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Linguistic Intelligence- Fernandez Joaquin- Ceola Maria

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Linguistic Intelligence- Fernandez Joaquin- Ceola Maria

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A- The theory of multiple intelligences is important in teaching because it helps educators understand that students have different strengths and abilities. This theory can help teachers create more engaging lessons that reach more students.

B- The three main Characteristics of the existence of linguistic intelligences are:

·       Strong vocabulary: People with linguistic intelligence have large vocabularies and are able to build them.

·       Effective communication: They are skilled at communicating orally and in writing, and are often good spellers and public speakers.

·       Enjoyment of language: They enjoy reading, writing, and word games, and may also enjoy learning new languages.

This intelligence can be relevant when teaching English because students Understand language structure which helps teachers understand the structure of the English language, which allows them to explain it to students.

Additionally, It can also assist teachers to address learner needs and develop language materials that meet those needs. In addition to this, it enables teachers to enhance language awareness helps teachers increase their students' awareness of language and realise which methods are effective for their students.

C- Supporting and developing linguistic intelligence involves encouraging learners to enjoy real communicating through reading and writing, and speaking and listening. This allows learners to see the purpose of language, and helps them take an interest in it. Writing and receiving real letters or emails from classmates or e-pals is motivating, as are any group communicative speaking activities. Linguistic learners are great at doing crossword puzzles, because learning new and sometime very old words are one of the most important verbal linguistic examples. Writing workshops, where you can work on specific writing skills and get feedback from your peers

D-It's important to keep in mind that every child has unique strengths and can develop new abilities with practice and time. By encouraging different intelligences, we establish a welcoming classroom that celebrates individual differences in aptitude and fosters the overall development of every student.

Link: https://www.youtube.com/watch?v=SBfx4_qHjCg&pp=ygUXI2xpbmd1aXN0aWNpbnRlbGxpZ2VuY2U%3D

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What Is Verbal - Linguistic Intelligence? Being “Word Smart” Explained!

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1. Considering the existence of Multiple Intelligences in teaching is important because it recognizes that students learn in diverse ways. People have different intelligences such as linguistic, logical, musical, bodily-kinesthetic, interpersonal and intrapersonal. By acknowledging this diversity, teachers can reinforce their teaching methods to meet the unique needs of each student, fostering a more inclusive, engaging, and effective learning environment. This approach encourages students to boost their individual talents.

2. Regarding Howard Gardner there are some main characteristics about musical intelligence. For example one is the Sensitivity to Rhythm and Tone: Individuals with high musical intelligence are adept at recognizing and creating rhythms, melodies, and harmonies. A second feature is the Capacity to Appreciate and Create Music: They often have a deep understanding and appreciation of music, and may create or perform music themselves. A third characteristic is the Ability to Learn through Sound: These individuals may excel in learning by listening to sounds and music, using auditory input to absorb information more easily. I would like to add another characteristic as it called my attention and I think it is very interesting that is the Emotional Resonance to Music: They have the ability to connect emotionally to music and often express or experience emotions through sound.

3. In teaching English, musical intelligence can be highly relevant. For example, it can enhance language learning through the use of songs, rhymes, and chants (like poems) to improve pronunciation, intonation, and memory. Music can also help reinforce new vocabulary, set a mood, or engage students in listening activities, making the learning process more enjoyable and memorable. A good method to use with them may be the Audio-Lingual, using drills to learn new vocabulary.

Sometimes it is difficult to detect the different intelligences but a good way to notice musical intelligence in students would be to observe how students respond to sounds, rhythms, and music. Students with strong musical intelligence may naturally tap along to rhythms, tunes, or show an interest in songs. Here are two activities that I would do to focus on musical intelligence in an English class:

1. Learn vocabulary through a song. I would choose a song that contains vocabulary relevant to the lesson (adjectives, weather, etc). Play the song, and have students listen and identify the descriptive words used. Afterward, they can discuss or write sentences using those words. This activity uses rhythm and melody to help reinforce vocabulary retention and pronunciation.

2. A second activity would be to create a poem or rhymes using vocabulary or phrases relevant for the class. In my experience teaching English to kids, to play with the Tone, Rhythm and speed of the sentence make them get engaged and have fun at the same time. They can repeat the phrases and this will help students to remember pronunciation and vocabulary.

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a-   Understanding the concept of Multiple Intelligences is essential for recognizing the diverse approaches students exert when learning. By recognizing this, educators can adjust their teaching by designing activities and assessments that meet the specific needs of their students.

b- Musical intelligence plays a significant role in education, especially in language learning and cognitive development.

Enhances Memory and Retention: It helps students to remember phrases in other languages

Improves Pronunciation and Fluency: Allow students to learn pronunciation faster than their peers.

Boosts Engagement and Motivation : students find learning more enjoyable and motivating

c-  By closely examining students' abilities, teachers can identify specific strengths and nurture them. For example, when integrating songs, reciting poetry, or practicing tongue twisters in class, educators can observe how some students quickly recall and reproduce phrases in the language more efficiently than their peers.

Additionally, students who display a strong interest in musical activities—such as singing, playing instruments, or composing music—often engage in these tasks voluntarily, indicating a natural inclination toward musical intelligence.

d-In conclusion, recognizing Multiple Intelligences as a fundamental aspect of language learning allows teachers to support students in their individual learning journeys. By adapting their approach to diverse cognitive strengths, educators can enhance student engagement, comprehension, and overall language acquisition.

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Interpersonal Intelligence - Martínez Nazarena, Molina Sol  

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Interpersonal Intelligence - Martínez Nazarena, Molina Sol  

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When it comes to teaching, it is important to bear in mind the existence of Multiple Intelligence since every human being is unique on their own and their intelligence varies from one another. For example, some students may have more facility for physical exercises while others may have more facility in solving mathematical problems. For that reason, it is essential to have knowledge that everyone has an intelligence in a different area.

The intelligence that we have been assigned to is “Interpersonal Intelligence”. The 3 main characteristics of this intelligence are:

To understand other people

To listen others’ people opinions

To talk with others

When we teach English, we can make use of Interpersonal Intelligence to make our students work in pairs or groups as well as encourage them to help each other.

Interpersonal intelligence can be detected in the way students interact with each other. Not only through words but actions. We might see moments where a student helps another in an activity he/she does not understand or a student encouraging others when they are not motivated in class.

A way to enhance interpersonal intelligence might be finding strategies in which students get to know each other a little more. Sometimes there might not be interpersonal intelligence in the class because some students have a hard time interacting with people they do not know.

When it comes to activities to be used in English classes, we might use group work and role play.

For the group work activity, students can create a brochure about the place where they live with its most important touristic places to visit. After creating the brochure they can explain how was working together to create it.

For the role play activity we can have two students that role play as a client and a waiter. In the activity they have to act out a scene where the client is doubtful about what to choose from the menu so the waiter helps and explains their recommendations.

In conclusion, interpersonal intelligence is key in the classroom. Students should understand each other so they can empathize with different situations they might encounter. This intelligence can straighten the bond between the students and the teacher.

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Bodily-Kinesthetic Intelligence - Malena Cevasco & Cintia Molina

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Bodily-Kinesthetic Intelligence - Malena Cevasco & Cintia Molina

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When teaching, it is essential to consider the existence of multiple intelligences, as classrooms are made up of diverse students with different ways of thinking and learning. The multiple intelligences’ theory challenges the traditional notion of intelligence, arguing that it is not a single, uniform ability but rather a combination of various skills and aptitudes. Unfortunately, the education system often prioritizes a standardized approach, which can exclude students whose strengths lie outside conventional academic subjects. Recognizing and embracing these differences allows for more inclusive and effective teaching, ensuring that all students have the opportunity to reach their full potential. Also, this approach helps engage students more effectively and improves comprehension by catering to their strengths.

Bodily-kinesthetic intelligence refers to the ability to use one’s body effectively for expression, problem-solving, and skillful movement. Three key characteristics of this intelligence are: strong coordination and body control, ability to learn through movement and hands-on activities, and preference for physical engagement in learning.

This intelligence is crucial in learning English because it emphasizes the integration of physical movement with cognitive processes. When learners engage their bodies—through gestures, role-playing, or other physical activities—they can connect abstract language concepts to tangible experiences. Furthermore, incorporating movement helps to create a more dynamic, engaging classroom environment.

To identify students with bodily-kinesthetic intelligence, observe those who prefer moving around, engage actively in hands-on tasks, and struggle with passive learning.

Two classroom activities to enhance this intelligence are:

Role-Playing Scenarios: Students act out dialogues or real-life situations (e.g., ordering food at a restaurant). This encourages language use in a practical, engaging way.

TPR (Total Physical Response): Teaching vocabulary or commands through movement (e.g., students jump when they hear "jump" or act out "open the door") helps reinforce comprehension. We can play Simon says game.

In conclusion, Integrating bodily-kinesthetic intelligence into English teaching makes learning more engaging and effective for students who learn best through movement. By incorporating interactive strategies, teachers can create a more inclusive and stimulating learning environment.

Characteristics of a kinesthetic learner: https://youtu.be/Om6pklgh3Ws?si=c5PyKBZtWL6nhC89

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Recognizing and understading oneself deeply .

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Intrapersonal Intelligence    Soggetti  Yanina and Leal Micaela

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Intrapersonal Intelligence    Soggetti  Yanina and Leal Micaela

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Teachers should know about multiple intelligences because int this way we know students learn in different ways. This helps teachers find the best way to teach each student, not just use one method for everyone. When teachers understand different intelligences, they can make lessons more interesting and help students do their best. It also helps students understand how they learn better and what jobs might be good for them in the future. Knowing about multiple intelligences can also help teachers understand students from different cultures. This makes the classroom more inclusive, giving every student a chance to succeed.

Intrapersonal intelligence, one of Howard Gardner’s multiple intelligences, refers to the ability to understand oneself deeply. Here are three main characteristics:

1. Self-Awareness – The ability to recognize and understand one's emotions, thoughts, and motivations.

2. Emotional Regulation – The capability to manage emotions effectively, including coping with stress, staying motivated, and making balanced decisions.

3. Goal-Setting and Personal Growth – The ability to set meaningful goals and work towards personal improvement.

Intrapersonal intelligence is essential in an English classroom because it helps both students and teachers acknowledge and understand their emotions and motivations in their learning/ teaching processes. Teaching students by applying intrapersonal intelligence can help them boost confidence focusing on their strengths while working on their weaknesses.

One of the activities we have thought to enhance intrapersonal intelligence  is a role-play activity  in which students pretend to be advice columnists responding to messages from people facing personal problems so you encourage them to reflect on how they felt during specific situations and why. This helps build self-awareness and language skills.

Another activity that could be suitable for secondary school students is creating a SMART VISION board to help students develop intrapersonal intelligence by setting Specific, Measurable, Achievable, Relevant, Time-bound goals for their English learning journey and visualizing their progress.

First, the teacher introduces the SMART framework concept. Then, each student creates their own "SMART Vision Board" where they write their main English learning goal/s at the center, use the SMART framework to break it into smaller, manageable steps, and include a timeline for achieving their goal. When they finish, students present their vision boards to a partner or small group to discuss questions such as how achieving this goal will help them in the future, the obstacles they might face, and how they can overcome them. Students put up their posters in the classroom.

The teacher can ask them to set long or short term goals and students revisit their vision boards every few weeks or at the end of the year to check their progress and adjust goals as needed and reflect on their growth.

In conclusion, by integrating intrapersonal intelligence into English teaching, educators help students develop self-awareness, confidence, and motivation, leading to more effective and enjoyable language learning experiences.. Students benefit from it by becoming aware of their learning styles and can achieve personal and meaningful concrete goals.

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When teaching English, it is crucial to incorporate Howard Gardner’s Multiple Intelligences (M.I.) theory, given that students have diverse ways of learning and processing information. No two people have the same combination of intelligences. Having this in mind, we as educators can plan lessons in a more inclusive way.

One specific intelligence outlined by Gardner is Naturalistic Intelligence, which refers to the ability to recognize, categorize, and interact with nature. Students with strong naturalistic intelligence are highly observant of their surroundings, enjoy working with plants and animals, and easily identify patterns in nature. This intelligence can be enhance by using real-world environmental themes, fostering engagement through topics related to nature, and encouraging experiential learning. The use of realia could be of great motivation for people with Naturalistic Intelligence.

One activity that we could use to enhance motivation could be "Hunt", where students explore outdoor areas or use pictures of different environments to learn new vocabulary related to plants, animals, or weather. This could be use for many levels, but I consider it is a great option for an intermediate level.

Another could be a Debate, where students research environmental issues, express opinions, and practice persuasive language in discussions about topics such as climate change or animal conservation. This activity could be use on an advanced level.

Considering Gardner’s Multiple Intelligences theory when planing is key. When delivering a class for people with a more developed Naturalistic Intelligence, creating lessons which integrate nature-related themes can create a dynamic learning environment that supports students' natural curiosity. Working with nature makes lessons more engaging and meaningful.

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Thinking in three dimension, working with spatial intelligence 

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Spatial intelligence. Yael Albizu and Nadia Giussani

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Spatial intelligence. Yael Albizu and Nadia Giussani

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a. Being aware of the existence of Multiple Intelligences is crucial when teaching because it recognizes that students learn in different ways, and that there is not a  single approach that works for everyone. By considering all the different intelligences, teachers can tailor lessons and activities to engage all students.

b. Spatial intelligence is the ability of thinking in three dimensions. Learners with spatial intelligence have the ability to visualize objects, spaces, and scenarios in their minds; the capacity of identifying patterns, shapes and arrangements in both physical and abstract contexts; and the skill of mentally rotating and moving objects to understand their orientation in space. It is worth mentioning that this intelligence does not strictly depend on the ability to see; for instance, a blind or visually impaired person can demonstrate high spatial intelligence. In English teaching, spatial intelligence can be relevant because it helps students visualize story settings and characters, understand descriptive language and imagery, and create mental images to comprehend complex texts. Besides, it enhances students' ability to understand concepts that are often abstract, like prepositions of place, directions, and spatial organization. To detect spatial intelligence in students, we should look for their ability to visualize and describe shapes and objects, as well as their skill in navigating through spaces and understanding maps.

c. To enhance spatial intelligence in our English classes, we can ask students to create a visual representation, such as a comic strip or infographic, of a short story or poem. This activity encourages students to think visually and spatially. Additionally, providing students with a map of a fictional or real place and asking them to write a descriptive paragraph about the location using spatial language and imagery can be very effective.

d. In conclusion, by acknowledging and incorporating Multiple Intelligences into English teaching, we as educators can create an engaging and inclusive learning environment. Spatial intelligence, in particular, offers opportunities for visual learning experiences. By detecting and enhancing spatial intelligence, we can help students develop a deeper understanding of the English language and foster their creativity.

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Logical-Mathematical Intelligence - By Kiara Kirschner & Rocio Lescano

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Logical-Mathematical Intelligence - By Kiara Kirschner & Rocio Lescano

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1. As depicted in this picture, it is key to consider our students’ different capacities and intelligences while teaching, so as to develop activities, games and evaluations that can be of interest for them and focus on their necessities.

From the logical-mathematical perspective, we as teachers have to bear in mind that these types of students could find difficult the acquisition of English, since languages are full of ambiguities and these pupils’ minds are set to look for patterns.

2. Three main characteristics of this intelligence are:

It is highly probable that this intelligence develops during childhood and youth, and it starts to decline by the time people are in their mid-30s. Most mathematicians have their peak discoveries before they are 30 years old. Their talent is considered rare within the human mind, focusing mainly in maths and science.

Intuition is a key part of Mathematical intelligence since there is a kind of “feeling” that something is correct before it is formally proven.

This intelligence is based on the ability to detect patterns, manipulate symbols and reason accurately.

3. To detect logical-mathematical thinking the following activities can be used:

1. Word Patterns Puzzle: students have to solve a puzzle analyzing word patterns. Some words may be grouped in a certain way according to a pattern that students have to discover. Then, they would have to use the same pattern to complete grouping words in the puzzle.

2. What If game: students have to match disorganized sentences halves to create logical conditional sentences. This activity may be used with low levels and it helps to realize the logical relation between cause and consequence.

d. We conclude that as teachers, it is crucial for us to recognize the multiple intelligences that our students carry and tailor activities that nurture each of them. Logical-mathematical intelligence, in particular, may present challenges to English language learners due to the fact that students with this kind of intelligence tend to look for patterns and logical structures, which can be conflictive considering language ambiguities. However, there are some simple activities, as the ones mentioned, that can motivate students with logical-mathematical intelligence to interact with language in a way that is aligned with their strengths.