السعيد ابراهيم الفقي
05/10/2009, 09:32 PM
ملف أفكار لاعداد الدروس كاملا
مع امنياتي لأمتي بالنهوض
واستحضار الماضي العتيد
واستشراف المستقبل الاكيد
لدفع عجلة الحاضر
http://www.wata.cc/forums/imgcache/12676.imgcache.gif (http://www.wata.cc/up/uploads/files/wata4be5891e86.zip)
very important ideas fo planning lessons (http://www.wata.cc/up/uploads/files/wata4be5891e86.zip)
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Learning through a variety of unique experiences
allows children to better understand themselves as lifelong learners,
and to see how others acquire knowledge and apply their skills.
===
What are some benefits of using the multiple intelligences approach in my school?
You may come to regard intellectual ability more broadly. Drawing a picture, composing, or listening to music, watching a performance -- these activities can be a vital door to learning -- as important as writing and mathematics. Studies show that many students who perform poorly on traditional tests are turned on to learning when classroom experiences incorporate artistic, athletic, and musical activities.
You will provide opportunities for authentic learning based on your students' needs, interests and talents. The multiple intelligence classroom acts like the "real" world: the author and the illustrator of a book are equally valuable creators. Students become more active, involved learners.
Parent and community involvement in your school may increase. This happens as students demonstrate work before panels and audiences. Activities involving apprenticeship learning bring members of the community into the learning process.
Students will be able to demonstrate and share their strengths. Building strengths gives a student the motivation to be a "specialist." This can in turn lead to increased self-esteem.
When you "teach for understanding," your students accumulate positive educational experiences and the capability for creating solutions to problems in life.
===
How can applying M.I. theory help students learn better?
Students begin to understand how they are intelligent. In Gardner's view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin
To manage their own learning
To value their individual strengths
Teachers understand how students are intelligent as well as how intelligent they are. Knowing which students have the potential for strong interpersonal intelligence, for example, will help you create opportunities where the strength can be fostered in others. However, multiple intelligence theory is not intended to provide teachers with new IQ-like labels for their students.
Students approach understanding from different angles. The problem, "What is sand?" has scientific, poetic, artistic, musical, and geographic points of entry.
Students that exhibit comprehension through rubrics, portfolios, or demonstrations come to have an authentic understanding of achievement. The accomplishment of the lawyer is in winning her case through research and persuasive argument, more than in having passed the bar exam.
Students become balanced individuals who can function as members of their culture. Classroom activities that teach to the intelligences foster deep understanding about the essential questions of life, such as: Where do we come from? What's the world made of? What have humans achieved? What can we achieve? How does one lead a good life?
Classroom activities frequently activate and utilize more than one of the multiple intelligences. Now consider how you would add to and interpret the items on the following list:
Group discussion - Verbal-Linguistic; Interpersonal
Journal writing - Intrapersonal; Verbal/Linguistic
Choreography - Musical-Rhythmic; Verbal-Linguistic; Interpersonal
Constructing timelines - Logical-Mathematical; Visual-Spatial
Putting on a play - Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
Making a video - Logical-Mathematical, Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
Writing a report or essay - Verbal-Linguistic
Making graphs - Logical-Mathematical; Visual-Spatial
Designing posters - Verbal-Linguistic, Visual-Spatial
Communicating with peers or experts online - Verbal-Linguistic; Interpersonal
Hands-on experimentation - Kinesthetic; Logical/Mathematical
Composing a song - Musical/Rhythmic; Verbal-Linguistic
Building a model or 3-D displays - Kinesthetic; Logical-Mathematical (http://www.wata.cc/up/view.php?file=4be5891e86)
===
مع امنياتي لأمتي بالنهوض
واستحضار الماضي العتيد
واستشراف المستقبل الاكيد
لدفع عجلة الحاضر
http://www.wata.cc/forums/imgcache/12676.imgcache.gif (http://www.wata.cc/up/uploads/files/wata4be5891e86.zip)
very important ideas fo planning lessons (http://www.wata.cc/up/uploads/files/wata4be5891e86.zip)
===
Learning through a variety of unique experiences
allows children to better understand themselves as lifelong learners,
and to see how others acquire knowledge and apply their skills.
===
What are some benefits of using the multiple intelligences approach in my school?
You may come to regard intellectual ability more broadly. Drawing a picture, composing, or listening to music, watching a performance -- these activities can be a vital door to learning -- as important as writing and mathematics. Studies show that many students who perform poorly on traditional tests are turned on to learning when classroom experiences incorporate artistic, athletic, and musical activities.
You will provide opportunities for authentic learning based on your students' needs, interests and talents. The multiple intelligence classroom acts like the "real" world: the author and the illustrator of a book are equally valuable creators. Students become more active, involved learners.
Parent and community involvement in your school may increase. This happens as students demonstrate work before panels and audiences. Activities involving apprenticeship learning bring members of the community into the learning process.
Students will be able to demonstrate and share their strengths. Building strengths gives a student the motivation to be a "specialist." This can in turn lead to increased self-esteem.
When you "teach for understanding," your students accumulate positive educational experiences and the capability for creating solutions to problems in life.
===
How can applying M.I. theory help students learn better?
Students begin to understand how they are intelligent. In Gardner's view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin
To manage their own learning
To value their individual strengths
Teachers understand how students are intelligent as well as how intelligent they are. Knowing which students have the potential for strong interpersonal intelligence, for example, will help you create opportunities where the strength can be fostered in others. However, multiple intelligence theory is not intended to provide teachers with new IQ-like labels for their students.
Students approach understanding from different angles. The problem, "What is sand?" has scientific, poetic, artistic, musical, and geographic points of entry.
Students that exhibit comprehension through rubrics, portfolios, or demonstrations come to have an authentic understanding of achievement. The accomplishment of the lawyer is in winning her case through research and persuasive argument, more than in having passed the bar exam.
Students become balanced individuals who can function as members of their culture. Classroom activities that teach to the intelligences foster deep understanding about the essential questions of life, such as: Where do we come from? What's the world made of? What have humans achieved? What can we achieve? How does one lead a good life?
Classroom activities frequently activate and utilize more than one of the multiple intelligences. Now consider how you would add to and interpret the items on the following list:
Group discussion - Verbal-Linguistic; Interpersonal
Journal writing - Intrapersonal; Verbal/Linguistic
Choreography - Musical-Rhythmic; Verbal-Linguistic; Interpersonal
Constructing timelines - Logical-Mathematical; Visual-Spatial
Putting on a play - Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
Making a video - Logical-Mathematical, Musical-Rhythmic; Verbal/Linguistic; Interpersonal; Visual-Spatial
Writing a report or essay - Verbal-Linguistic
Making graphs - Logical-Mathematical; Visual-Spatial
Designing posters - Verbal-Linguistic, Visual-Spatial
Communicating with peers or experts online - Verbal-Linguistic; Interpersonal
Hands-on experimentation - Kinesthetic; Logical/Mathematical
Composing a song - Musical/Rhythmic; Verbal-Linguistic
Building a model or 3-D displays - Kinesthetic; Logical-Mathematical (http://www.wata.cc/up/view.php?file=4be5891e86)
===