1. PRINCIPLES OF
TEACHING AND
LANGUAGE
LEARNING

2. OBJECTIVES:
• Recall the different learning/ thinking
styles and multiple intelligences of the
learners
• Discuss principles of teaching and
learning as applied in the English and
Filipino subjects
• Cite applications of these principles in
language teaching

3. R
E
P
O
R
T
E
D
B
Y
Queenie Ann Y. Ku

4. “Every child
is a
potential
genius”

5. COMPARISON OF VIEWS ON
INTELLIGENCES
OLD VIEW
NEW VIEW
• Intelligence is fixed
• Intelligence can be
developed
• Intelligence was
measured by number
• Intelligence is not
numerically quantifiable
and is exhibited during a
performance or problemsolving process
• Intelligence was
unitary
• Intelligence can be
exhibited in many waysmultiple intelligences

6. OLD VIEW
NEW VIEW
• Intelligence was
measured in isolation
• Intelligence is
measured in context/
real-life situations
• Intelligence was used
to sort students and
predict their success
• Intelligence is used to
understand human
capacities and the
many varied ways
students can achieve

8. • Howard Gardner was born on July 11, 1943 in
Scranton, Pennsylvania. He completed his postsecondary education at Harvard, earning his
undergraduate degree in 1965 and his Ph.D. in
1971.
• While he had originally planned to study law, he
was inspired by the works of Jean Piaget to study
developmental psychology. He also cited the
mentoring he received from the famous
psychoanalyst Erik Erikson as part of the reason
why he set his sights on psychology

9. • "My mind was really opened when I went
to Harvard College and had the opportunity
to study under individuals—such as
psychoanalyst Erik Erikson, sociologist
David Riesman, and cognitive psychologist
Jerome Bruner—who were creating
knowledge about human beings. That
helped set me on the course of investigating
human nature, particularly how human
beings think,"

10. • After spending time
working with two very
different groups, normal
and gifted children and
brain-damaged adults,
Gardner began developing
a theory designed to
synthesize his research and
observations. In 1983, he
published Frames of
Mind which outlined his
theory of multiple
intelligences

11. • Gardner's theory has perhaps had the
greatest impact within the field of education,
where it has received considerable attention
and use. His conceptualization of
intelligence as more than a single, solitary
quality has opened the doors for further
research and different ways of thinking
about human intelligence.

12. MULTIPLE INTELLIGENCES
• The theory of multiple intelligences (MI) was
first described by Howard Gardner in Frames
of Mind (1983)
• Gardner defines intelligence as “ an ability or
set of abilities that allows a person to solve a
problem or fashion a product that is valued
in one or more cultures
• Gardner believes that different intelligences
may be independent abilities- a person can
be low in one domain area but high in
another
• All of us possess the intelligences but in
varying degrees of strength and skill

14. VerbalLinguistic
(Word
smart)
• Learning through the
spoken and written
word. This intelligence
was always valued in the
traditional classroom
and in traditional
assessments of
intelligence and
achievement
• Sensitivity to the sounds,
meanings, structures,
and styles of language

15. VerbalLinguistic
(Word
smart)
• Inclination for listening,
speaking, reading, writing
• Ability to speak effectively
( teacher, religious leader,
politician) of write
effectively ( poet,
journalist, book author)

16. Mathematical-Logical
(Number/Logic Smart)
• Learning through reasoning and
problem solving. Also highly valued
in the traditional classroom, where
students were asked to adapt to
logical sequenced delivery of
instruction
• Sensitivity to patterns, numbers &
numerical data, causes & effects,
objective & quantitative reasoning

17. Mathematical-Logical
(Number/Logic Smart)
• Inclination for finding patterns,
making calculations, forming
and testing hypotheses, using
the scientific method, deductive
& inductive reasoning
• Ability to work effectively with
numbers ( accountant,
engineer, economist) and
reason effectively ( scientist,
computer programmer)

18. Spatial
(Picture Smart)
• Learning visually and
organizing ideas spatially.
Seeing concepts in action in
order to understand them. The
ability to “see” things in one’s
mind in planning to create a
product or solve a problem
• Sensitivity to colors, shapes,
visual puzzles, symmetry, lines,
images

19. Spatial
(Picture Smart)
• Inclination for representing
ideas visually, creating mental
images, noticing visual details,
drawing & sketching
• Ability to create visually (
artist, photographer,
decorator) and visualize
accurately ( tour guide, ranger,
scout)

20. Bodily-Kinesthetic
(Body Smart)
• Learning through interaction
with one’s environment. This
intelligence is not the domain of
“overly active” learners. It
promotes understanding
through concrete experience
• Sensitivity to touch, movement,
physical self, athleticism

21. Bodily-Kinesthetic
(Body Smart)
• Inclination for activities requiring
strength, speed, flexibility, handeye coordination, and balance
• Ability to use hands to fix or
create (mechanic, carpenter,
sculptor) and use the body
expressively ( dancer, athlete,
actor)

22. Musical
(Music
Smart)
• Learning through
patterns, rhythms
and music. This
includes not only
auditory learning but
the identification of
patterns through all
senses
• Sensitivity to tone,
beat, tempo, melody,
pitch, sound

23. • Inclination for
listening, singing,
playing an
instrument
Musical
(Music
Smart)
• Ability to create
music (
songwriter,
composer,
musician) and
analyze music (
music critic)

24. Interpersonal
(People Smart)
• Learning through interaction
with others. Not the domain of
children who are simply
“talkative” or “overly social.”
This intelligence promotes
collaboration and working
cooperatively with others
• Sensitivity to body language,
moods, voice, feelings

25. Interpersonal
(People Smart)
• Inclination for noticing &
responding to other people’s
feelings & personalities
• Ability to work with people
(administrators, managers,
consultants, teachers) and
help identify and overcome
problems (therapists,
psychologists)

26. Intrapersonal (Self Smart)
• Learning through feelings, values, and
attitudes. This is decidedly affective
component of learning through which
students place value on what they learn
and take ownership for their learning
• Sensitivity to one’s own strength,
weaknesses, goals and desires

27. Intrapersonal (Self Smart)
• Inclination for setting goals, assessing
personal abilities & liabilities,
monitoring one’s own thinking
• Ability to meditate, reflect, exhibit
self-discipline, maintain composure,
and get the most out of oneself

28. Naturalist (Nature Smart)
• Learning through classification, categories,
and hierarchies. The naturalist intelligence
picks up on subtle differences in meaning. It
is not simply the study of nature; it can be
used in all areas of study
• Sensitivity to natural objects, plants,
animals, naturally occurring patterns,
ecological issues

29. Naturalist (Nature Smart)
• Inclination for identifying and classifying
living & natural objects
• Ability to analyze ecological and natural
situations & data ( ecologists, rangers), learn
from living things ( zoologist, botanist,
veterinarian), and work in natural settings (
hunter, scout)

30. Existential (Spirit Smart)
• Learning by see their role in the big picture
more easily than others and this is very
important to them. They question the meaning
of life and seek the answers; most of the time
this is done through some form of religion
• Sensitivity to and capacity to tackle deep
questions about human existence, such as the
meaning of life, why do we die, and how did we
get here

31. “Anything that is
worth teaching can
be presented in
many different
ways. These
multiple ways can
make use of our
multiple
intelligences.” Howard Gardner

32. THANK YOU
