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: -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 'personal intelligences. Gardner' initially formulated a list of seven intelligences.

3. -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 Linguistic intelligence :

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

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

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 and counselors all need a well-developed interpersonal intelligence

7. - 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: Intrapersonal intelligence :

8. IMPLIMINTATION OF MUSICAL, BODILY- KINESTHETIC, INTERPERSONAL INTELLIGENCES IN TEACHING &LEARNING LANGUISTICS,AND MATH SYSTEMIC OUTDOOR ACTIVITY 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 1- Arabic Letters on pieces of white hard paper Examples: أبعسص الطعامأنـاآكل 2- Arabic words on pieces of white hard paper Examples: I- Teacher of Arabic Language Ask The pupils to write the following:

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

11. II.2- Numbers with [+] or[ -] signs +1 +2-2+3-3 III- Math Teacher Ask the pupils to write the following : 3456 Examples: I.Numbers from [ 1-10 ]on pieces of white hard papers

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

13. Fig.2 أ نـا أنا Fig.3 آ كـل آكل Fig.4 eat e t a

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

15. WHITE TEAM [ ARABIC] RED TEAM [ENGLISH] I أ نـا أنا آ كـل آكل eat e t a o o d f food الطعام ا م ط عـ لـ ا Fig.7

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

17. 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. أنا آكل الطعام Fig. 10 I food eat

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

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.