Tales from Places in Town

Transcription

1 This ppt. is a (quite much) revised edition of a ppt from 2010 by Danish team; UCL / Teachers College: Ole Juel Nielsen (MA (psych)) & Pia Kathrine Pedersen (MA (English)) 1

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10 Quote: Mogens Hansen, danish psychologist, who introduced Gardner in DK. M H argues for a school of handicraft 10

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12 Painting by Magritte The text says: This is not a pipe. 12

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14 1. Enactive mode. When dealing with the enactive mode, one is using some known aspects of reality without using words or imagination. Therefore, it involves representing the past events through making motor responses. It involves mainly in knowing how to do something; it involves series of actions that are right for achieving some result e.g. Driving a car, skiing, tying a knot. 2. Iconic Mode. This mode deals with the internal imagery, were the knowledge is characterised by a set of images that stand for the concept. The iconic representation depends on visual or other sensory association and is principally defined by perceptual organisation and techniques for economically transforming perceptions into meaning for the individual. 3. Symbolic mode. Through life one is always adding to the resources to the symbolic mode of representation of thought. This representation is based upon an abstract, discretionary and flexible thought. It allows one to deal with what might be and what might not, and is a major tool in reflective thinking. This mode is illustrative of a person s competence to consider propositions rather than objects, to give ideas a hierarchical structure and to consider alternative possibilities in a combinatorial fashion, (Spencer.K.,1991, p ). 14

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16 Efter Mogens Hansen, Om udeliv 16

17 R P McDermott The acquisition of a child by a learning disability. In: Seth Chaiklin & Jean Lave (ed) Understanding Practice. Perspectives on activity and context. Cambridge University Press 1996 (1993) (-> Predictability Tangibility Control) 17

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22 The Story of Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl. "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up. After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet. "This chair is too big!" she exclaimed. So she sat in the second chair. "This chair is too big, too!" she whined. So she tried the last and smallest chair. "Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces! Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep. As she was sleeping, the three bears came home. "Someone's been eating my porridge," growled the Papa bear. "Someone's been eating my porridge," said the Mama bear. "Someone's been eating my porridge and they ate it all up!" cried the Baby bear. "Someone's been sitting in my chair," growled the Papa bear. "Someone's been sitting in my chair," said the Mama bear. "Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear. They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed," "Someone's been sleeping in my bed, too" said the Mama bear "Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear. Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears. THE END 22

23 Examples of teacher students questions to the story 23

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26 The theory's nine currently accepted intelligences are: (Ref: Educational Psychology, Robert Slavin. 2009, 117) Spatial This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. Linguistic This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. Careers that suit those with this intelligence include writers, lawyers, policemen, philosophers, journalists, politicians, poets, and teachers. [citation needed] Logical-mathematical This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ. Careers which suit those with this intelligence include scientists, physicists, mathematicians, logicians, engineers, doctors, economists and philosophers. [citation needed] Bodily-kinesthetic The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory. Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence. [4] Musical This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers. Interpersonal This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, and social workers. [5] Intrapersonal This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, you can predict your own reactions/ emotions. Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone. Naturalistic This area has to do with nature, nurturing and relating information to one s natural surroundings. Careers which suit those with this intelligence include naturalists, farmers and gardeners. Existential Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Ideal career: cosmologist, philosopher. From: Theory of multiple intelligences - Wikipedia, the free encyclopedia. Under concideration: no. 10: Ability to concentrate, attention, awareness 26

27 og mht. differentiering af undervisningen? Mht. intelligens og kreativitet er det vigtigt at tage afsæt i styrkesiderne uden at forsømme alsidigheden! (many-sidedness/versatility) Mht. læringsstile er det vigtigt at imødekomme de individuelle præferencer... MEN: Det er lige så vigtigt at sikre balance mellem det individuelle og det fælles lærearbejde 27

28 Modellen er opdelt i 6 grupper med hver deres elementer: De psykologiske elementer: Kan du lide at arbejde med en opgave "trin-for-trin"? (analytiker) Eller foretrækker du fra starten, at du kan se formålet med opgaven og se dens helhed? (holist) Går du straks i gang med en ny opgave (impulsiv), eller foretrækker du at sidde at tænke opgaven igennem, inden du går i gang (refleksiv)? De perceptuelle forcer: Lærer du bedst ved at lytte (auditiv), se (visuel), røre (taktil), eller skal du helst bevæge dig (kinæstetisk), mens du lærer? De fysiske elementer: Lærer du bedst med eller uden lyd, lys, mad og drikke? Skal der helst være koldt eller varmt i lokalet? Foretrækker du at sidde ved dit skrivebord eller at lægge på sofaen, når du læser lektier? Eller er det lige meget? De følelsesmæssige elementer: Er du god til at motivere dig selv, når du skal lære noget vanskeligt? Er du god til at holde ud? Er du vedholdende? Føler du stort ansvar for dit arbejde? Har du behov for struktur, når du arbejder? De fysiologiske elementer: Foretrækker du at småspise og drikke lidt, når du skal lære noget nyt og svært? Arbejder du bedst på bestemte tidspunkter af dagen? Skal du helst bevæge dig, mens du arbejder? De sociologiske elementer: Arbejder du bedst alene eller i par? Arbejder du bedst i grupper, som I selv har valgt, eller i grupper som læreren har valgt? Arbejder du bedst, når din lærer eller en anden er i nærheden? Eller har du behov for en blanding (en variation)? 28

29 og mht. differentiering af undervisningen? Mht. intelligens og kreativitet er det vigtigt at tage afsæt i styrkesiderne uden at forsømme alsidigheden! Mht. læringsstile er det vigtigt at imødekomme de individuelle præferencer... MEN: Det er lige så vigtigt at sikre balance mellem det individuelle og det fælles lærearbejde 29

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31 Drawing is from a danish book :Brørup (2005) Gyldendals psykologihåndbog. Kap 4 Neuro psych An illustration of how the brain works in two spheres; a left and right. 31

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33 From Sharma (1989) Personlig læringsstil i matematik Refering to: Presmeg, Norma C. (1989). Visualization in multicultural mathematics classroom. Focus on Learning Problems in Mathematics, 11, 1 & 2. [Billeddannelse i matematiktimer med mange kulturer tilstede] 33

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37 mht. differentiering af undervisningen i forhold til kognitiv stil? Være opmærksom på egen kognitiv stil! Den kognitive stil ser ud til at have kønspræg! Stille opgaver som imødekommer begge tilgange! 37

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