1. Verbal-Linguistic Intelligence

2. Verbal-Linguistic
Intelligence
Consists of the ability to think in words and to
use language to express and appreciate complex
meanings
High Exhibitors of Linguistic Intelligence:
Authors, poets, journalists, speakers, and
newscasters

3. Characteristics
Listens and responds to the sound, rhythm, color, and
variety of the spoken word
Imitates sounds, language, reading and the writing of
others
Learns through listening, reading and discussing

4. Characteristics
Listens effectively, comprehends, paraphrases, interprets,
remembers, and analyzes what has been said
Reads effectively, comprehends, summarizes, interprets or
explains and remembers what has been read; enjoys one or
more literary genres
Speaks effectively to a variety of audiences
Writes effectively

5. Outline
I. Listening
II. Speaking
III. Reading
IV. Writing

6. Listening to Learn
10 Keys to Effective Learning
Image source – http://www.4thringroad.com/?p=2922
10 Keys to Effective Learning
Weak Listeners Strong Listeners
1. Find areas of
interest
Tune out “dry”
subjects
Ask “What interests me?”
2. Judge content, not
delivery
Tune out if delivery
is poor
Judge content; skip over
delivery errors
3. Be open-minded Tend to enter into
argument
Withhold judgment until
comprehension is
complete
4. Listen for big ideas Listen for facts Listen for central themes
5. Take notes
appropriately
Take intensive notes
using only one system
Take fewer notes; use
different systems,
depending on speaker and
material

7. Listening to Learn
10 Keys to Effective Learning
6. Work at listening Fake attention Work hard; exhibit active
body state
7. Resist distractions Are easily distracted Ignore distractions; know
how to concentrate
8. Engage
intellectually
Resist difficult
material; seek simple
material
Use dense material as
exercise for the mind
9. Consider Options Agree with
information if it
supports preconceived
ideas
Consider diverse points of
view before forming
opinions
10. Capitalize on the
fact that thought is
faster than speech
Tend to daydream with
slow speakers
Challenge, anticipate,
summarize; weigh the
evidence; listen between
the lines

8. Listening to Stories &
Read Aloud
• Telling stories and reading aloud can engage
interest and facilitate learning in all subject areas
 History: Read aloud letters or journals of historical
figures
 Science: Introduce how important discoveries were
made by people such as Alexander Graham Bell,
Thomas Edison, and Marie Curie
• Sharing biographical information brings people
and their work to life

9. Listening to Poetry
• Short poems can introduce many curriculum
units
• Teachers can compile and share
poems with each other to
complement subject area
Image source – http://www.treehugger.com/files/2008/03/book-swap-green-choice.php

10. Teachers as Storytellers
• Storytelling is a great teaching technique that
delights young and old learners alike
 People of all ages find it easy to remember
information when it is encoded in a story
 All of us are storytellers
• Subject Matter Stories
• The Cultural Dimensions of Storytelling

11. Teachers as Storytellers
 What is the setting in the
story?
 How do you imagine it to
look?
 Who are the characters?
 What are the personal
qualities of the characters?
 What human traits appear
to be respected in the
story?
 What did you learn about
this community?
 Are there stereotypes that
the story reinforces or
diminishes about this
culture?
Questions for Discussion:

12. Listening to Lectures
• Lectures are an effective means of presenting
information to large groups of older students
• Students should learn effective ways to listen to
them
Image source – http://serc.carleton.edu/NAGTWorkshops/assess/lgclass.html

13. Suggestions to Sharpen
Student’s Listening Abilities
• Teachers might present a lecture on an
unfamiliar topic. To begin, give the title of the
topic and ask students some questions.
• Another useful exercise is to ask students to
listen to a lecture without taking notes. Follow
the lecture by having students list everything
they can remember.
• Teachers can also provide students with blank
listening guides to complete as information is
presented. Refer to page 12.

14. Speaking
What we communicate in speech:
• 7% Words
• 38%Tone of voice
• 55%Gestures
~Albert Mehrabian, Silent Messages
Image Source – http://www.yankodesign.com/2008/06/04/1-speak-er/

15. Speaking
• Teacher modeling is key!
• Create the right environment
 Relaxing & positive atmosphere
 Thought-provoking & open-ended questions

16. Classroom Discussion
Five Stages of Discussion
1. Explain purpose & standards
2. Hold discussion
3. Keep track
4. End discussion
5. Debrief discussion
Image Source – http://www.flickr.com/photos/jeffwolfsberg/3024614997/I

17. Classroom Discussion
o Think-Pair-Share
o Buzz Group
o Fishbowls
o “Talking Tokens”
o “Talking Circles”
o Diverse
Contribution
Methods:

18. *Sparkle!*
Rules
o A card containing a spelling word will be chosen and be
read by the presenter
o The group that chose the card must spell the word, one
letter per group member
o After the last letter of the word has been spelled, the
subsequent member must yell “Sparkle!”
o If the word is misspelled, the other team gets a chance to
spell the word correctly

19. Reading
Image Source – http://headrush.typepad.com/creating_passionate_users/2007/01/index.html
http://s424.photobucket.com/albums/pp328/bettytrue/?action=view&current=031505_Divinity_Library_57.jpg&newest=1
http://usedbooksblog.com/blog/category/book-statistics/

20. The act or art of forming visible letters or
characters, specifically handwriting; the act or
art of literary composition
Reinforced by speaking, listening and reading

21. Teachers as Writing
Models
Demonstrate pleasure in the writing process and
efforts to refine skills.
Finding support and inspiration in helpful online
sources.
Thinking out loud
Choosing topics
Sharing personal writing pieces with students

26. Writing Groups

27. Nurturing an
Appreciation for
the Process of
Writing

29. Conclusion
I. Listening
II. Speaking
III. Reading
IV. Writing

30. Questions?
Image source – http://psicommunications.typepad.com/

31. Bibliography
Campbell, L., Campbell, B., & Dickinson, D.
(2004). Teaching and learning through
multiple intelligences (3rd ed.). Boston:
Pearson Education, Inc.