UNIVERSIDAD LATINA Sede Gupiles

Prof. Jorge Paniagua Bachelors Degree Seminario I Stds. Mario Bolaos Rojas Nancy Gonzlez Ramrez
Learning Strategy Training, Cooperative Learning, and Multiple Intelligences.

Learning Strategy Training: According to Rubin investigated about good language learners she identify some problems of their learning strategies for instance learners are willing and accurate guessers who have a strong desire to communicate, they also practice and monitor their own speech as well as the speech of others. In order to maximize their potential using the target language and specially those not among of so called good learners needed training in learning strategies. This learning strategy training, training students in the use of learning strategies in order to improve their learning effectiveness. Experience1 This training model were into in a group of 32 students in the class, at intermediate level in Japan. It start when teacher has read the students learning journals and has interviewed the students. Students have been complaining about their reading, are long and is a lot of vocabulary and it takes long time. The teacher has decided to teach the strategy of advance organization. Observations
Previously the teacher has been reading the students learning journals, about what and how they are learning and teacher has also been interviewing the students. The teacher decides to have the students work on the strategy of advance organization. The teacher model the use of the strategy using a think aloud demonstration. The students practice the new learning strategy. The students evaluate their own success in learning the strategy. They modify the strategy to meet their own learning needs and share their innovations with their classmates. The teacher asks the students to try out the new strategy on a different reading they choose for homework that night.

Principles
Students prior knowledge and learning experiences should be valued and built upon.

Studying certain learning strategies will contribute to academic success. The teachers job is not only to teach language but to teach learning. For many students, strategies have to be learned. The best way to do this is with hands-on experience. Students need to become independent, self-regulated learner. Self-assessment contributes to learner autonomy. An important part of learning strategy is being able to transfer it. Using in different situations.

UNIVERSIDAD LATINA Sede Gupiles

Prof. Jorge Paniagua Bachelors Degree Seminario I Stds. Mario Bolaos Rojas Nancy Gonzlez Ramrez Grabe and Stoller researchs has shown to be effective, strategies should not be taught in isolation, but rather as part of the content area or language curriculum. It can help learners to continue after they have completed their formal study of the target language. Chamot and OMalley provide metacognitive strategies are used to plan, monitor and evaluate a learning tasks. Include conditions that help learners as: sitting long or short terms goals and checking ones comprehension during listening or reading. It divided in two categor ies: one is the cognitive strategies involve learners interacting and manipulating what is to be learned, activities ads summarizing what has been learned from the reading or listening. The other one is the Social effective strategies learners interact with other persons or use effective control to assist, activities as creating situations, self-talk, and thinks positively and talks oneself through a difficult task. Cooperative Learning: Cooperative Learning involves students learning from each other in groups. Is important to the way that students and teachers work together. Teachers teach students collaborative or social skills so that they can work together more effectively. Experience1 The 24 fifth grade ESL students in Alexandria, Virginia, USA. The teacher starts to use this strategy and ask for attention and announce that they vocabulary lesson will done in cooperative groups. Observations
The vocabulary lesson will be done in cooperative groups. Each student is to help the other students learn new vacabulary The students ask which groups they should form. The teacher tells them the same groups they have been working.

Principles
Students are positive interdependence which means that students are not thinking competitively and individualistically, but rather cooperatively. In cooperative learning, students often stay together in the same groups for a period of time so they can learn how to work better. This allows students to learn how to get along with people different from themselves. The effort of an individual help not only the individual to be rewarded, but also others in the class.

The teacher gives the students the criteria for judging how well they have performed the task they have been given. There are consequences for the group and the whole class. The students are to work on the social skill of encouraging others.

Social skill such as acknowledging anothers contribution, asking others to contribute, and keeping the

UNIVERSIDAD LATINA Sede Gupiles

Prof. Jorge Paniagua Bachelors Degree Seminario I Stds. Mario Bolaos Rojas Nancy Gonzlez Ramrez
conversation calm need to be explicitly taught. Language acquisition is facilitated by students interacting in the target language. Although students work together, each student is individually accountable. Responsibility and accountability for each others learning is shared

The students appear to be busy working in their groups. There is much talking in the groups. Students take the test individually. Groups move back together and compare and combine scores. The students put their groups scores on each of their papers. The group discusses how the target social skill has been practiced. Each student is given a role. The teacher gives feedback on how students did on the target social skill.

Each group member should be encouraged to feel responsible for participating and for learning. Leadership is distributed. Teacher not only teach language; they teach cooperation as well. Of course, since social skills involve the use of language, cooperative learning teaches language for both academic and social purposes.

The cooperative learning is similar to learner strategy training as well on that both require language to teach other skills in addition to teaching language.

Multiple Intelligences Howard Garner Model (Example). Suggests that, there are at least seven human intelligences. Traditional intelligences 1. Verbal/Linguistic 2. Logical Mathematical Non- Traditional intelligences 1. Spatial 2. Musical 3. Kinesthetic 4. Interpersonal 5. Intrapersonal 6. (Naturalistic)

UNIVERSIDAD LATINA Sede Gupiles

Prof. Jorge Paniagua Bachelors Degree Seminario I Stds. Mario Bolaos Rojas Nancy Gonzlez Ramrez

How can the Multiple Intelligences be implemented in the classroom? Organize the classroom in to seven areas; each one implementing a different intelligence, each station is going to be thematic. Each area is going to teach the same subject but in different ways, according to the intelligence they are working on. The students are going to be working on each area on times of 15 minutes. Then each morning students will listen and comment a lecture about the theme, and then each student will rotate on the seven intelligences states. What kind of learning activities takes place at each center? Interpersonal Intelligence: Study through research, reflection, or individual projects Interpersonal Intelligence: Develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm, and discuss topics collaboratively. Musical Intelligence: Compose, sing songs about the subject matter, create instruments and learn in rhythmical ways. Spatial Intelligence: Explore a subject area using art media, manipulables, puzzles, charts and pictures. Kinesthetic Intelligence: Build models; dramatize events, and dance, according to the subject matter. Verbal/Linguistic Intelligence: Read, write, learn in traditional models, analyze and organize written information. Logical/Mathematical Intelligence: Work on Math games, manipulates mathematical concepts, science experiments, deductive reasoning and problem solving. Naturalist: the ability to understand and organize the patterns of nature. What are some of the results of this program? 1. The students increase responsibility, self-direction and independence. Students motivation makes them skilled, start gathering resources, material and making well planned presentations. 2. Discipline problems were significantly reduced. Positive leadership not seeing of bad behavior students. 3. All students developed and applied new skills. Creating multimodal presentations and independent projects. 4. Cooperative learning skills improved in all students. Appreciate abilities of other partners. 5. Academic improvement achieves. What is the role of the teacher in a multiple intelligences program? Push students from behind instead of pulling them in front. Working with students rather than for them.

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Prof. Jorge Paniagua Bachelors Degree Seminario I Stds. Mario Bolaos Rojas Nancy Gonzlez Ramrez Explore what they explore. Discover what they discover. Learn what they learn. Satisfaction on their learning and independence than test scores and quiet. Creative and multimodal thinking and learning

Why is it multiple intelligences model successful? Students have the opportunity to specialize at least in one area. Students learn the subject matter in a variety of ways, opening the opportunity to understand successfully the information. Emotional needs are met by working with others. Students needs are met due to this program. Students understand themselves better as individuals. Helps solve many common school problems. Optimizes the learning experience for students and teachers. Four factors in Educational Reform: To success on the educational reform. 1. Assessment: It is the instruction. Teachers should devise procedures and instruments, Intelligence fair, Allow teachers to look on what kind of learning they are interested. 2. Curriculum: Adapt the curricula to the particular learning styles and strengths of students. 3. Teacher Education: Attract stronger individuals into teaching, in order to improve the conditions of the future teachers and future students so the next generation will be masters. 4. Community Participation: Family members, adults, institutions, business, professions and museums, should be involve in the educational process.

Howard Gardner: According to Gardner each person has different ways to learn, remember, perform and understand. The learning styles are defined: 1. Visual/Spatial: Physical space. Draw, Jigsaw puzzles, maps. Tools: Graphics, photographs, television, pictures, etc. 2. Bodily-Kinesthetic: Body Moving Making things, touching Physical activity

UNIVERSIDAD LATINA Sede Gupiles

Prof. Jorge Paniagua Bachelors Degree Seminario I Stds. Mario Bolaos Rojas Nancy Gonzlez Ramrez Acting out Role playing Tools: Real objects Musical: Lyrics Speaking rhythmically Tapping out of time Tools: Musical instruments, radio, music, etc. Interpersonal: Interacting with others Group activities, seminars, dialogues, etc. Tools: Telephone, audio conference, video conference, computer conference, etc. Intrapersonal: Caring own interests. Students are shy, wisdom, intuition, motivation Independent study Tools: Books, Creative materials, diaries, etc. Linguistic: Using words Reading Playing word games, poetry, stories Tools: Computers, games, books tape recorders and lecture. Logical-Mathematic: Reasoning, calculating. Experiment; solve puzzles, cosmic questions, etc. Logic games, investigations, mysteries, etc. Naturalist: Observe natural phenomena. Watch nature videos. Classify by color, size, from, function. Sort and categorize natural and non-natural item.

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Choosing Media to use with the appropriate learning style. Visuals: Help students to acquire object identification, spatial relationship, motor skills when words are not sufficient. Printed Words: There are some tasks that doesnt work with verbal sound some printed is effective for those objectives.

UNIVERSIDAD LATINA Sede Gupiles

Prof. Jorge Paniagua Bachelors Degree Seminario I Stds. Mario Bolaos Rojas Nancy Gonzlez Ramrez Sound: It is necessary to stimulate recall or sound recognition. Also recommended for poor readers. Motion: It is use to depict human performance so they can copy. It is to test students performance; it is a way to see the psychomotor or cognitive domain on students. Color: Color is requiring if objects color influence what it is learning. Realia: Work with real objects, is useful to teach motor and cognitive skills involving unfamiliar objects. Instructional setting: It has to be set whether a material can be used in a home or instructional setting and considered the size on what is learned. Learner Characteristics: The media should be according on the students characteristics. Not in all students works the same media. Reading ability: Pictures facilitates reading comprehension on poor readers, they benefit more in speaking words but little print makes easier the review. Categories of Learning Outcomes: Since there are several learning categories it has to be identified a procedure for each learning outcomes, plans instructional to teach the objectives and media to stimuli to present events. Events of Instruction (External events): Are planned before selecting the media to present it. Supports internal learning process. Performance: Performance should be categorized by: overt, covert, motor, verbal, constructed and select. One type should response on responses and the frequency; others on behavioral approach. Error and anxiety influence media selection.