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Taiwan Teacher Professional Development Series:. THE LEARNER-CENTERED WORLD LANGUAGE CLASSROOM July 20, 2010. Objectives. As a result of this discussion, students will be able to: Discuss Hofstede’s model of cultural dimensions, Look at MULTIPLE INTELLIGENCES and LEARNING STYLES

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taiwan teacher professional development series

Taiwan Teacher Professional Development Series:


July 20, 2010


As a result of this discussion, students will be able to:

  • Discuss Hofstede’s model of cultural dimensions,
  • Make emergent connections and applications of the model to the foreign/second language learner with implications for the classroom.
who is geert hofstede
Who is Geert Hofstede?

IBM work in countries around the world

Thousands of work related studies conducted

Made connection to potential impact on classroom setting

Work also carried on by son

“Culture is more often a source of conflict than of synergy. Cultural differences are often a disaster."

Prof. Geert Hofstede, Emeritus Professor, Maastricht University.

five identified areas of cultural distance
Five Identified Areas of Cultural Distance
  • Power Distance
    • Approach to authority is vertical (high) or horizontal (low)
  • Uncertainty Avoidance (Clarity)
    • High need for certainty or a low need for certainty
  • Individualism
    • Need for individual high (individual) or low (group orientation)
  • Competition/Cooperation
    • High (competitive) or low (cooperation oriented)
  • Long Term Outlook
    • LTO Values vs. Short term Outlook (respect for tradition)
write a diamond poem
Write a Diamond Poem
  • Line 1 - a one word noun that is the opposite of the bottom noun in Line 7Line 2 - 2 adjectives that describe the top noun Line 3 - 3 verbs that the top noun doesLine 4 - 4 nouns that the top noun and the bottom noun both haveLine 5 - 3 verbs that the bottom noun doesLine 6 - 2 adjectives that describe the bottom nounLine 7 - a one word noun that is the opposite of the top noun in Line 1
sample 1
Sample 1


Boring, Predictable  

Sells, Preaches, Teaches  

Words, Pictures, Sounds, Action

Entertains,  Thrills, Kills

Thoughtful,  Meaningful


sample 2
Sample 2


indigenous, international

conflicting, interacting, coexisting

as an answer to lingua franca ---

spreading, homogenizing, eliminating

prominent, dominant


multiple intelligences
  • Theory developed and expanded by Howard Gardner in the mid 1980s that helps explain how learners approach learning
  • According to Gardner, an “intelligence” is a set of brain functions that can be developed and expanded
  • Each of the 8 “intelligences” consists of skills that help individuals access and learn material and solve problems or difficulties
the 8 multiple intelligences
  • Verbal/Linguistic Intelligence
  • Logical/Mathematical Intelligence
  • Visual/Spatial Intelligence
  • Body/Kinesthetic Intelligence
  • Musical/Rhythmic Intelligence
  • Interpersonal/Social Intelligence
  • Intrapersonal/Introspective Intelligence
  • Naturalist Intelligence
  • (Spiritualist/Existentialist Intelligence - in research)
a closer look
A Closer Look
  • A closer examination of the use of the multiple intelligences in our lesson planning, coupled with an understanding of varied learning styles, can enable classroom teachers to understand how a learner might more easily grasp and acquire a new concept if it is presented in a format that he/she can access.
verbal linguistic intelligence
Verbal /Linguistic Intelligence
  • The “Word Player”
  • Intelligence related to words and language
  • Enjoys reading, writing, telling stories
  • Learns best by seeing and saying
  • In class, provide:
    • language-based materials, books, journal activities, diaries, word games, listening activities, story-telling activities
    • lectures, books on tape and discussions
logical mathematical intelligence
Logical/Mathematical Intelligence
  • The “Questioner”
  • Deals with inductive and deductive thinking/reasoning, numbers, recognition of abstract patterns
  • Enjoys experiments, working w/numbers, calculating, exploring patterns, sequential thought activities
  • Learns best by thinking & reasoning
  • In class, provide:
    • brainteasers, number games, critical thinking activities, manipulatives, equipment, problems
visual spatial intelligence
Visual/Spatial Intelligence
  • The “Visualizer”
  • Relies on sense of sight and visualizing an object; can create internal mental images/pictures
  • Enjoys drawing, designing, creating, visuals
  • Learns best by thinking in images and pictures, colors in presentations
  • Loves mazes and puzzles, imagining and creating things
  • In class, provide:
    • art activities, visual presentations, mind-mapping, video, graphs, maps, posters, charts
body kinesthetic intelligence
Body/Kinesthetic Intelligence
  • The “Mover”
  • Related to physical movement
  • Enjoys active learning, jumping, talking, moving about the classroom
  • Learns best by interaction with space, tactile activities and touch, movement
  • Excels in sports, dance, physical movement
  • In class,provide:
    • TPR, gross motor & whole body activities, physical games, tactile experiences, hands-on learning, interviews
musical rhythmic intelligence
Musical/Rhythmic Intelligence
  • The “Music Lover”
  • Recognizes tonal patterns & has a sensitivity to rhythm and beats
  • Enjoys singing, tapping feet/hands to rhythm, listening to/engaging with music
  • Excels in picking up sounds (accent) and melodies, singing
  • In class, provide:
    • music in the classroom, ways to incorporate rhythm & melody, rapping, songs, instruments
interpersonal social intelligence
Interpersonal/Social Intelligence
  • The “Socializer”
  • Operates primarily through person-to-person relationships & communication
  • Enjoys lots of friends, talking, group work, organizing, partying, relating
  • Learns best by cooperative learning, collaborative projects, relating
  • In class, provide:
    • board games, peer tutoring, simulations, social role plays, group projects, interactive activities
intrapersonal introspective
  • The “Individual” and “the Quiet One”
  • Relates to inner states of being, self-reflection, introspection
  • Enjoys working alone, setting goals, meditating, dreaming, planning, being quiet
  • Learns best by working alone, individual projects, self-paced instruction, “own” ideas
  • In class, provide:
    • independent study & projects, options, self-checking materials, journals, diaries, quiet time
naturalist intelligence
Naturalist Intelligence
  • The “Nature Lover”
  • Taps into interest in nature and ability to classify plants, minerals, animals
  • Enjoys the out of doors, all natural artifacts, environmental issues & science
  • Learns best by working with natural plants/animals in any setting
  • In class, provide:
    • discovery-based activities, natural topics
spiritualist existentialist
  • The “Thinker”
  • Related to the individual who feels the intangible & abstract, philosophical realm
  • Enjoys meditating, helping others spiritually
  • Learns best by having time to think, relate to self, journal writing, reading philosophy
  • In class, provide:
    • journals, diaries, individualized learning, analysis
connecting mi and learning styles is important
Connecting MI and Learning Styles is Important
  • MI Theory helps to explain how learners approach their learning AND
  • Learning Styles research provides to teachers and students insight into the ways in which they approach teaching and learning
learning styles
  • Research shows that effective learners use specific strategies to enhance their learning retention and application of the knowledge. Students can be taught to use these strategies to become more able learners and to develop a sense of control over their own learning.
implications for the classroom
Implications for the Classroom
  • Potential mismatch between a teacher’s learning style, strongest intelligences and those of her students
  • Assess students’ learning styles and your own. Use this information to inform teaching and assessment practices and to help understand classroom dynamics
  • Be willing to change your teaching behavior and strategies - provide multiple opportunities for learning and assessing
implications for the classroom1
Implications for the Classroom
  • Help students become aware of their own MI and learning styles and to acquire knowledge about how they can use this information to help them learn and to aid in group dynamics.
implications for the classroom2
Implications for the Classroom
  • There are positive results with working with learners of the same MI or learning style, as well as with different ones.
  • Help students change, too - use their knowledge to move beyond their current comfort zone and to be flexible. These are important transferable skills!
so in conclusion
So, in conclusion . . . . . .




in your lesson plan???