TEST MULTIPLE INTELLIGENCE

This is some examples about test multiple intelligences.

COGNITIVISM

The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.

A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in the learner’s head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.

Cognitivism COGNITIVISM

The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.

A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in the learner’s head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.

TEST OF INTELLIGENCE

We read about test of Multiple Intelligence,

This simple grid diagram illustrates Howard Gardner's model of the seven Multiple Intelligences at a glance.

intelligence type capability and perception
Linguistic words and language
Logical-Mathematical logic and numbers
Musical music, sound, rhythm
Bodily-Kinesthetic body movement control
Spatial-Visual images and space
Interpersonal other people's feelings
Intrapersonal self-awareness


Gardner said that multiple intelligences were not limited to the original seven, and he has since considered the existence and definitions of other possible intelligences in his later work. Despite this, Gardner seems to have stopped short of adding to the seven (some might argue, with the exception of Naturalist Intelligence) with any clearly and fully detailed additional intelligence definitions. This is not because there are no more intelligences - it is because of the difficulty of adequately and satisfactorily defining them, since the additional intelligences are rather more complex than those already evidenced and defined.


Respectfullness-Yes
Order-Yes
Cleaness-Yes
Colaboration-Yes
Cooperation-Yes

MULTIPLE INTELLIGENCES

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")


Respectfullness-Yes
Order-Yes
Cleaness-Yes
Colaboration-Yes
Cooperation-Yes

JENNY´S CLASS

That day at Jenny´s Class we made an activity about a conversation between a costumer and an hotelier.
We work in pairs and use copies and practice the conversation.

Respectfullness-Yes
Order-Yes
Cleaness-Yes
Colaboration-Yes
Cooperation-Yes

RUBRIC TO ASSESS THE BLOG

We discuss and comment about the evaluation system
and we get to the next agrement:
Planning (Planning Framework video images or pictures of practices, up evaluation.
Description of use of teaching materials.

OBJETIVE:

Performances by students
Description of photos
Describe the type of learning that characterizes my group.
Description of experiences in which you basaste for planning.

Respectfullness-Yes
Order-Yes
Cleaness-Yes
Colaboration-Yes
Cooperation-Yes

COMMUNICATIVE ACTIVITIES

In this class we work in teams with some worksheet the teacher gave us about comunicative skill
where we make the next activity, that was; consider the definition above and pick wich items on the following list are communicative activities.

* Communicative activities.
* Giving a prepared speech.
* Acting out a scripted conversation.
* Improvising a conversation so that includes lots of example of
a new grammar structure.
* One learner describes a picture in the book while the other student look at it.

Respectifullness - yes; Order - Yes; Cleanness - yes; Colaboration - yes; Cooperation - yes.

COMMUNICATIVE CLASS

In this class I lerned about the communicative class, I can learn some activities for example role-playing, I think this technique is very interesting becuase, with this activity the students are more attentive and they work with your parners and they correct their problems of pronunciation.

the copies are very important for the class, they have a good example and the taks and comentary are very interesting.

Respectfulness: yes
Order: yes
Cleanness: yes
Collaboration: yes
Cooperation: yes

TEACHER SKILLS

We need to mention the features that must have a teacher, because every day our society demands the formation of teachers capable of effectively solving the problems of professional practice and achieving ethical and responsible professional performance.

Teachers should be able to adapt to continuous changes in the competitiveness of the way they teach. Today we say that a teacher should be competent in the teaching-learning process but to understand spoken is necessary to define the meaning of being responsible on our role as teachers and competencies that should have in our daily work.

Some authors define competition as the “Set a person's characteristics that are associated with good performance in a particular task or job” Others define it as "the Body of knowledge, skills, dispositions and behaviors that a person possesses that enable the successful completion of an activity." It is noteworthy that the teacher's ability is the determining factor in student success, so is necessary to define the characteristics that should have and develop those responsible for education to the challenges we face today.


As teachers we must, within reach of our students the elements needed to construct their knowledge themselves and participate actively in their learning process. Knowledge is dynamic now, and this forces us to develop skills in students and to relate what they know and what they can learn, what they should and should not do to acquire knowledge.

CLASSROOM

continue...

in second day the students said: We didn´t Understand this parts in the simple present, can you repeat please, the part in the add (ES or S) with (he, she it)and I explained again, this seccion, after that they practice some sentences with simple present. I use the observation as an evaluation method.

In this school I am going to practice next period I want to achieve great results.
and I think the use of horseshoe formation is very interesting when the students are very noisy.

and finally on the third day we review how to make some sentences in the simple present and they used auxiliary DO and DOES, boys wents to the board to write some examples.Students generally remember, simple present.

continue...

The second day I used copies and I read the script after that the students practiced the new conversation and they learned new vocabulary. they practice correct pronunciation, and they acted the conversation.




this video is in second day of practice.

Practicas de septiembre

In the last week, I was practice in Heroes de México junior school. I worked with simple present, the students learned how use the simple present, and they listened conversation, after then they practiced correct pronunciation.

In this video you can watch an activity with students. this video is in the first day.

An introduction to classroom management II

We also have options regarding your attitude and behavior: you could be patient, defensive or open, sound as if you mean it or sound as if you don´t etc.

Respecfullness (yes)
Order (yes)
Clenness (yes)
Colaboration (yes)
Cooperation (yes)

An introduction to classroom management

I understand at this time about the important part of this is to do with the teacher attitude, intentions and personality as discussed in the previous sections and in her relationships with the learners. As you grow in experience your awareness of possible options will grow. I think. Different people or different situations create different solutions is very important I get some options for the situations.


We also have options regarding your attitude and behavior: you could be patient, defensive or open, sound as if you mean it or sound as if you don´t etc.

Respecfullness (yes)
Order (yes)
Clenness (yes)
Colaboration (yes)
Cooperation (yes)

WHAT DO I KNOW?

I learn today about the three kinds of teacher. The different teaching styles are interesting, but I am kind teacher B: the involver, this teacher also knows the subject matter that is being dealt with. I am olso familiar with teaching methodology.

Carl Rogers, an American psychologist , suggested that there are three core teacher characteristics that help to create an effective learning environment these are respect; empathy; authenticity. When a teacher has these three qualities, the relationships within the classroom are likely to be stronger and deeper and communication between people much more open and honest.

WHAT DO I KNOW?

Respecfullness .. si
Order .. si
Clenness .. si
Colaboration .. si
Cooperation .. si

- Domain group.
- Troubleshooting.
- Observation.
- Design of tasks and skills.




- Develop the critical and analytical capacities.
- Capture and sustain the interest of their students
- Understand how to motivate the students to learn.

I think this points are very important for the next School Practices.

WHAT DO I KNOW?

I now know about the
- Domain group.
- Troubleshooting.
- Observation.
- Design of tasks and skills.

What do I know?

"Knowledge of the contents of the curriculum" Little else is on this teaching a foreign language in secondary purpose is essential that students use it as a communication tool that has the possibility to acquire knowledge through it, to express and understand ideas, feelings, experiences and not only considered as an object of study. This with the aim of cognitive development and a broad possibility to use this tool (English) On the need to use it to move to another level education or better yet in the workforce.

Content with the communicative approach are set curriculum content based on the functions of language (greetings, introducing oneself, asking information, etc.). The grammar and vocabulary are constrained by function, it attaches great importance to the conditions in which the message occurs because the communication situation (interlocutors, place, time). On the registration of the language is taught, it is suggested that students become familiar with two levels: formal and informal, and learn different ways of expressing the same idea to take the or the most fit your personality because in a communication situation the speaker chooses what he says and how he says it.

This is not to go bilingual with this program unless they have sufficient information to understand, reflect and express in the English language since the contents are handled as simple as a greeting to complex expressions, through vocabulary and expressions on people, habits, projects, expression of taste information about people, places and general descriptions and also about past events, future plans and real situations. In all this is implied because the grammatical aspect of the communicative approach is not handled that aspect deepens.

¿QUE SE?

¿Que sé?
Sobre el tema de “Conocimiento de los contenidos del plan de estudios”
Es poco lo que se sobre este enseñar una lengua extranjera en secundaria tiene como propósito fundamental que el alumno la utilice como instrumento de comunicación, que tenga la posibilidad de adquirir conocimientos a través de ella, de expresar y comprender ideas, sentimientos, experiencias y no sólo la considere como objeto de estudio. Este con el objetivo de un desarrollo cognitivo y una posibilidad amplia de poder utilizar esta herramienta (ingles) cuando tenga la necesidad de usarlo al pasar a otro nivel educativo o mejor aun en el campo laboral.

Los contenidos Con el enfoque comunicativo los contenidos programáticos se enuncian con base en las funciones del lenguaje (saludar, presentarse, pedir información, etcétera). La gramática y el vocabulario están condicionados por la función, se concede mucha importancia a las condiciones en que se produce el mensaje y a la situación de comunicación (interlocutores, lugar, momento). En cuanto al registro de la lengua que se enseña, se propone que el alumno se familiarice con dos niveles: el formal y el informal, y aprenda varias formas de expresar la misma idea para que adopte la o las que más se adecuen a su personalidad, pues en una situación de comunicación el que habla elige lo que dice y cómo lo dice.

No se trata que con este programa salgan bilingües si no que tengan elementos suficientes para entender, reflexionar y expresar en la lengua inglesa ya que los contenidos que se manejan desde lo simple como un saludo hasta expresiones complejas, pasando por vocabulario y expresiones sobre personas, hábitos, proyectos, expresión de gustos información sobre personas, lugares y descripciones generales así también sobre sucesos pasados, planes a futuro y situaciones reales. En todo esto va implícito el aspecto gramatical ya que por el método comunicativo que se maneja no se profundiza dicho aspecto.

ENSAYO

1. Tareas y habilidades del profesor de ingles.
2. Reto del trabajo docente.
- Plan de clase.
- Actividades didácticas especificas (estrategias).
- Organización de grupo.
- Evaluación de grupo.
- Experiencias en el aula.
- Factores que cambian el plan de trabajo en clase.
- Características del aprendizaje del grupo.
- Actividades de los alumnos durante la clase.
- Preguntas de los alumnos.

Habilidades del docente
1) Conocimiento de los contenidos del plan de estudios.
2) Conocimientos y actitudes para tratar contenidos escolares con grupos de adolescentes.

· Diseño de programas.
· Actividades en el aula de secundaria.
· Conferencia.
· Tareas.
· Ejercicios.
· Practicas.
· Simposios.
· Panel.
· Mesa redonda.
· Entrevista.
· Análisis de casos.
· Lectura recomendada.
· Solución de problemas.
· Rol playing.
· Lluvia de ideas.
· Demostraciones.
· Simuladores.
· Juegos de estrategia.
· Proyectos.
· Técnicas grupales.
· Materiales.
· Gráficos.
· Pizarrón.
· Rotafolio.
· Diagramas.
· Carteles.
· Rótulos.
· Mapas.
· Equipos (maquinaria, herramientas).
· Diapositivas.
· Fotografía.
· Audio.
· Video.
· TV. Programas.

Informático

· Computadora
· Proyector mm.
· Fotografía digital.
· Internet.

INTRODUCCION

Rúbrica

Planea actividades de E-A Congruentes con los propósitos formativos acords con el enfoque

del programa de estudio, diseña actividades de E-A tomando en cuenta las caracteristicas

del aprendizaje de sus alumnos analiza situaciones imprevistas para recuperar el control del grupo emplea el tiempo y el espacio eficazmente en el aula para la E-A analiza las experiencias adquiridas en OPD y aplica las mismas en el aula y en el diseño de sus planes debates con sus alumnos las posibles situaciones en que le seran utiles los conocimientos a adquirir e ilustra con ejemplos las mismas y los posibles escenarios cotidianos evalua la practica docente de s mismo y de si mismo y de la de sus compañeros, propone y asimila experiencias que le permiten a él/ella y a sus compañeros mejorar la practica docente propone alternativas de trabajo docente.

Para calificación 9 (nueve) y 10 (diez)

Planea actividades de enseñanza con propositos de enseñanza con propositos formativos acordes con los planes y programas, diseña actividades de enseñanza identifica situaciones imprevistas emplea el -tiempo y el espacio para la E-A, reconoce casos similares en experiencias pasadas y planea en base a esas experiencias, indica a sus alumnos los objetivos de clase comparte sus experiencias con sus compañeros evalua su desempeño docente.

Para calificación 7 (siete) y 8 (ocho)