9 ... ... ... ... ... ... ... ... ... ... ... ... ... 59 ... 73 ... ... .... 10 ... ... ... ... 12 16 ... ... ... ... ... ... ... ... 3 ... ... ... ... .. 5 ... ... ... .... 15 ... ... ... ...
Language Centre Language Centre WRITE THE NUMBERS IN WORDS POEMS-Nursery rhyme WINDS 20 8 ... ... ... .... 3 ... ... ... .... 14 ... ... ... .. 17 ... ... ... ... 6 ... ... ... ... .. 4 ... ... ... .... 11 ... ... ... .... 1 .. 9 ... ... . .. ... ... ... ... ... ... ... ... ... ... 55 ... 41 ... ... .... 10 12 ... ... ... ... ... ... ... ... ... ... ... ... 16 ... 13 ... ... ... .. 5 ... ... ... . ... 15 ... ... ... ... 90 26 ... ... ... ... ... ... ... ... 2 ... ... ... .... 33 ... ... ... ... • • Choose a topic. WRITE A POEM USING THE RIMAR ES: My dog ate only bread and from evening to morning thinking ONLY IN YOUR EMPT Y bowl • MUSIC CENTER MUSICAL CENTER CONNECTED BOXES CONNECTED BOXES • • • He shakes the boxes and listen to the noise they make ordinal WRITE ON COUPLES A ND guess what is in your notebook of each box _____________ STATEMENT OF SELF ES: LETTER bege 'RICE POINT ... ... ... ... .... B and G E 'RICE. LETTER C and D , and 'Miles. LETTER S AND E E 'WATER. F and A are staples. _____________ ______ _______ SHEET SHEET SELF SELF MUSIC CENTER MUSIC CENTER MY SONG HISTORY • • • • CHOOSE A MELODY YOU like to invent new words and the melody Sing with POI Post i t ON your notebook: • • LISTEN TO THE TAPE AND stories using headphones. Listen TWO OR THREE TIMES. WRIT E A SHORT HISTORY OF THE ABSTRACT your notebook. ES:
• • MELODY: FRA MARTINO MY SONG: TITLE: COLORS • MY WORDS: RED AND GREEN AND RED GREEN YELLOW BLUE AND YELLOW AND BLUE ARE MY COLORS ARE TH E COLORS ARE MY COLORS ARE COLOURS ... ... CONCLUSIONS The disciplines should not be seen as teaching purposes, but as media. Literacy, language and cultural content are important, but education in facilitating lear ning and the exercise of cognitive abilities in respect of experience of pupils and their maturation, or learning experience overall in the case of adult learne rs. For Bruner (1987: 93) the objective of teaching of individual disciplines is not to "Creating little living libraries on these subjects, but rather, aims to bring s tudents to think (...) to participate in the process of knowledge creation" 5 It is therefore important to achieve a lasting and meaningful learning, the use of all intelligences as paying more attention to them, you can carry the learner autonomy of actions and proceedings and an emotional stability and social allow greater cultural literacy. The success of this proposal insegnamento6 that comb ines the Montessori lesson and the Gardnerian not lies in the large amount of wo rds or strings language learned, but in the motivational and creativity on, not passive in the absorption of information but in the ability to consult and choos e and to understand that doing at school is really like in life everyday, for co llaborative learning to improve interpersonal relationships and of course connec ting the different areas of learning by facilitating interdisciplinary and respe ct for different times, cognitive styles and minds of each one.The benefits are therefore beyond the L2 learning but in the structuring of cognitive skills tha t improve overall school life of learners and staff, helping to develop a metaco gnitive awareness among the students who finally learn to understand their own p ersonal way of address learning that enhances their minds. This experience has b een and still is for me a fascinating journey between disciplines, teaching and humanity to which I could not give up, that enriches me every day and that stimu lates my constant thirst for discovery. Good journey on everyone. REFERENCES M. G. Cinquetti, 1997, "Letter Box. A communication channel between teachers and students ", Journal Elle, 3, 8, pp. 19-20. M. G. Cinquetti, 1997, "Practical Te aching for Practical Cats. Class A Glimpse of Broadway ", Journal Elle, 3, 9, pp . 13-18. P.E. Dennison, G.E. Dennison, 1989, Brain Gym, Educational Kinesiology Foundation, Ventura H. Gardner, 1987, Frames of Mind, Feltrinelli, Milan H. Gard ner, 1988: The New Science of Mind, Feltrinelli, Milan H. Gardner, 1991, Open Minds, Feltrinelli, Milan H. Gardner, 1993, education for understanding, Feltrinelli, Milan H. Gardner, 1994, Creating Minds, Feltrinelli , Milan H. Gardner, 1999, Knowledge for Understanding, Feltrinelli, Milan H. Puc hta, M. Rinvolucri, 2005, Multiple Intelligences in EFL Exercises for Secondary and Adult students, M. Helbling Languages Montessori, 1950, The Secret of the Ch ild, Garzanti, Milan M. Montessori, 1952, The Mind of the Child, Garzanti, Milan M. Montessori, 1934, Psicogeometria, R. Aluco, Barcelona M. Montessori, 1970, f rom infancy to adolescence, Garzanti, Milan M. Montessori, 1970, self-education,
Garzanti, Milan D. Covre, M. Segal, 2005, Cook for Fun, ELI D. Covre, M. Segal, 2005, English Green, ELI D. Covre, M. Segal, 2005, Watch Out, ELI L. Lloyd, 199 0, Classroom Magic Metamorphous Press, Portland, OR M. Grinder, 1991, righting t he Educational Conveyor Belt, Metamorphous Press, Portland, OR G. Petracchi, 198 7, School Learning Environment, Brescia, Editrice La Scuola J. Revell, S. Norman , 1997, In Your Hands, Saffire Press, London M. C. Rizzardi, 1997, Foreign Langu age Teaching. Learning and Research, New Italy Editrice, Florence. A student has a clearly expressed this by saying that for once the teacher wante d to choose the card easier, because he was working alone and not in pairs as us ual. 2 In this regard, the text is valuable for H. Puchta and Rinvolucri a real collection of activities and exercises for adult learners. For primary school ar e more suitable texts D. Covre and M. Segal published by ELI 3 The instructions are shown here to facilitate understanding of the procedure. 4 The instructions are not shown. 5 Petracchi in Bruner, G., 1987, School Learni ng Environment, Brescia, La Scuola, p.. 93. 6 Here are some letters and written comments after the first year of testing this methodology made at the Elementary School Comprehensive School-Alfieri San Fruttuoso Monza. • • • Thanks to the "center", school activities very funny, every Tuesday we welcome t he day. The most beautiful for me is the "taste" where we can try odd things and you have to guess that taste (sweet, sour, bitter, salty and spicy). In the end they are all very beautiful and I think if they'd do next year to other childre n like them because they tie the more English boys. The centers I liked them bec ause they are very relaxing. I like all centers, but I have not yet tried everyt hing. First of all I liked computers because there were many activities to do. I nstead, the "linguistic center" has me a bit 'bored because I could not find the words. Erika and I are doing the "naturalistic center" and to me is like a lot! I have not tried the "logical.mathematical center" have the appearance does not inspire me. I'd like the "musical center," the "smell", the "taste" and bodily Kinesthetic center. "
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