Teaching Startegies Using The MI Theory

TEACHING STRATEGIES:
MULTIPLE INTELLIGENCES &

COOPERATIVE LEARNING
Mrs. Jennifer E. Arceo

Baliuag University
Topics:
1. Multiple Intelligences
1. Cooperative Learning
TEACHING STRATEGIES-Multiple Intelligences
TEACHING STRATEGIES-Multiple Intelligences
EVERY CHILD CAN LEARN...
 EACH PERSON IS BORN WITH ALL THE

INTELLIGENCES
 IT IS OUR RESPONSIBILITY AS
EDUCATORS TO FIND EACH CHILD’S
PARTICULAR WAY OF LEARNING
TEACHING STRATEGIES-
Multiple Intelligences
 ALTHOUGH EACH PERSON MAY BE

BORN WITH A DIFFERENT CAPACITY
FOR A PARTICULAR INTELLIGENCE,
EACH INTELLIGENCE IS MODIFIABLE.
 EACH INTELLIGENCE CAN BE TAUGHT.

Use Multiple Intelligences Theory to:
 help students develop all their intelligences

 use students’ preferred intelligences to help
them achieve required learning
expectations/outcomes
 ELEMENTS OF A MULTIPLE
INTELLIGENCES CLASSROOM
 Trust & Belonging
 Meaningful Content
 Enriched Environment
 Intelligent Choices
 Adequate Time
VERBAL/LINGUISTIC INTELLIGENCE:
 The ability to use with clarity the core

operations of language...communicating by
reading, writing, listening, speaking, and
linking
Verbal-Linguistic Learner
 likes to: read, write and tell stories.
 is good at: memorizing names, places, dates

and trivia.
 learns best by: saying, hearing and seeing

words.
VERBAL/LINGUISTIC INTELLIGENCE:
Students thrive on:

 Language curriculum that stirs the imagination
 Lots of opportunity to talk, write, read
 Guest speakers
 Dramatic readings
 Storytelling; Relating personal experiences
 Peer teaching/consultation/cooperative small group
learning
 Displays of students’ work/student made bulletin boards
LOGICAL/MATHEMATICAL INTELLIGENCE:
 The ability to use inductive and deductive

reasoning, solve abstract problems, and
understand complex relationships of
mathematical reasoning and the scientific
process.
LOGICAL/MATHEMATICAL
INTELLIGENCE
 likes to: do experiments, figure things out, work
with numbers, ask questions and explore
patterns and relationships.
 is good at: math, reasoning, logic and problem

solving.
 learns best by: categorizing, classifying and

working with abstract patterns/relationships
LOGICAL/MATHEMATICAL INTELLIGENCE:
Students thrive on:

 Logical development of lessons
 Patterns and relationships/Categorizing information
 Formulae/Timelines/Outlines
 Venn diagrams/Matrices comparing data
 Analogies/Games/Puzzles
 Calculators/Computers
 Research/Experiments and labs/Mathematical operations
VISUAL/SPATIAL INTELLIGENCE:
 The ability to perceive the visual world

accurately and to recreate one’s visual
experiences...includes the ability to see
colour, shape, and texture in the “Mind’s Eye”
and to transfer these to concrete
representation in art form.
Visual Spatial Intelligence
 likes to: draw, build, design and create things,

daydream, look at pictures/slides, watch movies
and play with machines.
 is good at: imagining things, sensing changes,

mazes/puzzles and reading maps, charts.
 learns best by: visualizing, dreaming, using the

mind's eye and working with colors/pictures.
VISUAL/SPATIAL INTELLIGENCE:
 Students thrive on:
 Bulletin boards and displays
 Colour, design, pattern
 Posters, charts, graphics
 Creative use of manipulatives
 Use of illustrations, sketches, drawings and paintings
to ground teaching and student products
 Mind maps and webs/colour coding systems
 Videos/Overhead slides
 Active imagination/visualization
 Demonstrations
BODILY/KINESTHETIC INTELLIGENCE:
 The ability to control and interpret body

motions, to manipulate physical objects and
to establish harmony between mind and
body.
BODILY/KINESTHETIC INTELLIGENCE
 likes to: move around, touch and talk and use
body language.
 is good at: physical activities

(sports/dance/acting) and crafts.
 learns best by: touching, moving, interacting with

space and processing knowledge through bodily
sensations.
BODILY/KINESTHETIC INTELLIGENCE:
 Field trips
 Role playing/mime
 Acting out processes
 Learning centres, labs
 Manipulatives
 Sports/games
 Frequent stretching and exercise breaks
 Simulations
 Making things, collections
MUSICAL/RHYTHMIC INTELLIGENCE:
 The ability to use the core set of musical

elements - pitch, rhythm and tone - and the
acute awareness of sound in one’s
environment.
MUSICAL/RHYTHMIC INTELLIGENCE
 likes to: sing, hum tunes, listen to music, play an

instrument and respond to music.
 is good at: picking up sounds, remembering

melodies, noticing pitches/rhythms and keeping
time.
 learns best by: rhythm, melody and music

MUSICAL/RHYTHMIC INTELLIGENCE:
 Songs and poems related to subject
 Creating songs, raps, cheers, jingles
 Using jingles or rhythms to remember content
 Listening to rhythmic sounds or patterns
 Choral reading
 Background music
 Creating dances that illustrate concepts

INTERPERSONAL INTELLIGENCE:
 The ability to get along with, interact with,

work with, and motivate others toward a
common goal...involves the capacity to
understand and interpret others’ moods,
temperaments, motivations and intentions.
INTERPERSONAL INTELLIGENCE
 likes to: have lots of friends, talk to people and

join groups.
 is good at: understanding people, leading

others, organizing, communicating, manipulating
and mediating conflicts.
 learns best by: sharing, comparing, relating,

cooperating and interviewing.
INTERPERSONAL INTELLIGENCE
 Working with others/co-operative groups
 Think-pair-share
 Talking through ideas
 Jigsaw
 Electronic mail
 Creative tasks in groups/co-operative games

INTRAPERSONAL INTELLIGENCE:
 The ability to form an accurate model of

oneself and to use the model to operate
effectively. The ability to know oneself and
assume responsibility for one’s life and
learning.
INTRAPERSONAL INTELLIGENCE
 likes to: work alone and pursue own interests.
 is good at: understanding self, focusing inward

on feelings/dreams, following instincts, pursuing
interests/goals and being original.
 learns best by: working alone, individualized

projects, self-paced instruction and having own
space.
INTRAPERSONAL INTELLIGENCE:
 Personal goal setting
 Self-evaluation
 Independent learning
 Metacognition
 Learning journals/silent reflection time
 Focusing exercises/visualizations/imagery exercises

NATURALIST INTELLIGENCE:
 The ability to recognize flora and fauna, to

make other consequential distinctions in the
natural world, and to use this ability
productively (in hunting, in farming, in
biological science). The ability to discern,
identify and classify plants and animals.
NATURALIST INTELLIGENCE
 likes to: be outside, with animals, geography, and

weather; interacting with the surroundings .
 is good at: categorizing, organizing a living area,

planning a trip, preservation, and conservation.
 learns best by: studying natural phenomenon, in a

natural setting, learning about how things work.
NATURALIST INTELLIGENCE:
 Using the outdoors as a classroom
 Going on field trips
 Natural collections included in the classroom
 Making collections of things from nature
 Observing animals/plants/patterns in nature
 Inclusion of plants/terrarium/aquarium in the classroom
 Caring for plants in the classroom
 Noticing relationships in the natural world
 Identifying different animals by sound
( MI ) Planning Questions
VERBAL-LINGUISTIC
How can I use the
Spoken or the
Written words? LOGICAL
NATURALIST
-MATHEMATICAL
How can I bring in
How can I bring in
Plants,minerlas or
Numbers,
even animals?
,or logic, thinking
Skills?
INTRAPAPERSONAL VISUAL-SPATIAL
How can I evoke How can I use visual
Personal feelings or OBJECTIVE aids,
memories.? Color, art, or
metaphor?
BODILY
INTERPERSONAL -KINESTHETIC
How can I engage How can I involve
students in peer The whole body or
Sharing, cooperative use hands-on
Learning,? Experiences?
Teacher Strategies for
Verbal-Linguistic Intelligence:
 Storytelling
 Brainstorming
 Journal writing
 publishing
Mathematical Intelligence:
 Calculations and quantifications.
 Classification and categorizations.
 Socratic Questioning through dialogue.
 Science thinking to enrich students’
perspective.
Spatial Intelligence:
 Visualization: Translating book and lecture
material into picture and images.
 Color cues: Using different colors to present
material.
 Idea sketching: Linking an idea to a visual
image.
 Graphic symbols: using drawing and graphic
symbols .
Interpersonal Intelligence:
 Peer sharing
 Team work
 Cooperative groups
 Board games
Bodily-Kinesthetic Intelligence:
 Body answers
 The classroom theater
 Hands-on thinking
 Body maps
Intrapersonal Intelligence:
 One-minute reflection periods

 Personal connections
 Choice time
 Goals setting sessions
Multiple Intelligences: Eight Ways of Teaching
Intelligence Teaching Teaching Instructional Sample
Activities Materials Strategies Teacher
Presentation
Skill
Linguistic Lectures, Books, tape Read about it, Teaching

discussions, recorders, write about it, through story
word games, stamps sets, listen to it telling
storytelling, books on tape
journal writing
Logical- Brain teasers, Calculators, Quantify it, Socratic

Mathematical problem math think critically questioning
solving, manipulatives, about it, put it
science science in a logical
experiments, equipment, framework,
mental math games experiment
calculations, with it
number
games, critical
thinking
Presentation
Skill
Spatial Visual Graphs, maps, See it, draw it, Drawing, Mind-
presentations, videos, art visualize it, mapping
art activities, materials, color it, mind- concepts
Imagination cameras, map it
games, pictures, library
visualization,
metaphor
Bodily- Hands on Building tools, Build it, act it Using

kinesthetic learning, clay , sports out, touch it, gestures,
drama, dance, equipment, get a “gut dramatic
sports that manipulatives, feeling” of it, expressions
teach, tactile tactile learning dance it
activities, resources
relaxation
exercises
Presentation
Skill
Musical Rhythmic Tape recorder, Sing it, rap it, Using voice
learning, tape collection, listen to it rhythmically
rapping, using musical
songs that instruments
teach
Interpersonal Cooperative Board games, Teach it, Dynamically

learning, peer party supplies, collaborate on interacting with
tutoring, props for role it, interact with students
community plays respect to it
involvement,
social
gatherings,
simulation
Activities Materials Strategies Teacher Pres
Intrapersonal Individualized Self checking Connect it to Bringing

instruction, materials, your personal feeling into
independent journals, life, make presentation
study, options materials for choices with
in course of projects regard to it,
study, self reflect on it
esteem
building
Naturalist Nature study, Plant, animals, Connect to Linking subject

ecological naturalists’ living things matter to
awareness, tools, and natural natural
care of gardening phenomena phenomena
animals tools
A NEW WAY OF
LEARNING TOGETHER
CO-OPERATIVE LEARNING
 An approach to organizing classroom activity

so that students can interact with and learn
from one another as well as from the teacher
and the world around them
 CO-OPERATIVE LEARNING IMPROVES:

 academic learning
 personal and social development
 race and ethno-cultural relations
 equality of educational outcome
Six Key Concepts:

1. Teams
2. Will
3. Management
4. Skills
5. Basic Principles (PIES)
6. Co-op Strategies
PRINCIPLES OF COOPERATVE LEARNING:
 Positive Interdependence
 Individual Accountability
 Equal Participation
 Simultaneous Interaction
GETTING STARTED:
 Provide rationale and reassurance

 Start with simple tasks
 Keep groups small
GETTING STARTED:
 Gradually incorporate group activities into

lessons
 Carefully structure group work
 Build in reflection time right from the start
DIFFERENT STRATEGIES/ STRUCTURES FOR

GROUPS:
 WAYS OF ORGANIZING SOCIAL

INTERACTION IN THE CLASSROOM
 Round Robin
 Each student gets a
chance to share
 Think-Pair-Share
 Student thinks about a
topic provided by the
teacher;
 Pair up with another
student to discuss it;
 They then share their
thoughts with the class
 Think-Pair-Square
 Problem posed;
 Think time;
 Pair work;
 Square work
 Numbered Heads
Together
 Teacher asks a
question,
 Students in a small
groups consult to make
sure everyone knows the
answer;
 Then a student is called
upon to answer
(Tutoring)
 Team-Pair-Solo
 Students solve
problems first as a
team,
 Then as a pair,
 Finally alone

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TEACHING STRATEGIES:

MULTIPLE INTELLIGENCES &

Mrs. Jennifer E. Arceo

EVERY CHILD CAN LEARN...

 EACH PERSON IS BORN WITH ALL THE

 ALTHOUGH EACH PERSON MAY BE

 EACH INTELLIGENCE CAN BE TAUGHT.

Use Multiple Intelligences Theory to:

 help students develop all their intelligences

 The ability to use with clarity the core

 likes to: read, write and tell stories.

 is good at: memorizing names, places, dates

 learns best by: saying, hearing and seeing

Students thrive on:

 The ability to use inductive and deductive

 is good at: math, reasoning, logic and problem

 learns best by: categorizing, classifying and

Students thrive on:

 The ability to perceive the visual world

 likes to: draw, build, design and create things,

 is good at: imagining things, sensing changes,

 learns best by: visualizing, dreaming, using the

 The ability to control and interpret body

 is good at: physical activities

 learns best by: touching, moving, interacting with

 The ability to use the core set of musical

 likes to: sing, hum tunes, listen to music, play an

 is good at: picking up sounds, remembering

 learns best by: rhythm, melody and music

 Creating songs, raps, cheers, jingles

 Using jingles or rhythms to remember content

 Listening to rhythmic sounds or patterns

 Creating dances that illustrate concepts

 The ability to get along with, interact with,

 likes to: have lots of friends, talk to people and

 is good at: understanding people, leading

 learns best by: sharing, comparing, relating,

 Talking through ideas

 Creative tasks in groups/co-operative games

 The ability to form an accurate model of

 likes to: work alone and pursue own interests.

 is good at: understanding self, focusing inward

 learns best by: working alone, individualized

 Learning journals/silent reflection time

 Focusing exercises/visualizations/imagery exercises

 The ability to recognize flora and fauna, to

 likes to: be outside, with animals, geography, and

 is good at: categorizing, organizing a living area,

 learns best by: studying natural phenomenon, in a

 One-minute reflection periods

Linguistic Lectures, Books, tape Read about it, Teaching

Logical- Brain teasers, Calculators, Quantify it, Socratic

Bodily- Hands on Building tools, Build it, act it Using

Interpersonal Cooperative Board games, Teach it, Dynamically

Intrapersonal Individualized Self checking Connect it to Bringing

Naturalist Nature study, Plant, animals, Connect to Linking subject

 An approach to organizing classroom activity

 CO-OPERATIVE LEARNING IMPROVES:

Six Key Concepts:

5. Basic Principles (PIES)

PRINCIPLES OF COOPERATVE LEARNING:

 Provide rationale and reassurance

 Gradually incorporate group activities into