USES OF SATL & MULTIPLE INTELINGENCES[MI] IN DESIGNING OUTDOOR ACTIVITIES

1. USES OF SATL & MULTIPLE INTELINGENCES[MI] IN DESIGNING OUTDOOR ACTIVITIES IN LINGUISTICS ,AND MATH IN PRIMARY SCHOOLS A.F.M.FAHMY*, N. EL-DABIE*, A.GEITH*, F.E.AWAD*, H.MADBOLY** *Ain Shams University **El- Azhar University Wesite:www.satlcentral.com ICTL Conference, BOS. MA July 09

2. Type of Intelligences: • Gardner'initially formulated a list of seven • intelligences. • The first two are ones that have been typically valued in schools. -The next three are usually associated with the arts. - The final two are what Howard Gardner called 'personalintelligences.

3. Linguistic intelligence: • Sensitivity to spoken and written language. • -The ability to learn languages . • -The capacity to use language to accomplish certain goals. • Writers, lawyers and speakers are among those having • high linguistic intelligence

4. Logical-mathematical intelligence: • The ability to detect patterns, reason deductively • and think logically. • Consists of the capacity to analyze problems logically. • Carry out mathematical operations, and Investigate issues scientifically. - Most often Associated With Scientific And Mathematical Thinking. • Musical intelligence: involves • Skill in the performance, composition. • Appreciation of musical patterns.

5. Bodily-kinesthetic intelligence -It is the ability to use mental abilities to coordinate bodily movements - Entails the Potential of using one's whole body or parts of the body to solve problems. • Spatial intelligence involves : -The potential to Recognize and use the Patterns of wide space and more confined areas.

6. Interpersonal intelligence: -The capacity to understand the intentions, motivations and desires of other people. - It allows people to work effectively with others. - Educators, salespeople, religious and political leaders andcounselors all need a well-developed interpersonal intelligence

7. Intrapersonal intelligence : -The capacity to understand oneself, to appreciate one's feelings, fears and motivations. -The seven intelligences rarely operate independently. - They are used at the same time and tend to complement each other as people develop skills or solve problems:

8. IMPLIMINTATION OF MUSICAL, BODILY- KINESTHETIC, INTERPERSONAL INTELLIGENCES IN TEACHING &LEARNING LANGUISTICS,AND MATH SYSTEMIC OUTDOOR ACTIVITY • - This activity was designed and implemented as the result of Successful cooperation between Teachers of English, Arabic languages, Math , Music , and sports • OBJECTIVES: • - Uses Musical, body kinesthetic ,Interpersonal Intelligences in learning linguistics & Math • Create attitudes towards working in Team - .Create better environment for Teaching and learning

9. SENARIO • I- Teacher of Arabic Language Ask The pupils to write the following: • 1- Arabic Letters on pieces of white hard paper • Examples: • 2- Arabic words on pieces of white hard paper • Examples:

10. II- Teacher of English Language Ask The pupils to write the following : 1-English letters on pieces ofredhard paper • Examples: • 2-English translation of the Arabic words on red hard paper • Examples:

11. III- Math Teacher Ask the pupils to write the following : Numbers from [ 1-10 ]on pieces of white hard papers Examples: 2- Numbers with [+] or[ -] signs Examples:

12. SYSTEMIC DESIGN OF THE PLAYING AREA OF THE SCHOOL Fig. 1

13. Fig.2 Fig.3 Fig.4 أ آ أنا آكل e ا ل نـ كـ eat t a

14. Fig. 6 Fig. 5 d f food o o ا لـ ا م الطعام عـ ط

15. I Fig.7 آ أ d f أنا آكل e food ا ل كـ نـ o o eat t a ا لـ ا م الطعام عـ ط

16. Fig. 8 I food eat Fig. 9 أنا الطعام آكل

17. Fig. 10 أنا الطعام آكل I food eat • PLAYING AREA OF THE SCHOOL AT THE END OF THE PERFORMACE • - Teacher of Math call the pupils to replace Arabic, and English words in the linguistic systemic with digits equivalent to the number of letters in the [Arabic / English] words.

18. Fig. 11 3 6 3 1 4 3 • PLAYING AREA OF THE SCHOOL AT THE END OF THE PERFORMACE

19. At the end of performance activity: Teachers ask pupils to go back to their class rooms in a well organized manner. • -Pupils withdraw from their systemics with playing Music.

20. References: • 1) Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books. The second edition was published in Britain by Fontana Press. • 2) Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York. • 3) Basic Books. Kornhaber, M. L. (2001) 'Howard Gardner' in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. From Piaget to the present, London: • 4)- Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in Teaching and Learning for 21st Century, J pure Appl. 1999, [15th ICCE, Cairo, August 1998]. • أما العلاقة بين العدد الأصغر والأكبر (أصغر  أكبر) هى علاقة جمع.