on of nine different types of intelligences were acknowledged by the teacher who provided various opportunities for the students to demonstrate their unique intelligences. Giving the students the freedom to choose their method of presentation enabled students to tap into their own cognitive strengths in order to perform their tasks successfully. Furthermore, the grouping format also allowed the individual students to gravitate towards the roles that allowed them to demonstrate their strengths.
Second, the principles of brain-based learning were also incorporated into the lesson. Brain-based learning basically revolves around the optimal utilization of the brain, which is derived from an understanding of how the brain operates (Sousa, 1998). The teacher's modification of the language arts lesson with the use of a film version (instead of the book), the grouping format and the variations in the group presentation method certainly reflected her understanding that the brain is able to learn best when the students are fully engaged in meaningful, interesting and stress-free learning experiences (Sous
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