MULTIPLE INTELLIGENCES

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Teachers have always known that their students have different strengths.

EX: some students are better visual learners than aural learners.

Psychologist Howard Gardner worked on multiple intelligence has been influential in language teaching circles.

He has the theorized that individuals have at least seven distinct intelligences that can be developed over a lifetime.

The seven are:

1. LOGICAL-MATHEMATICAL

The ability to use numbers effectively, to see abstract patterns, and to reason well

2. VISUAL/SPATIAL

the ability to orient oneself in the environment, to create , and mental images, and a sensitivity to shape, size, color

3. VERBAL/LINGUISTIC

The ability to use ;language effectively and creatively

4. BODILY/KINESTHETIC

The ability to use one’s body to express oneself and to solve problems

5. MUSICAL/RHYTHMIC

An ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody

6. INTERPERSONAL

The ability to understand another person’s moods, feelings, motivations, and intentions

7. INTRAPERSONAL

The ability to understand oneself and to practice selfdiscipline

While everyone might possess these seven intelligences, they are not equally developed in any one individual.

Teachers can keep track of which type they are emphasizing in the classroom.

Logical-mathematical

Puzzles and games, logical, sequential presentations, classifications and categorizations

Visual/Spatial Charts and grids, videos, drawing

Verbal/Linguistic

Note-taking, storytelling, debates

Bodily/kinesthetic

Hands-on activities, field trips, pantomime

Musical/rhythmic

Singing, playing music, jazz chants

Interpersonal Pair work, project work, group problem-solving

Intrapersonal Self-evaluation, journal keeping, options for homework

STEP1 :

Give students a riddle and ask them to solve it in pairs : I have eyes, but I see nothing. I have ears, but I hear nothing. I have a mouth, but I cannot speak. If I am young, I stay young; if I am old, I stay old. What am I ?

Answer: a person in a painting or photograph. (Intelligences: interpersonal, verbal/linguistic )

STEP2:

Guided imagery: Tell students to close their eyes and to relax; then describe a painting to them. Ask them to imagine it. Play music while you are giving the students the description.

(Intelligences: spatial/ visual intelligence , musical)

STEP3:

Distribute to each person in a small group a written description of the same painting they have just heard described. Each description is incomplete, however, and no two in the group are quite the same.

(Intelligences: interpersonal, verbal/linguistic)

STEP4:

Ask the groups to create a tableau of the painting by acting out the description.

(Intelligences: body/kinesthetic)

STEP5:

Show the students the painting. Ask them to find five things about it that differ from their tableau or from how they imaged the painting to look.

(Intelligences: logical/mathematical)

STEP6:

Reflection: Ask students if they have learned anything about how to look at a painting. Ask them if they have learned anything new about the target language.

(Intelligences: intrapersonal)

CONCLUSION

In this chapter we have considered methodological innovations that have revolved around language learners.

As teachers, it can be useful to be reminded about the unique qualities of each of our students.

Thank you