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A teoria das inteligências múltiplas no ensino de inglês no 1º ciclo do ensino básico
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O seguinte relatório pretende apresentar a experiência didática realizada no âmbito da Prática de Ensino Supervisionada, no ano letivo de 2016/2017, numa turma de 3.º ano, da Escola Básica Rosa Lobato Faria, do Agrupamento Patrício Prazeres em Lisboa.
A prática letiva decorreu durante nove aulas de sessenta minutos cada, ao longo do qual foi lecionada a unidade didática “My body and face”, inserida no manual New Treetops 3 (Howell & Kester-Dodgson, 2015), cujo tópico principal se centrou nas partes do corpo humano e na descrição física.
A unidade didática lecionada foi planificada tendo em conta as necessidades, capacidades e interesses dos alunos desta faixa etária. Além disso, toda a planificação foi elaborada e posta em prática de acordo com os critérios e princípios da teoria das Inteligências Múltiplas de Gardner (1983) no ensino de uma língua estrangeira.
Foi minha intenção verificar, através da minha experiência letiva, a influência e o impacto desta teoria no processo de ensino e aprendizagem da língua inglesa no 1.º ciclo. Deste modo, procurei ensinar todos os conteúdos linguísticos através de atividades que dinamizassem e estimulassem as inteligências múltiplas de todos os alunos da turma. Assim, ao longo da lecionação da unidade didática, foi pedido aos alunos que realizassem algumas tarefas relacionadas com as características associadas a cada inteligência.
De acordo com os princípios da teoria, tive em atenção a necessidade de apresentar um ensino diversificado, tanto ao nível das atividades propostas, quanto ao nível dos materiais didáticos utilizados. Estes foram essencialmente de estímulo visual, auditivo, táctil e cinestésico, tentando ir ao encontro dos estilos de aprendizagem preferidos de alunos deste nível de escolaridade, bem como das suas várias inteligências.
No sentido de aferir o sucesso da aprendizagem dos conteúdos programáticos através da aplicação desta teoria, procedeu-se à sua avaliação com o uso de vários instrumentos, tais como a observação direta (informal), um teste escrito de avaliação e um questionário final. Depois de analisados todos os instrumentos de avaliação, é possível concluir que os resultados foram positivos e que a aplicação dos princípios da teoria das Inteligências Múltiplas (Gardner, 1983) no ensino de Inglês no 1.º ciclo faz todo o sentido, tendo em conta a necessidade de dinamizar as diversas capacidades e aptidões dos alunos.
The following report presents my didactic experience that took place during the Teaching Training Practice, in the academic year of 2016/2017, with a 3rd grade class in Escola Básica Rosa Lobato Faria of the Agrupamento Patrício Prazeres in Lisbon. The practice occurred over a period of nine classes of sixty minutes each, during which the “My body and face” didactic unit was taught, a unit included in the New Treetops 3 textbook (Howell & Kester-Dodgson, 2015), in which the main topic focused on parts of the human body and physical description. The unit taught was planned taking into account the needs, abilities and interests of the students of this age group. In addition, the planning was elaborated and put into practice according to the criteria and principles of Gardner’s (1983) Multiple Intelligences theory in teaching a foreign language. It was my intention to verify, through my teaching experience, the influence and impact of this theory in the process of teaching and learning English in the 1st cycle. Thus, I tried to teach all the linguistic contents through activities that stimulated the multiple intelligences of all the students. To achieve this, throughout the teaching of the didactic unit, students were asked to perform some tasks related to the characteristics associated with each intelligence. According to the principles of the theory, I took into account the need to present a diverse teaching practice, both in terms of the activities presented and in terms of the didactic materials used. These were essentially of visual, auditory, tactile and kinaesthetic stimulation, with the intent of being in line with the preferred learning styles of students of this level, as well as their various intelligences. In order to assess the success of the learning of the contents, through the application of this theory, assessment was conducted through several instruments, such as direct (informal) observation, a written test and a questionnaire. After analysing all the assessment instruments, it can be concluded that the results were positive and that the application of the principles of the Multiple Intelligences theory (Gardner, 1983) in the teaching of English in the 1st cycle makes perfect sense, taking into account the students’ various competencies and skills.
The following report presents my didactic experience that took place during the Teaching Training Practice, in the academic year of 2016/2017, with a 3rd grade class in Escola Básica Rosa Lobato Faria of the Agrupamento Patrício Prazeres in Lisbon. The practice occurred over a period of nine classes of sixty minutes each, during which the “My body and face” didactic unit was taught, a unit included in the New Treetops 3 textbook (Howell & Kester-Dodgson, 2015), in which the main topic focused on parts of the human body and physical description. The unit taught was planned taking into account the needs, abilities and interests of the students of this age group. In addition, the planning was elaborated and put into practice according to the criteria and principles of Gardner’s (1983) Multiple Intelligences theory in teaching a foreign language. It was my intention to verify, through my teaching experience, the influence and impact of this theory in the process of teaching and learning English in the 1st cycle. Thus, I tried to teach all the linguistic contents through activities that stimulated the multiple intelligences of all the students. To achieve this, throughout the teaching of the didactic unit, students were asked to perform some tasks related to the characteristics associated with each intelligence. According to the principles of the theory, I took into account the need to present a diverse teaching practice, both in terms of the activities presented and in terms of the didactic materials used. These were essentially of visual, auditory, tactile and kinaesthetic stimulation, with the intent of being in line with the preferred learning styles of students of this level, as well as their various intelligences. In order to assess the success of the learning of the contents, through the application of this theory, assessment was conducted through several instruments, such as direct (informal) observation, a written test and a questionnaire. After analysing all the assessment instruments, it can be concluded that the results were positive and that the application of the principles of the Multiple Intelligences theory (Gardner, 1983) in the teaching of English in the 1st cycle makes perfect sense, taking into account the students’ various competencies and skills.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico, Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Língua inglesa - Estudo e ensino Ensino básico (1º ciclo) Inteligências múltiplas Relatórios da prática de ensino supervisionada - 2018