PAper Multiple intelligences dan contoh LessonPlan Multiple intelligences

 Erna Uly SimboLon

TEFL II

Multiple intelligences

C

O

M

P

I

L

E

D

BY :

1.      Erna Uli Simbolon                  12120466

FACULTY OF TEACHER TRAINING AND EDUCATION

HKBP NOMMENSEN UNIVERSITY

PEMATANGSIANTAR

2015

BACKGROUND

            Multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence. These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings.

Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. According to Gardner, intelligence is:

1.      The ability to create an effective product or offer a service that is valued in a culture.

2.      A set of skills that make it possible for a person to solve problems in life.

3.      The potential for finding or creating solutions for problems, which involves gathering new knowledge.

I.                   Multiple Intelligence-Based Activities in e-Learning

Multiple Intelligence Theory can be implemented in e-Learning based upon the nine multiple intelligences. Let's take a closer look at each category and which multiple intelligence-based activities can be utilized during instructional design to create the best possible e-Learning experience for the learners:

1. Musical (or Rhythmic) IntelligenceThis intelligence involves the capacity to think and learn in terms of music and rhythm, and to recognize and hear patterns. An activity that would appeal to this type of intelligence is a lesson that includes music or sound, such as a multimedia presentation. Try to use music that emphasizes the subject matter and creates a more immersive experience for the learner. Since there is more of an auditory aspect with this particular intelligence, lectures can also be very helpful. People who demonstrate a high degree of musical intelligence may be ideally suited for musical professions, such as composing or playing an instrument. 
   
   
2. Linguistic IntelligenceThis intelligence is associated with expression through language. These people tend to be able to eloquently convey their thoughts and to understand the words of others. Writers and speakers typically display a high degree of this sort of intelligence. Any activities that include discussion, such as online forums or group-based scenarios, are ideal for individuals who lean more toward linguistics intelligence. 
   
   
3. Mathematical (or Logical) IntelligenceThis involves the ability to identify principles or structures within a system. This intelligence is often associated with the logic or the manipulation of numbers.  Activities ideally suited for this intelligence may include diagrams, charts, or tables. Critical thinking scenarios are also useful with this group. Accountants and researchers often have a high level of mathematical intelligence. 
4. Kinesthetic (or Bodily) IntelligenceBody Intelligence involves the use of a person's entire body to figure out solutions or to create something. People who demonstrate a high degree of kinesthetic intelligence may be ideally suited for performing arts professions, such as dancing, or careers that require an innate knowledge of one's own body, such as a doctor or athlete. Activities that are best suited for this sort of intelligence include games that involve hand-eye-coordination or interactive scenarios that require physical involvement. The thing to keep in mind about this group is that they are best able to learn when muscular movement is involved. So, include activities that  require movement and physical response. 
   
   
5. Spatial IntelligenceThis intelligence pertains to a keen sense of space and how one can navigate those spaces. Activities that involve flow charts and graphics are ideal for this intelligence group, as well as games or multimedia that is visually appealing.  Architects, pilots, and sailors often have a high degree of spatial intelligence. 
   
   
6. Intrapersonal IntelligenceThis involves an in depth understanding of oneself, such as what you can accomplish and how you react to certain situations. As such, individuals with high intrapersonal intelligence often have a sense of what they should avoid and what they want to achieve in their lives. Professors and philosophers often possess high degrees of intrapersonal intelligence. Activities such as collaborative learning exercises (online forums) and chat programs enable intrapersonal intelligence learners to help others and to share experiences and ideas. This category responds well, first and foremost, to activities, which require introspection. 
   
   
7. Interpersonal IntelligenceThis is the capacity to understand and learn from others. People who demonstrate a high degree of intrapersonal intelligence may be ideally suited for service professions, such as teaching or politics. Those who identify more with this category of intelligence may benefit from group discussion activities and in depth questions that make them fully explore the topic. What's important to remember about interpersonal intelligence is that these individuals are sensitive to others' moods and feelings. They work well in-group settings and are often able to learn more effectively when collaborating.
    
8. Naturalist IntelligenceThis intelligence involves the capacity to differentiate between living organisms and to view the connection between all natural things.  People with a high degree of naturalist intelligence usually have a close bond with nature. Botany and biology are two career fields that closely identify with this sort of intelligence. Activities that involve classification or organization appeal to these individuals.
   
   
9. Existential IntelligenceThis particular intelligence was added later by Gardner, and is not commonly associated with learning environments, as it is geared more toward spiritual and philosophical views. For example, someone who has a high degree of existentialist intelligence may have a tendency to pose questions about life's purpose or death. 

It's important to note that instructional designers should not feel obligated to incorporate all of these multiple intelligence-based activities into their e-Learning courses, just that it may be beneficial to offer a variety of multiple intelligence-based activities to more effectively illustrate the subject matter. If you are able to offer learners a diverse set of learning tools and e-Learning strategies, then you gain the ability to increase comprehension and retention, not to mention enhance the overall eLearning experience

The Role of the Teacher:

• Teachers become curriculum developers, lesson designers and analysts, activity finders or inventors, and, most critically, orchestrators of a rich array of multisensory activities within the realistic constraints of time, space, and resources of the classroom.

The Role of the Student:

• Students are active learners; they use their particular intelligences to gain knowledge, or experiment with each until they find to appropriate ones for them.

• Use of Mother Tongue.

• It is not used, but is not forbidden.

The Roles of Instructional Materials :

·         Linguistic Crosswords, newspapers, Internet, biographies, autobiographies, books.

·         Visual Artwork, photographs, posters, charts, illustrations, cartoons, props for plays, videos, murals, sculptures.

·         Body/Kinesthetic Games, experiments, pantomiming, presentations, dances, aerobics.

·         Interpersonal Movies, team computer games, wrap arounds, conversations, conferences. Mathematical Puzzles, timelines, analogies, patterns, formulas, abstract symbols, diagrams, mind maps, computer games.

·         Musical Background music, raps, jingles, tone patterns, trios/quartet, choirs, cheers. Intrapersonal Journals, readings, self evaluation. Environmental Elements found in nature. 

T e c h n i q u e s :

·         Linguistic Speeches, story telling, written reports.

·         Visual Poster making, use of overheat projector/ b-board. Body/Kinesthetic Role playing, co-operative learning.

·          Interpersonal Co-operative tasks, class discussions, multiplayer games.

·          Mathematical Problem solving, riddles. Musical Choral reading, lyric poems.

·         Intrapersonal Poetry writing, goal setting, concentration exercises, meditations, silent reflection time. Environmental Outdoor education, nature walk, star gazing, exploring nature, environmental studies, field trips, bird watching, ecology studies, identifying leaves and rocks.

Evaluation:

• The forms of students’ evaluation vary depending on the intelligence that is being worked.

• Students’ feelings have a great importance:  they receive a lot of encouragement to develop and use their particular intelligences. They feel confident, because they learn the language on their own way.

II.                The Advantages and Disadvantages of Multiple Intelligences

ADVANTAGES

• Students are likely to become more engaged in learning as they use learning modes that match their intelligence strengths.

• Students' regular reflection on their learning broadens their definitions of effective and acceptable teaching and learning practices.

• Students' increased engagement and success in learning stimulates teachers to raise their expectations, initiating a powerful expectation-response cycle that can lead to greater achievement levels for all.

DISADVANTAGES

• Multiple intelligences interfere with each other if the class isn’t planned carefully and the activities are mixed up.

• Some students might have trouble defining their strong Intelligences.

• Sometimes, this method lacks support from parents and teachers, as they consider mathemathical and linguistic abilities worthier than any other ability.

LESSON PLAN

School                         : SD  NEGERI 097523 Pematang Siantar

Subject                       : English

Grade/Semester         : IV/2

Topic                          : Kinds of Animal

Skill                             : Listening

Time Allocation         :1 x 30 Minutes

Core Competence     :

                                      Understanding the very simple instructions in the context of a class action.

Basic Competence     :

-          Responding with appropriate actions are acceptable in the context of instruction class.

-          Responding a very simple instruction verbally.

Indicator                    : 

-          Mention some Animals.

-          Listen and repeat the video/ a song or the teacher’s said about Animals.

-          Answer the question relate to the video/ a song of Animal.

-          Practice how to write the name of  Animals after listen the video / a song.

Learning Objectives :  

-          The students are able to mention vocabulary about Animals.

-           The students are able to listen and repeat the video/ a song or the teacher’s said aboutAnimals.

-          The students are able to answer the question relate to the video / a song of Animals.

-          The students are able to practice how to write the nameof Animals after listen the video/a song.

Teaching and Learning Technique :

                                                            Discussion, Practice, answer and question.

Teaching and Learning Material     :

The material is Kinds of Animal (listen and look video / a song)

There are some names of animal such as

1.      Ayambetina    : Hen

2.      Ayamjantan    : Cock

3.      Bebek             : Duck

4.      Kucing            : Cat

5.      Semut             : Ant

6.      Kupu-kupu     : Butterfly

7.      Burung            : Bird

8.      Kambing         :Goat

9.      Sapi                 : Cow

10.  Kuda               : Horse

11.  Gajah              : Elephant

12.  Ikan                : Fish

13.  Lalat               : Fly

14.  Nyamuk          : Mosquito

@ Kinds of animals

1.      Hewan Buas (Wild Animal)

Hewan  buas dalam bahasa inggris disebut Wild Animal.
Berikut ini beberapa contoh wild animals, seperti gambar di atas:
 1. Ular            →Snake
 2. Beruang      →Bear
 3. Harimau     →Tiger
 4. Buaya         →Crocodile
 5. Gajah          →Elephant
 6. Kudanil      →Hippopothamus
 7. Singa          →Lion

2.      Hewan Peliharaan (Pet)

Hewan Peliharaan dalam bahasa Inggris disebut Pet Animals.
Berikut ini adalah contoh- contoh pet animals:
(gambar di atas)
1. Kucing        → Cat
2. Anjing         → Dog
3. Kelinci         → Rabbit
4. Ikan             → Fish
5. Burung        → Bird
6. Hamster       →  Hamster
7. Kura- kura   →Turtle

3.      Hewan Ternak (Farm Animal)

Hewan Ternak dalam bahasa Inggris disebut Farm Animal.
Berikut ini adalah contoh- contoh farm animal yang biasa kita temukan dalam kehidupan sehari- hari:
(gambar diatas)
1. Sapi             →Cow
2. Bebek          → Duck
3. Babi → Pig
4. Ayam          → Chicken
5. Domba        → Sheep
6. Lebah          → Bee
7. Kuda           → Horse

Teaching and Learning Activities    :

I.       Pre-activities :

Apperception and Motivation

- Greetings and check the attendance list of students

- Asking students’ activities before going to school

II.    Core Activities :

ü  Exploration

a.       The teacher shows the video / a song about Animals.

b.      The teacher asks the students to write the names about Animal.

c.       The students repeat the names of Animal a based on the video / a song.

ü  Elaboration

a.       The teacher explains kinds of Animal based on the video / a song. (listen and repeat)

b.      The students repeat the names of Animal based on the video / a song or teacher said. (repeat)

c.       The teacher explains how to ask and answer about animals with asks “what animals is that/this?” and then students write the name after the teacher give the answer.

ü  Confirmation

a.       The teacher points out the video / a song one by one and asks students to mention it.

b.      The teacher corrects if there is any mistakes produced by students.

c.       The students do the exercises by answering the question based on the video / a song.

III.             Post-activities :

a.       The teacher concludes the material.

b.      The teacher gives feedback for the students.

c.       The teacher gives assignment to students individually.

d.       The teacher advises the students to remember the lesson today.

Teaching and Learning Media        :

-          Video

-          Laptop

Teaching and Learning Sources      :

-          Kusmana, Sofijandi.Fun Learning English 4.Grafindo

-          http://www.belajaringgris.net/animal-vocabulary-3236.html

-          Ayo Belajar! - Fun Learning with ~The Fivers~

Evaluation:

I.                   Question

1.      Exercise

Listen and fill in the blanks this animal about its name.

1.     

            D _ _ _

2.     

            E _ _ _ _ _ _ _

3.     

            T _ _ _ _ _

4.     

H _ _

5.     

B _ _ _ _ _ _ _ _

6.     

C _ _ _

7.     

C _ _

8.     

C _ _

9.     

B _ _ _

10. 

H _ _ _ _

2.      Give tick (√) to right animal based on video

No	Animal	Wild animal	Pet animal	Farm animal
1.	Hen
2.	Duck
3.	Cat
4.	Bird
5.	Elephant
6.	Cow
7.	Fish
8.	Horse
9.	Cow
10.	Goat

3.      Homework

·         Translate the names of the animal into English. After that, remind and practice them in front of class next week(if one student practice it in front of class, another students write what their friend said)

1.      Anakayam :

2.      Anakkucing           :

3.      Anakkambing        :

4.      Anaksapi               :

5.      Anakkuda             :

6.      Angsa                    :

7.      Capung                  :

8.      Cacing                   :

9.      Belalang                :

10.  Cicak                     :

II.                Key Answers:

ü  The answer of exercise

                                    1. DUCK

                                    2. ELEPHANT

                                    3. TURTLE

                                    4. HEN

                                    5. BUTTERFLY

                                    6.  COCK

                                    7. CAT

                                    8. COW

                                    9. BIRD

                                    10. HORSE

ü  Give tick (√) to right animal based on video

No	Animal	Wild animal	Pet animal	Farm animal
1.	Hen			ü
2.	Duck			ü
3.	Cat		ü
4.	Bird		ü
5.	Elephant	ü
6.	Cow			ü
7.	Fish		ü
8.	Horse			ü
9.	Cow			ü
10.	Goat			ü

ü  The answer of homework

1.     CHICKEN

2.     KITTEN

3.     KID / BILLY

4.     CALF

5.     FOAL

6.     GOOSE

7.     DRAGONFLY

8.     WORM

9.     GRASSHOPPER

10. LIZARD

III.             Score Rubric :

If the students answer the question correct the score is 7.
If the students wrong in answer the question:

-          1 word wrong                               score 6

-          2 words wrong                              score 5

-          3 words wrong                              score 4

-          4 words wrong                              score 3

-          5 words wrong                              score 2

-          More than 6 words wrong            score 1

·         Performance :

No.	aspect	Criteria	Score
	Participation	active sometimes active not active	3 2 1

• Assessment sheet :

No.	Name	Answer	Performance	Number of score	Value
1. 2. 3. 4. 5.

Note :Value : (Number of score) x 10

@  For students who have not recieved value appropriate with the standard it will be held remedial.

Ascertain

Headmaster                                                                                       Teacher

(                       )                                                                             (Erna Uli Simbolon)