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Multiple Intelligences in the Classroom ' Using Multiple Intelligences in the Classroom Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills. Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. This is commonly referred to as a learning style. Many learning styles can be found within one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to all of the learning styles found within the classroom. Nevertheless the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligences (Lazear, 1992). For example, the teacher can suggest that an especially musically intelligent child learn about the revolutionary war by making up a song about what happened.

Conclusion

Schools have often sought to help students develop a sense of accomplishment and self-confidence. Gardner's Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students. This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have an expertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning.

Brain-Based Learning Strategies ---Brain-Based Education is the purposeful engagement of strategies that apply to how our brain works in the context of education.

Brain-based education is actually a “no-brainer.” Here’s a simple, but essential premise: the brain is intimately involved in, and connected with, everything educators and students do at school. Any disconnect is a recipe for frustration and potentially disaster. Brain-based education is best understood in three words: engagement, strategies and principles. You must engage your learners and do it with strategies that are based on real science.

Introduction Effective teachers never stop exploring different ways to improve student achievement. As there is no single, perfect solution, educators look to research to guide their practice. Recent innovations in science have allowed an unprecedented look into the way the brain works. The exciting learnings about brain function and its effects on learning have the potential to revolutionize teaching and learning. Brain research has provided new knowledge about the many ways that humans learn. Brain-based learning has resulted from educators and researchers applying the findings of brain research to guide teaching practice. The last decade has seen more systematic implementation of brain-based strategies that emphasize emotion, thematic instruction, differentiated learning, movement, and the use of mental models. As well, changing conceptions of memory, assessment, the learning environment, the biology of the brain, and uses of time have all served to improve student achievement. Brain-based teaching involves the implementation of carefully-designed principles with due consideration of their impact before, during, and after each lesson. The never-ending search for better teaching practices in this area has led educators to the work of key authors such as Caine, Caine, McClintic, and Klimek (2005), Erlauer (2003), Jensen (2005), Slavkin (2004), Wagmeister and Shifrin (2000), and Wolfe (2001). Most of these authors would agree with those teachers who contend they already incorporate some aspects of brain-based learning into their classrooms. However, they would also suggest that the pathway to more effective implementation follows a process of continual research, or sustained inquiry, which involves collaboration, planning, action, evidence- gathering, and reflection on practice.

INTRODUCTION Brain-based learning, a recent approach in the educational literature, is related with the structure and the relation of the functioning of the brain with learning. The pioneers of this approach (Caine & Caine, 1994) have come up with principles about brain and learning. Another recent approach, constructivism, is also concerned with teaching and learning and has brought innovative perspectives to the field of education. Although these brain-based and constructivist learning approaches appear as separate domains in the educational literature, when examined closely, it emerges that they have similar fundamental principles. In a limited number of studies related with these two approaches, there is only a cursory mention of their similarities stating that constructivist learning models are brain-compatible (Gülpınar, 2005). The purpose of this study is to closely analyze brain-based and constructivist learning approaches, to reveal their relationship, and in light of paradigms and the integral model, to elaborate on the meaning and importance of this relationship for the field of education and educational research.

CONCLUSIONS AND IMPLICATIONS Like in the constructivist approach, in brain-based learning the construction of knowledge, meaningful learning, encouragement of students to construct knowledge based on their previous experiences, is encouraged. According to both approaches, individual differences may exist both in the construction and interpretation of knowledge. These differences should be taken into consideration during the teaching and evaluation processes.

RESEARCHED-BASED STRATEGIES Connecting research recommendations to practice can improve instruction. These key research-based strategies have impact on student achievement—helping all students, in all kinds of classrooms. Strategies are organized into categories of familiar practices in order to help you fine-tune your teaching to improve student achievement.

--have identified 9 instructional strategies “that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels.”

Importance of the principle in the student teaching process. --learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views

LEARNING PRINCIPLES 1. Students’ prior knowledge can help or hinder learning. Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning.

2. How students organize knowledge influences how they learn and apply what they know. Students naturally make connections between pieces of knowledge. When those connections form knowledge structures that are accurately and meaningfully organized, students are better able to retrieve and apply their knowledge effectively and efficiently. In contrast, when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately.

3. Students’ motivation determines, directs, and sustains what they do to learn. As students enter college and gain greater autonomy over what, when, and how they study and learn, motivation plays a critical role in guiding the direction, intensity, persistence, and quality of the learning behaviors in which they engage. When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn.

4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned. Students must develop not only the component skills and knowledge necessary to perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity. Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors, it is important that we develop conscious awareness of these elements of mastery so as to help our students learn more effectively.

5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. Learning and performance are best fostered when students engage in practice that focuses on a specific goal or criterion, targets an appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria. Practice must be coupled with feedback that explicitly communicates about some aspect(s) of students’ performance relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful.

6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. Students are not only intellectual but also social and emotional beings, and they are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of classroom climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students’ learning.

7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning. Learners may engage in a variety of metacognitive processes to monitor and control their learning—assessing the task at hand, evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only improve their performance but also their effectiveness as learners.

DIFFERENT APPROACHES AND METHODS Direct/Expositive Instruction Approach

•	Direct Instruction →Is teacher-directed and teacher-dominated. It is meant for teaching of skills.

→Describe as a straight forward and is done in a step-by step manner.

→It is a way of teaching students acquires some basic skills and “procedural knowledge”.

•	Deductive Method →It is a teacher dominated. It begins abstract rule, generalization, principle and ends with specific examples and concrete details.

•	Inductive Method →Is less teacher-directed than the deductive method. It begins with specific details, concrete data and examples and ends with an abstract generalization rule or principle.

•	Demonstration Method →Is teacher-dominated. The teacher sows how to operate, manipulate equipment while the class observes. →It is a learning activity that is performed by a student through demonstration.

Guided / Exploratory Approach •	Inquiry Method →This method is also called as discovery or problem-solving method. The teacher guides the student as they explore and discover.

•	Problem Solving Method →This is a teaching strategy that employs scientific method in searching for information. →This method has five basic steps in scientific method: •	Sensing and Defining the Problem •	Formulating the Hypothesis •	Testing the like Hypothesis •	Analysis, Interpretation, Evaluation Evidence •	Formulating Conclusions. •	Project Method →In this method, the students are able to present their idea in a concrete form from a learned concept or principle.

•	Metacognitive Approach →”meta” means beyond. This approach is an approach that goes beyond cognition. It has to do something with the students in monitoring their own cognitive processes as they are engaged in their cognitive task.

•	The Constructivist Approach →This view learning as an active process that results from self-constructed meanings. →This approach is anchored on the belief that every individual constructs and reconstructs meanings depending on past experiences. They continue reflecting evaluating accumulated knowledge with an end in view of constructing new meanings.

•	Reflective Teaching →in this method, it is the ability of the teacher to guide students to reflect on their own experiences in order to arrive at a new understanding and meanings.

•	Cooperative Learning Approach →it is a a group helping each other learn but keeping each other individual member accountable for their learning. →it makes use of classroom where students work in groups or teams to help other learn. •	Peer Tutoring/ Peer Teaching •	Partner Learning