Learning Styles andTechnology Tools

The theory of multiple intelligences by Gardner really interests me. As teachers, we know instinctively that students have different intelligences, each unique to the other. Gardner's theory has confirmed this besides acknowledging that there could be more types of intelligences out there than the established number of 9 types.

School only tests or allows the display of a limited number of intelligences through its limited curriculum. Those who are not able to portray their talents or skills feel left out of the school system.

Thus, the teacher plays a very important role in acknowledging the skills that are latent within these students and find ways to bring them out of the students. A thinking teacher would organise activities that would allow for display of multiple intelligences by assigning them to organise a play or a sports event or a charity event all of which require various skills at work. Most importantly, the teacher has to recognise these skills and reward them appropriately. This way, the students will have a chance to recognise the talents that lie within themselves which goes a long way to boost their self confidence and morale.

Intelligence is a psychological notion which is connected with learning and which educators base a lot of their professional decisions on. Howard Gardner's MI theory is an important contribution to cognitive science and constitutes a learner-based philosophy which is "an increasingly popular approach to characterizing the ways in which learners are unique and to developing instruction to respond to this uniqueness".

Gardner said that there are many, not just one, different autonomous intelligence capacities that result in many different ways of knowing, understanding, and learning about our world. Gardner defined seven intelligences including verbal-linguistic, mathematical-logical, visual-spatial, bodily-kinaesthetic, musical-rhythmic, interpersonal, and intrapersonal. In 1997, Gardner added an eighth intelligence, the naturalist intelligence, and two years later a ninth intelligence, existentialist intelligence.

The nine intelligences Gardner defines are:

1- Logical-Mathematical Intelligence: consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

2- Linguistic Intelligence: involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information.

3- Spatial Intelligence: gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains-- Gardner notes that spatial intelligence is also formed in blind children.

4- Musical Intelligence: encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.)

5- Bodily-Kinaesthetic Intelligence: is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activities are unrelated.

6- Interpersonal intelligence: the ability to understand and discern the feelings and intentions of others.

7- Intrapersonal intelligence: the ability to understand one's own feelings and motivations. These two intelligences are separate from each other. Nevertheless, because of their close association in most cultures, they are often linked together.

8- Existential Intelligence: sensitivity 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.

9- Naturalist Intelligence: Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.

The four ways in which the MI theory can be used in the classroom as follows:

1- As a tool to help students develop a better understanding and appreciation of their own strengths and their preferred ways of learning.

2- As a tool to develop a better understanding of learners' intelligences.

3- As a guide to provide a greater variety of ways for students to learn and to demonstrate their learning.

4- As a guide to develop lesson plans that address the full range of learners needs.

With regard to the procedures of implementing MI theory in ELT, Christenson suggests the following steps:

1- Identifying the activities frequently used in the class and categorize them to each particular type of intelligence.

2- Making plans by selecting appropriate classroom activities/ tasks.

3- Using ELT Multiple Intelligences weekly/ monthly checklist to keep track of different activities and tasks conducted in the class.

4- Expanding classroom activities for the neglected intelligences by way of examining and analyzing the checklists for a period of time.

Multiple intelligence theory can be implemented in ELT classroom in the following ways-

1.   Words Are Not Enough: Do not rely on the spoken word only. Most activities for the younger learners should include movement and involve the senses, colours and sounds.

2.   Play with the Language: Let the pupils talk to themselves. Make them play with the language by making up rhymes, singing songs, telling stories, etc. in the classroom.

3.   Cooperation not Competition: The ideology of the theory of Multiple Intelligences is based on "cooperation" not on competition. So because of this reason, avoid prizes and awards in the class. In this regard, according to Scott and Ytreberg (1990), make room for shared experiences.

4.   Using Storybooks: The educational value of using storybooks and storytelling has always been undisputed throughout the world. EFL teachers are now more familiar with an acquisition-based methodology, and recognise the true value of using storybooks and storytelling as a way to create an acquisition rich environment and ideal learning conditions which provide "comprehensible input" or "language a little beyond student's current level of competence" .

5.   Drawing and Colouring: Children can redraw the characters; create maps showing where the story takes place, think of other possible cover illustrations, and so on.

6.   Handicrafts: Craft activities are extremely useful as learners can develop their listening and reading skills while following the written or oral instructions. Teachers should always make the craft activity themselves before doing it with their class. The finished work should be shown to the learners to give them a general idea of what is expected from them. Teachers should have the necessary materials with them so that they can do the activity together with their students while also giving the instructions

7.   Songs and Rhymes: Very often, the rhymes developed in stories are to be found in various songs and rhymes (Brewster, Ellis and Girard, 2003). Pupils can also compose songs for the storybook(s) they have read and then sing the song they have composed in the classroom.

8.   Vocabulary Activities: Pupils can create their own "picture dictionary", based on words from the stories they have read or heard. They can work individually or pool their efforts to illustrate the words, either by drawing pictures or by cutting pictures out of magazines or catalogues. They can choose whether to arrange the words alphabetically or thematically.

9. Drama: Pupils can act out the story in the storybooks or song they have read or listened to. They can organise a place and write, if they want, a different end for the story and then perform the story in the classroom. The pupils can also compose a song for the story and sing it in some parts of the drama if they wish.

10.   Games: Games can be used for teaching and learning purposes like word puzzles, running dictation among other games.

Integrating technology to meet the different leaning styles is very important for any teacher. Our students are certainly different in their behavior. So, we need to address and combine various technology tools to enhance the learning environment.

Padlet wall which can help improve individualized learning. For example, doing a project on the danger of smoking can motivate active learners to present their work in class or even have performance. Some could post or draw pictures on this topic while others can give their say by recording themselves and later uploading the recorded material on the Padlet wall. Moreover, watching a video posted on the Padlet can engage visual learners. Other learners enjoy collecting data on this topic such as the causes, impact and remedies.

To me, customizing learning activities to address students ' various learning styles is within the reach thanks to the available technology tools, the huge online materials and resources . One thing to keep in mind is to diagnose learners' behavior before tackling any activity or opting for any technology device so as to meet their needs.

Here is another exercise I do to engage and help all students with different learning styles I ask them to work on their own for half an hour daily on free internet resources. they read, watch, listen, chat in English. They use whatever online resources they like: those I gave them an idea about and those they stumbled on. They do so for 6 days per week and on the seventh day, they write 6 chunks of sentences on these resources and those who want to present what they learned or enjoyed can. I find this highly productive for many reasons: students chose what is appealing to their learning styles, they are responsible for their own learning and it is so empowering.

Empowering ESL Teachers

Modern  technology  play a definite role in  empowering  English  Language  teachers,  by  giving  them  opportunity to interact with other teachers, get exposed to the latest practices, and speak the language of their students.

Technology  changed  the  vision  of  English  Language. Egypt  being, an  under-developed  country  has  been  facing  a  lot  of  challenges  along  with  this  serious  issue  that  English is still in its babbling stage and is being taught  with  the  same  traditional ways which lead  English  Language  students  to  roll  in  utmost  abyss  of ignorance, backwardness and unemployment.

Technology  empowers  all, having formal education, and also to those that don’t.  It creates equal opportunities to all; either it is poor or rich, male or female. 

By the use of  different applications of technology, English language  teachers  can  bring  very  positive  changes  in  English  language  teaching both to themselves and their students.    Previously,  English  language  teachers  were  gripped  with  the  fear  of  using  technology  for  their  profession  owing  to  different  threats  either  to  their  ego  or  to  their  jobs.  Moreover,  technology,  they  supposed,  was  a  setback  to  their  authority  over  English  as  it  may  reduce  the  gaps  between  the  trainer  and the  trainee,  teacher  and  student  which  may  shake  their  positions.  

The  fact  is  not so. Technology isn’t any threat to their jobs and  authority.  It  would not  replace  English  Language  teachers,  rather  it  would  facilitate  their job,  empower  them  with  the  latest  gadgets  and  knowledge,  the  gadgets  which  have  made  English  language  teaching  and  learning  easy . 

I train teachers and students on using e-tools. I always assess the training I give.  English  language  teachers,  who  were  the  participants  in these  training,  gained  a  lot  of  confidence,  knowledge  and  satisfaction.  Their  previous  thoughts  and  fears  about  technology  were  changed  and  they  were  further  hopeful  for  better  opportunities  to  empower  themselves  through  technology  for  better  and  prosperous  future  of  English Language in Egypt. Still, some abide to using certain tools rather than others. Teachers fear experimenting and this is a setback. Be courageous and try your hand on different tools.  

Egyptian Teachers Attitude to E-tools

It is right to denounce the attitude of a teacher who considers himself as the custodian of knowledge. Nowadays the idea that the student and the learner can be most knowledgeable if they are trusted is gaining ground. Still, even the most talented students needs the scaffolding efforts of teachers.

What specific Internet tools have you used for developing your students' communicative competence and how are your students using them? What strategies are you incorporating in your instruction so that your students may feel encouraged to make use of authentic language?

 Mainly I try to incorporate Blogger for developing writing skills, Quizlet for enlarging vocabulary and Lakeshore online tools for creating authentic crosswords and puzzles to develop analytical thinking, I think the possibilities to use online tools are just endless. Thus, I prepare new vocabulary and upload everything to Quizlet then the students download the application from Google Play for Android users or from App Store for Iphone users. Everything is easy to use for them on the lesson.

I face the challenge of changing learners' mindset when they come to college after years of training and conditioning in teacher-centered instruction.

Actually, in my country, Egypt there are many teachers who do not want to go for learner-centered approach as it requires a lot of hard work and commitment on their part. They even discourage the ones who have adopted this approach.Since we do not have any guidelines regarding the methods to be adopted in the classrooms, it is possible for teachers like me to use all the different strategies and methods. And the rewards are great - for learners as well as teachers. They also believe that e-tools can not help in enhancing students proficiency. My experience has shown this idea wrong and students are enjoying, improving and learning. 

Question Formulation Technique

Today I will discuss an advance instructional strategy namely  QFT technique, which stands for the question formulation technique. 

So, what is it and why should we use it?

 It is basically a strategy for teaching students how to generate good questions, and generate their own questions that they are interested in around a topic. And I think this is really critical, because I think that if you look at most classes in school or first years in university traditionally, it is the answers that have been encouraged. And the ones that are asking probably the most questions are the teachers. 

To come with a really good question is very difficult. In addition, there is a lot of thought that goes into it. We are surrounded by infinite resources of information. Really, the most important thing is actually the questions as they lead to change and improvement. To query a good search, you have to have a good question. 

Scientists like Einstein, were asking questions at a very early age and they  never stopped questioning. It was questions that drove scientists like him to do what he did. So, I think that questioning is very important. And this is a technique that can be used for any age, any grade level. And it's got some rules, and a procedure for generating the questions. And, really, the teacher's role in it is to guide the process. They come up with a question focus. And then, they go over the rules with the students for generating the questions. And then, the students generate the questions. And then, the teacher helps direct how those questions get used by the students a little later in that curriculum. So, it sounds like a big advantage is teaching students how to formulate their own questions and to think critically about how to do that. 

So, what are the advantages of using QFT? And what are the disadvantages?

Teaching students to ask their own questions make them critical thinkers. And when they do that, when it is a student's actual question versus a question on a test or a question that teachers come up with there is more buy in immediately. It is authentic engagement. They are not just doing it for the grade. There's an authentic interest in there. Also, the learning extend beyond the walls of the classroom as students read and work more on their own. 

The disadvantages are the amount of questions. But teachers  have to be comfortable with students coming up with questions that you would have never imagined and that you do not know the answer to. Actually, you are a co-learner not an expert that might be looked to know everything. Time is another concern. When students generate questions,  it consumes time that might cost you in covering other material.

Tools to make students question are forums, twitter, google forms, and Facebook discussions. If you have other e-tools that can be used to raise discussion please send.

Pear Deck

Pear Deck is an e-tool that changes google slides into interactive one. It is a great product that has a 
real impact on teachers and students.

The single biggest pro here is the humanity. You get the sense that the founders genuinely care that
the decisions we’re making are in the best interests of the students. Other advantages include:

            Freedom to experiment and do quality work

            Great appreciation of user experience and design

            Emphasis on learning

I was introduced to Pear Deck in a training on Critical Thinking. What I liked most is the idea of interaction and gamification and I will use it to make my sessions interesting and interactive.

M Learning

In this post, I will outline some mobile learning apps are and the benefits they offer.

Mobile learning apps are apps that help delivery of information that is convenient and interesting to the tech savvy. They also provide learners with the flexibility to learn anywhere, anytime. Some mobile learning apps work on and offline.  

Wikipedia: students could search the encyclopedia and read on/offline. They do a Google search and eventually search Wikipedia once they enter the website. Once they search a topic they could close the data.

All of the following apps are free. You just need to download them through playstore. You have to open the data/wifi while using them.

Utube:  Your students could open the videos you assign. They then could summarize and comment on these videos. They watch for a reason.

TED TED Conferences  LLC: It includes numerous TED Talks. New talks are added on daily bases.

TEDlang Learn English: This app is designed for ESL learners. It has subtitles.

VOA NEWS: Teachers can lead students to Voice of America website and they can read or listen to news, interviews or stories. They also have special material for learning English https://learningenglish.voanews.com/

VOA Learning English:  

Bussuu: https://www.busuu.com/en/mobile

 BBC Learning English: BBC is an reputable radio and television channel, and the app is really helpful.

BBC Listening English: The app is dedicated to listening and is really helpful. 

Oxford 500 English Conversation: The app is effective and resourceful.

IELTS Listening: Though dedicated to IELTS, still it can help students even if not preparing for IELTS.

IELTS Practice Test: Another free app that can help students improve. 

English Pronunciation: The app really helps students pronunciation. 

Browsing through the playstore, you will find infinite free and for money apps. Choose what you feel is really helpful for your students and supports your curriculum.  

As for me I use mobile in different ways namely the following:

 I make my students download Infotech, English Vocabulary in Use, English Companion B Course, and we do some parts together. Other parts are assigned to be done at home. They are great as they work offline and there no internet access available in my institute.

I make my students go to Wikipedia, we read articles together on  many topics. The one they love best are those on Arabic movies, writers, and celebrities as they feel English can reflect their culture.

We also google many things, words, expressions, proverbs. This make them get the idea that technology can help them improve. 

I also use TED and I assign them to watch videos and comment on them. 

The play store is full of apps that are both free and for money.  Browse the play store, choose the app you feel will help your students and support your curriculum.  Understand the app well as you will be responsible for explaining the app for your students. In addition,  your students will always come back to you for questions. 

Adding an online component to the curriculum.

Virtual programs can offer a more efficient and cost effective means of providing education but sometimes the potential is not achieved when trying to fit funding into a traditional mold. Online learning can provide alternative ways to accomplish academic tasks. Electronic learning environments comprising of materials to be read, videos to watch, activities to do, assignments to complete, discussions to join, tests to take and more can really help students improve especially websites and resources that can be viewed on the mobile phone.

For an online course to be accessible, all of the online learning activities must be accessible. Teachers and students should locate material specific to each student's needs. In addition to making the content and technical components of a website or online course accessible, we must also consider students' access to the technology requirements. While many students have access to technology, some that have technology available do not have high speed processors or high speed internet.

Differentiated instruction has become a popular approach to teaching and learning, that takes in to consideration the diversity of students in, in school today.

Rather than the more typical pattern of teaching the class as though all individuals in it are basically alike. The goal of a differentiated classroom is maximum student growth and individual success. This is accomplished by instructional and management strategies that allow for students to work at different levels and achieve varying levels of mastery. Examples include teaching to multiple intelligences. Individualized questioning strategies, alternative grouping methods, and supplemental materials based on student needs and interests.

All of this is helped via adding an online component to the curriculum.