EED 104

MODULE 2
1ST SEM, S.Y. 2021-22

LESSON 1: METHODS AND TECHNIQUES IN TEACHING ARALING

PANLIPUNAN

LESSON 2: MULTIPLE INTELLIGENCES

LESSON 3: LEARNING STYLES

MA. XERXA DOAN P. BILLONES, MA.Ed.

 MODULE 2
TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES

Introduction

In the previous module, you have studied and understood the intended outcomes of
the teaching of Araling Panlipunan. Now, it’s time to learn how to achieve them.
This module will teach you the different approaches in teaching Araling Panlipunan. As
future teachers, the effectiveness of your lessons will greatly depend on the approaches
you use in teaching. Every learner has individual needs and some approaches will work on
some but not on other learners. Thus, as future teachers, you must be equipped with the
knowledge of different approaches and techniques so as to be versatile enough to impart
lessons with diverse learners.
Some lessons will require specific approach and technique for effective delivery. Let us
learn about the different approaches and techniques in the teaching of Araling Panlipunan.

Learning Outcomes

Upon completion of this Module, you shall be able to:

1. Identify the appropriate methods and techniques/activities for competency/ies
selected from the Araling Panlipunan Curriculum Guide
2. Discuss multiple intelligences and develop varied learning activities to cater
different intelligences and learning style.

Discussion

LESSON 1:
METHODS AND TECHNIQUES IN TEACHING ARALING PANLIPUNAN

According to the K to 12 Curriculum Guide, the teaching approach in the

teaching of Araling Panlipunan is based on constructivism, collaborative learning,
experiential and contextual learning, thematic approach, conceptual approach,
survey integrative, interdisciplinary and multidisciplinary.
We will be explaining each in this lesson.

A. Constructivist Approach
The constructivist theory of education was developed by Lev Vygotsky, a
psychologist and educator born in 1896. His theory was centered social
constructivism principles. Jerome Bruner later combined Vygotsky’s theories with
those of Jean Piaget, a cognitivist who regarded students as learners in their own
right that learned through their experiences. Vygotsky's ideas, along with those of
Piaget, became widely influential in the 1960s as "child-centered" theory that
challenged the more authoritative didactic teaching method previously favored.
 The constructivist model put forth by Piaget, Vygotsky and Bruner has had
reaching implications for contemporary classroom practice (Williams, 2018).
Constructivism is a view of learning based on the belief that knowledge
isn't a thing that can be simply given by the teacher at the front of the room to
students in their desks. Rather, knowledge is constructed by learners through an
active, mental process of development; learners are the builders and creators of
meaning and knowledge. Constructivism draws on the develomental work of Piaget
(1977) and Kelly (1991). Twomey Fosnot (1989) defines constructivism by
reference to four principles: learning, in an important way, depends on what we
already know; new ideas occur as we adapt and change our old ideas; learning
involves inventing ideas rather than mechanically accumulating facts; meaningful
learning occurs through rethinking old ideas and coming to new conclusions about
new ideas which conflict with our old ideas. A productive, constructivist classroom,
then, consists of learner-centered, active instruction. In such a classroom, the
teacher provides students with experiences that allow them to hypothesize,
predict, manipulate objects, pose questions, research, investigate, imagine, and
invent. The teacher's role is to facilitate this process (Gray, 1995).

A constructivist teacher and a constructivist classroom exhibit a number

of discernable qualities markedly different from a traditional or direct instruction
classroom. A constructivist teacher is able to flexibly and creatively incorporate
ongoing experiences in the classroom into the negotiation and construction of
lessons with small groups and individuals. The environment is democratic, the
activites are interactive and student centered, and the students are empowered by
a teacher who operates as a facilitator/consultant. Constructivist classrooms are
structured so that learners are immersed in experiences within which they may
engage in meaning-making inquiry, action, imagination, invention, interaction,
hypothesizing and personal reflection. Teachers need to recognize how people use
their own experiences, prior knowledge and perceptions, as well as their physical
and interpersonal environments to construct knowledge and meaning. The goal is
to produce a democratic classroom environment that provides meaningful learning
experiences for autonomous learners (Gray, 1995).

B. Collaborative Learning
“Collaborative learning” is an umbrella term for a variety of educational
approaches involving joint intellectual effort by students, or students and teachers
together. Usually, students are working in groups of two or more, mutually
searching for understanding, solutions, or meanings, or creating a product.
Collaborative learning activities vary widely, but most center on students’
exploration or application of the course material, not simply the teacher’s
presentation or explication of it. Collaborative learning represents a significant
shift away from the typical teachercentered or lecture-centere milieu in college
classrooms. In collaborative classrooms, the lecturing/ listening/note-taking
 process may not disappear entirely, but it lives alongside other processes that are
based in students’ discussion and active work with the course material. Teachers
who use collaborative learning approaches tend to think of themselves less as
expert transmitters of knowledge to students, and more as expert designers of
intellectual experiences for students-as coaches or mid-wives of a more emergent
learning process (Smith & MacGregor, 1995).

Smith and MacGregor (1995) further discussed a set of assumptions about

the learning process in collaborative learning:

1. Learning is an active process whereby students assimilate the information and

relate this new knowledge to a framework of prior knowledge.
2. Learning requires a challenge that opens the door for the learner to actively
engage his/her peers, and to process and synthesize information rather than
simply memorize and regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people with varied
backgrounds.
4. Learning flourishes in a social environment where conversation between
learners takes place. During this intellectual gymnastics, the learner creates a
framework and meaning to the discourse.
5. In the collaborative learning environment, the learners are challenged both
socially and emotionally as they listen to different perspectives, and are
required to articulate and defend their ideas. In so doing, the learners begin to
create their own unique conceptual frameworks and not rely solely on an
expert's or a text's framework. Thus, in a collaborative learning setting,
learners have the opportunity to converse with peers, present and defend
ideas, exchange diverse beliefs, question other conceptual frameworks, and be
actively engaged.

Collaborative learning processes can be incorporated into a typical 50-

minute class in a variety of ways. Some require a thorough preparation, such as a
long-term project, while others require less preparation, such as posing a question
during lecture and asking students to discuss their ideas with their neighbors (see
concept tests). As Smith and MacGregor state, "In collaborative classrooms, the
lecturing/listening/note-taking process may not disappear entirely, but it lives
alongside other processes that are based in students' discussion and active work
with the course material." Regardless of the specific approach taken or how much
of the ubiquitous lecture-based course is replaced, the goal is the same: to shift
learning from a teacher-centered to a student-centered model.

C. Experiential and Contextualized Learning

As explained in the book Principles of Teaching 2 by Bilbao, et al,
Experiential and Contextualized Learning, as the name implies, is a learning which
begins with experience and ends in experience. Lessons begin with a discussion of
 concrete experience and proceeds to an analysis and reflection of the concrete
experience that eventually leads to abstraction or generalization which is brought
back to the realm of experience for application of what is learned which is another
set of experience which can be analyzed and reflected on and so on. The cycle
begins and ends with experience then starts again. Experiential learning is
inductive, learner-centered and activity_ oriented. Personalized reflection about an
experience and the formulation of plans to apply learning to other contexts are
critical factors in effective experiential learning. The emphasis in experiential
learning is on the process of learning and not on the product. Experiential learning
can be viewed as a cycle consisting of five phases, all of which are necessary:
• experiencing (an activity occurs)
• sharing or publishing (reactions and observations are shared)
• analyzing or processing (patterns and dynamics are determined)
• inferring or generalizing (principles are derived)
• applying (plans are made to use learning in new situations).

This is also called contextualized learning because learning is rooted in

human experience; meaning, the context of learning is experience itself. Araling
Panlipunan as a subject develops the following themes across the Grades: 1) tao,
kapaligiran at lipunan; 2) panahon, pagtutuloy at pagbabago; 3) kultura,
pananagutan at pagkabansa; 4) karapatan, pananagutan at pagkamamamayan, 5)
kapangyarihan, awtoridad at pamanzahala; 6) produksyon, distribusyon at
pagkonsumo and 7) ugnayang pangrehiyon at pangmundo. This is an evidence of the
use of the spiral progression approach. To be truly spiral, these themes are
discussed in even grade level treated in an increasing complexity across the Grades.

D. Thematic Method
Thematic approach is the way of teaching and learning where many areas
of the curriculum are connected together and integrated within a theme thematic
approach to instruction is a powerful tool for integrating the curriculum and
eliminating isolated and reductionist nature of teaching it allows learning to be
more natural than then fragmented nature of the school activities. Here the
students are actively involved and they learn more skills through thematic learning
cognitive skills such as reading, thinking, memorizing and writing are put in the
context of a real life situation under the broad aim to allow for creative exploration.
Thematic instruction is based on the idea that people acquire knowledge, best
when learned in the context of a coherent whole and when they can connect what
they are learning to the real world. Esu (2012) highlighted steps in selecting a
theme as follows.
1. Choosing a theme (teachers strive to connect the theme to the student’s
everyday life).
2. Designing the integrated curriculum. teachers must organize learning
objectives of the curriculum both process skills and content knowledge
 around the theme. In the study of weather/climate of a place for instance
mathematics, social studies, science etc are involved.
3. Designing the instruction: This usually involves making changes to the class
schedule combing hours normally devoted to specific topics organizing
fieldtrips, teaching in teams, bringing outside experts etc.
4. Encouraging presentation and celebration: Because thematic instruction is
often project oriented. It frequently involves students going collective
presentation to the rest of the school or community.

Thematic method, as the name suggests, is when learning revolves around a

theme. The K to 12 Curriculum Guide for Araling Panlipunan enumerates the
following themes across the Grades: 1) tao, kapaligiran at lipunan; 2) panahon,
pagtutuloy at pagbabago; 3) kultura, pananagutan at pagkabansa; 4) karapatan,
pananagutan at pagkamamamayan; 5) kapangyarihan, awtoridad at pamamahala;
6) produksyon, distribusyon at pagkonsumo and 7) ugnayang pangrehiyon at
pangmundo. Each theme should be accompanied by focus questions.

E. Conceptual Approach
It involves the process of concept formation. Concepts are "mental
constructions representing categories of information that contain defining
attributes" (Walker & Advant, 1988). The conceptual approach is a structured
inquiry process where students figure out the attributes of a group or category that
has already been formed by the teacher. To do so, students compare and contrast
examples that contain the attributes of the examples with examples that do not
contain those attributes (non-examples). They then separate them into two groups.
The process of concept attainment, then, is the search for and identification
of attributes that can be used to distinguish examples of a given group or category
from non-examples. To test if students attained the correct concept, teacher asks
them to give examples and non-examples. The concept attainment process may
proceed deductively (from rule/definition to examples) or inductively (from
examples to rule/definition). Conceptual approach is higher than content-focused
teaching. For interactive teaching the following variations of the conceptual
approach may be employed:
• Present all of the positive examples to the students at once and have them
determine the essential attributes.
• Present all of the positive and negative examples to the students without
labeling them as such. Have them group the examples into the two categories and
determine the essential attributes.
• Have the students define, identify the essential attributes of, and choose
positive examples for a concept already learned in class.

F. Integrative Approach
The integrated approach helps pupils get a unified view of reality, and
enhances their capability to acquire real-life skills. It does this by linking learning
content between and among subject areas. There is integration when pupils are able
to connect what they are learning in one subject area to a related content in another
subject area. For instance, topics learned in Math or Social Studies may be used by
the pupils with related concepts and skills in Reading and Language. The quality of
learning outcomes improves as pupils are able to integrate information across
disciplines instead of acquiring them in isolation (Dimalanta, 2016).
Using the integrative approach to teaching combines many subjects into
single lessons. The idea behind the theory is that students receive maximum
learning by acquiring knowledge and skills in more than one area in the same time-
frame. Integrating lessons can be done with any subjects, such as mixing language
arts with art by researching famous artists and then writing a report or math and
physical education where students play basketball while assigning different shots to
equal point values. The possibilities for integrated lessons are endless.
For meaningful, active, value-basal, integrative and challenging Araling
Panlipunan teaching, the following specific methods and techniques are suggested:
I. Tri-Question — This will enable the student to probe into events. Three
questions are asked: I) What happened? 2) Why did it happen? and 3) What are
possible consequences? In the lesson, you do not just ask what happened and that's
the end. Digging into the "why" and asking how it affects the student and you and all
others is indeed meaningful.
2. Moral dilemma method — In a moral dilemma a person is torn between
two actions. What are the crucial features of a moral dilemma? I) The person is
required to do each of the two actions; 2) The person can do each of the actions; 3)
The person cannot do both of the actions. 4) The person thus seems condemned to
moral failure; no matter what she does, she will do something wrong (or fail to do
something that she ought to do). The famous Heinz example illustrates moral
dilemma. A woman was near death from a special kind of cancer.
3. Lesson indigenization — Another way of making Araling Panlipunan
teaching integrative .and meaningful to students is indigenizing and localizing the
lessons. In indigenization, concepts are explained using thought patterns, materials
of indigenous communities. Abuso, et al cite the following techniques of
indigenizing: 1. Citing examples from the local culture related to the topic 2. Using
indigenous knowledge - local songs, stories, poem 3. Using indigenous aids such as
artifacts 4. Incorporating community resources in teaching - visit to scenic spots,
inviting local people as resource persons 5. Putting up learning resource centers
where local artifacts are displayed 6. Discussing local problems and issues 7.
Preserving local songs, dances and games 8. Using the local language in teaching 9.
Participating in local celebrations (Abuso, et al TEEP, 2002, p. 54)
4. Using varied learning activities to cater to students' multiple intelligences
and learning styles.
5. The conduct of survey or interview to gather data, recording, organizing,
analyzing and interpreting data to answer given problems is "hands-on, minds-on,
hearts-on" activity. Interviewing the elders in the community regarding history of
 the town and officials of the town. The teaching and learning of Araling Panlipunan
is active if it engages students in the learning process.
6. Service learning that involves community projects that occur during class
time falls under the category of multidisciplinary integration.
At Topa Topa Elementary School at Ojai. California, 5th and 6th grade students
created pamphlets on the pros and cons of pesticides to explain how crop pickers can
protect themselves against the substances. Students passed out the brochure, written
in Spanish and English, to workers and consumers throughout the Ojai Valley. Through
the project, students fulfilled state-required standards for language arts, science, and
social studies (Ragland, 2002).
This means that the teaching-learning of the standards for subjects like
language arts, science and social studies was intensified by their making of
pamphlets on the pros and cons of pesticides The students learned their lessons and
at the same time served the community, an effective way of inculcating service-
orientedness. It is service learning indeed.

LESSON 2:
MULTIPLE INTELLIGENCES

Many educators have had the experience of not being able to reach some students
until presenting the information in a completely different way or providing new options
for student expression. Perhaps it was a student who struggled with writing until the
teacher provided the option to create a graphic story, which blossomed into a beautiful
and complex narrative. Or maybe it was a student who just couldn't seem to grasp
fractions, until he created them by separating oranges into slices.

Because of these kinds of experiences, the theory of multiple intelligences

resonates with many educators. It supports what we all know to be true: A one-size-fits-
all approach to education will invariably leave some students behind. However, the
theory is also often misunderstood, which can lead to it being used interchangeably
with learning styles or applying it in ways that can limit student potential. While the
theory of multiple intelligences is a powerful way to think about learning, it’s also
important to understand the research that supports it.

Howard Gardner's Eight Intelligences

The theory of multiple intelligences challenges the idea of a single IQ, where human
beings have one central "computer" where intelligence is housed. Howard Gardner, the
Harvard professor who originally proposed the theory, says that there are multiple types
of human intelligence, each representing different ways of processing information:
 1. Verbal-linguistic intelligence refers to an individual's ability to analyze
information and produce work that involves oral and written language,
such as speeches, books, and emails.
2. Logical-mathematical intelligence describes the ability to develop equations
and proofs, make calculations, and solve abstract problems.
3. Visual-spatial intelligence allows people to comprehend maps and other
types of graphical information.
4. Musical intelligence enables individuals to produce and make meaning of
different types of sound.
5. Naturalistic intelligence refers to the ability to identify and distinguish
among different types of plants, animals, and weather formations found in
the natural world.
6. Bodily-kinesthetic intelligence entails using one's own body to create
products or solve problems.
7. Interpersonal intelligence reflects an ability to recognize and understand
other people's moods, desires, motivations, and intentions.
8. Intrapersonal intelligence refers to people's ability to recognize and assess
those same characteristics within themselves.

Dr. Gardner says that our schools and culture focus most of their attention on
linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical
people of our culture. However, Dr. Gardner says that we should also place equal attention
on individuals who show gifts in the other intelligences: the artists, architects, musicians,
naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world
in which we live. Unfortunately, many children who have these gifts don’t receive much
reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning
disabled,” “ADD (attention deficit disorder,” or simply underachievers, when their unique
ways of thinking and learning aren’t addressed by a heavily linguistic or logical-
mathematical classroom (Armstrong, 2020).

The theory of multiple intelligences proposes a major transformation in the way our
schools are run. It suggests that teachers be trained to present their lessons in a wide
variety of ways using music, cooperative learning, art activities, role play, multimedia, field
trips, inner reflection, and much more (see Multiple Intelligences in the Classroom, 4th ed.).
The good news is that the theory of multiple intelligences has grabbed the attention of
many educators around the country, and hundreds of schools are currently using its
philosophy to redesign the way it educates children. The bad news is that there are
thousands of schools still out there that teach in the same old dull way, through dry
lectures, and boring worksheets and textbooks. The challenge is to get this information out
to many more teachers, school administrators, and others who work with children, so that
each child has the opportunity to learn in ways harmonious with their unique minds The
Key Stage Standards

Refer below to the list of classroom activities that could be given to learners with
multiple intelligences.
 Source: Corpuz, B., Salandan, G. (2015). Principles of Teaching (with TLE). Lorimar Publishing, Inc.

LESSON 3:
LEARNING STYLES

Efforts to help educators cope with individual differences between learners have
drawn upon many sources, including Jungian personality and learning styles, and Howard
Gardener’s theory of multiple intelligences (verbal-linguistic, logical-mathematical, spatial,
musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalist-environmental).
Both models insist that we all have access to all styles/intelligences, but that we are
particularly strong in one or two of them.

In a book called So Each May Learn, Silver et al. (Silver et al. 2000; 1997) combine
these two frameworks to create tools for lesson planning. From the Jungian perspective,
they cross the perceiving (sensing-intuition) and judging (thinking-feeling) dimensions to
produce four learning styles, as follows:

P – Mastery Style (Sensing-Thinking)

A – Understanding Style (Intuitive-Thinking)
E – Self-Expressive Style (Intuitive-Feeling)
I – Interpersonal Style (Sensing-Feeling)

The authors connected these styles to Gardener’s multiple intelligences in a three-

step process. First, they spilt each intelligence four ways, defining a structure of concern for
each intelligence by identifying the mastery, understanding, self-expressive and
interpersonal aspects of each. They then looked at Jungian categorizations of careers, and
listed job categories that drew heavily upon different aspects of each intelligence. They give
the example of verbal-linguistic mastery (journalist, technical writer), understanding
(lawyer, academic), self-expression (copywriter, novelist) and intrapersonal aspects
(salesperson, counsellor). Finally they listed the tasks associated with these professions to
come up with four categories of activities for each intelligence. Based on this, a lesson-
planning matrix of styles-by-intelligences allows teachers to make sure that they use a
variety of techniques to engage their learners in every lesson.

The authors expand upon the different learning styles at length. An expansion the
styles given as dispositions follows below.

P – Mastery Style (Sensing-Thinking)

Sensitivity To: Acts, details, physical actions, steps.
Inclination For: Remembering, describing, manipulating, ordering.
Ability To: Organize, report, build, plan and execute projects.

A – Understanding Style (Intuitive-Thinking)

Sensitivity To: Gaps/flaws, questions, patterns, ideas.
Inclination For: Analysing, testing/proving, examining, connecting .
Ability To: Argue, research, develop theories, explain.

E – Self-Expressive Style (Intuitive-Feeling)

Sensitivity To: Hunches, images, possibilities, inspiration.
Inclination For: Predicting/speculating, imagining, generating ideas, developing
insights.
Ability To: Develop original solutions, think metaphorically, articulate ideas, express
and create.

I – Interpersonal Style (Sensing-Feeling)

Sensitivity To: Feelings, people, gut reactions, experiences.
Inclination For: Supporting, personalizing, expressing emotions, experiential
learning.
Ability To: Build trust and rapport, empathize, respond, teach.

Source: PAEI-Structures of Concern

Summary

In teaching Araling Panlipunan effectively, teachers employ different

approaches:
1. Constructivist Approach
2. Collaborative Learning
3. Experiential/Contextual Learning
4. Thematic Approach
5. Conceptual Approach
6. Integrative Approach
7. Interdisciplinary/Multidisciplinary Approach
 In using these approaches, teachers use several methods and techniques such as:
1. Tri-question method
2. Lesson Indigenization
3. 3. Multiple Intelligences and Learning styles
4. Survey/Interview
5. Service Learning

The teaching of Araling Panlipunan using these approaches, methods and

techniques would result to meaningful, active, value-based and challenging lessons.

The theory of multiple intelligences was proposed by Howard Gardner, which says
that there are multiple types of human intelligence, each representing different ways of
processing information:

1. Verbal-linguistic intelligence
2. Logical-mathematical intelligence
3. Visual-spatial intelligence
4. Musical intelligence
5. Naturalistic intelligence
6. Bodily-kinesthetic intelligence
7. Interpersonal intelligence
8. Intrapersonal intelligence

Learning-style theory begins with Carl Jung (1927), who noted major differences in
the way people perceived (sensation versus intuition), the way they made decisions
(logical thinking versus imaginative feelings), and how active or reflective they were while
interacting (extroversion versus introversion). Isabel Myers and Katherine Briggs (1977),
who created the Myers-Briggs Type Indicator and founded the Association of Psychological
Type, applied Jung's work and influenced a generation of researchers trying to understand
specific differences in human learning. Key researchers in this area include Anthony
Gregorc (1985), Kathleen Butler (1984), Bernice McCarthy (1982), and Harvey Silver and J.
Robert Hanson (1995).Most learning-style theorists have settled on four basic styles. Our
own model, for instance, describes the following four styles (Silver, Strong & Perini, 1997):

1. The Mastery style learner absorbs information concretely; processes

information sequentially, in a step-by-step manner; and judges the value of
learning in terms of its clarity and practicality.
2. The Understanding style learner focuses more on ideas and abstractions; learns
through a process of questioning, reasoning, and testing; and evaluates learning
by standards of logic and the use of evidence.
3. The Self-Expressive style learner looks for images implied in learning; uses
feelings and emotions to construct new ideas and products; and judges the
learning process according to its originality, aesthetics, and capacity to surprise
or delight.
 4. The Interpersonal style learner, like the Mastery learner, focuses on concrete,
palpable information; prefers to learn socially; and judges learning in terms of its
potential use in helping others.

Assessment

I. Select from the Araling Panlipunan Curriculum Guide competencies which can be
taught by the use of the following methods/techniques.

Multiple
Lesson Intelligences Survey/ Service
Grades Tri-Question Indigenization and Learning Interview Learning
Styles

6
 II. PORTFOLIO CONTENT:
With the given learning competency in Grade 6 Araling Panlipunan, think of
an activity that will cater the eight intelligences as discussed in the module:

Natutukoy ang kinalalagyan ng Pilipinas sa mundo sa globo at mapa

batay sa ”absolute location” nito (longitude at latitude (AP6PMK-Ia-1)

Intelligences Activity

1. Verbal-linguistic
intelligence
2. Logical-mathematical
intelligence
3. Visual-spatial
intelligence
4. Musical intelligence

5. Naturalistic intelligence

6. Bodily-kinesthetic
intelligence
7. Interpersonal
intelligence
8. Intrapersonal
intelligence

Reference:
Corpuz, B., Salandan, G. (2015). Principles of Teaching (with TLE). Lorimar Publishing, Inc.
https://www.theclassroom.com/constructivist-approach-teaching-8455246.html
https://saskschoolboards.ca/wp-content/uploads/97-07.htm
http://archive.wceruw.org/cl1/CL/moreinfo/MI2A.htm
https://www.evergreen.edu/sites/default/files/facultydevelopment/docs/WhatisCollaborativeLearning.pdf
http://www.eajournals.org/wp-content/uploads/Teachers----Understanding-and-Use-of-Thematic-Approach-in-
Teaching-and-Learning-of-Social-Studies-in-Rivers-State1.pdf
http://diwalearningtown.com/qualityteacher/diwa-innovation-spotlight/Integrated-approachs
https://classroom.synonym.com/ensure-students-engaged-classroom-7702283.html
https://www.institute4learning.com/resources/articles/multiple-intelligences/
http://paei.wikidot.com/silver-et-al-learning-styles-multiple-intelligences
http://www.ascd.org/publications/educational-leadership/sept97/vol55/num01/Integrating-Learning-Styles-and-
Multiple-Intelligences.aspx
*END OF MODULE*