24456 Multiple Intelligences

8/10/2019 24456 Multiple Intelligences

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Multiple Intelligences

The theory of multiple intelligences wasdeveloped in 1983 by Dr. Howard Gardner,professor of education at Harvard University.It suggests that the traditional notion ofintelligence, based on I.Q. testing, is far toolimited. Instead, Dr. Gardner proposes eightdifferent intelligences to account for a broaderrange of human potential in children andadults.


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1-Linguistic Intelligence : word smart

2-Logical-mathematical intelligence: number

smart

3-Spatial intelligence : picture smart

4- Bodily-Kinesthetic intelligence : body smart

5-Musical intelligence : music smart

6-Interpersonal intelligence : people smart

7-Intrapersonal intelligence : self smart

8--Naturalist intelligence : nature smart


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Dr. Gardner says that our schools and culture focusmost of their attention on linguistic and logical-mathematical intelligence. We esteem the highlyarticulate or logical people of our culture. However, Dr.Gardner says that we should also place equal attentionon 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. The theory of multipleintelligences proposes a major transformation in the wayour schools are run. It suggests that teachers be trainedto present their lessons in a wide variety of ways usingmusic, cooperative learning, art activities, role play,multimedia, field trips, inner reflection, and much more .


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Here are the eight intelligences :

Linguistic Intelligence

The ability to read , write and communicate with words.

Authors, journalists, poets, orators and comedians are

obvious examples of people with linguistic intelligence.

Famous examples: Charles Dickens, Abraham Lincoln,

T.S. Eliot, Sir Winston Churchill .


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Mathematical Intelligence-Logical

The ability to reason and calculate, to think things throughin a logical, systematic manner. These are the kinds of

skills highly developed in engineers, scientists,

economists, accountants, detectives and members of the

legal profession .

Famous examples: Albert Einstein, John Dewey .


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Spatial Intelligence-Visual

The ability to think in pictures, visualize a future result. Toimagine things in your mind's eye. Architects, sculptors,

sailors, photographers and strategic planners. You use it

when you have a sense of direction,when you navigate

or draw .Famous examples: Picasso, Frank Lloyd Wright .


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Musical Intelligence

The ability to make or compose music, to sing well, orunderstand and appreciate music , to keep rhythm. It's atalent obviously enjoyed by musicians, composers, andrecording engineers. But most of us have a musicalintelligence which can be developed. Think of how

helpful it is to learn with a jingle or rhyme .

Famous examples: Mozart, Leonard Bernstein, RayCharles .


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Kinesthetic Intelligence-Bodily

The ability to use your body skillfully to solve problems,

create products or present ideas and emotions. An ability

obviously displayed for athletic pursuits, dancing, acting,

artistically, or in building and construction. You can

include surgeons in this category but many people whoare physically talented"good with their hands"don't

recognize that this form of intelligence is of equal value to

the other intelligences .

Famous examples: Charlie Chaplin, Michael Jordan


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Interpersonal (Social) Intelligence

The ability to work effectively with others, to relate to otherpeople, and display empathy and understanding, to

notice their motivations and goals. This is a vital human

intelligence displayed by good teachers, facilitators,

therapists, politicians, religious leaders and sales people.Famous examples: Gandhi, Ronald Reagan, Mother

Teresa, Oprah Winfrey.


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Intrapersonal Intelligence

The ability for self-analysis and reflectionto be able to

quietly contemplate and assess one's accomplishments,

to review one's behavior and innermost feelings, to make

plans and set goals, the capacity to know oneself.

Philosophers, counselors, and many peak performers inall fields of endeavor have this form of intelligence .

Famous examples: Freud, Eleanor Roosevelt, Plato .

In 1996, Gardner decided to add an eighth intelligence

(Naturalist) and in spite of much speculation resisted thetemptation to add a ninthSpiritualist Intelligence .


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Naturalist Intelligence

The ability to recognize flora and fauna, to make otherconsequential distinctions in the natural world and to use

this ability productivelyfor example in hunting, farming,

or biological science. Farmers, botanists,

conservationists, biologists, environmentalists would alldisplay aspects of the intelligence .

Famous examples: Charles Darwin, E.O. Wilson


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Multiple intelligences in the ESL

Classroom

Here is a discussion of the eight different

intelligences Dr. Gardner proposes and their

relationship to the ESL / EFL classroom. Eachexplanation is followed by lesson plans or exercises

which can be used in class.


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Verbal / Linguistic

Explanation and understanding through the use of

words.This is the most common means of teaching. In the mosttraditional sense, the teacher teaches and the studentslearn. However, this can also be turned around andstudents can help each other understand concepts.

While teaching to other types of intelligences isextremely important, this type of teaching focuses onusing language and will continue to play the primary rolein learning English.

Example Lesson Plans

Comparative and Superlative Forms

Using Context-Reading
http://esl.about.com/library/lessons/blcompsup.htmhttp://esl.about.com/library/lessons/blreadcontext.htmhttp://esl.about.com/library/lessons/blreadcontext.htmhttp://esl.about.com/library/lessons/blreadcontext.htmhttp://esl.about.com/library/lessons/blreadcontext.htmhttp://esl.about.com/library/lessons/blreadcontext.htmhttp://esl.about.com/library/lessons/blreadcontext.htmhttp://esl.about.com/library/lessons/blreadcontext.htmhttp://esl.about.com/library/lessons/blcompsup.htm


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Visual / Spatial

Explanation and comprehension through the use

of pictures, graphs, maps, etc.This type of learning gives students visual clues tohelp them remember language. In my opinion,the use of visual, spatial and situational clues is

probably the reason learning a language in anEnglish speaking country (Canada, USA,England, etc.) is the most effective way to learnEnglish.


Vocabulary Charts
http://esl.about.com/library/lessons/blvocabtrees.htmhttp://esl.about.com/library/lessons/blvocabtrees.htm


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Body / Kinesthetic

Ability to use the body to express ideas, accomplish tasks,create moods, etc.This type of learning combines physical actions withlinguistic responses and are very helpful for tyinglanguage to actions. In other words, repeating "I'd like topay by credit card." in a dialogue is much less effective

than having a student act out a role-play in which hepulls out his wallet and says, "I'd like to pay by creditcard."


Lego Building Blocks

Simon Says-Young Learner's Games for ESL Classes
http://esl.about.com/cs/teachingresources/a/bl_clogs.htmhttp://esl.about.com/library/lessons/blchildren_simon.htmhttp://esl.about.com/library/lessons/blchildren_simon.htmhttp://esl.about.com/library/lessons/blchildren_simon.htmhttp://esl.about.com/library/lessons/blchildren_simon.htmhttp://esl.about.com/library/lessons/blchildren_simon.htmhttp://esl.about.com/library/lessons/blchildren_simon.htmhttp://esl.about.com/library/lessons/blchildren_simon.htmhttp://esl.about.com/cs/teachingresources/a/bl_clogs.htmhttp://esl.about.com/cs/teachingresources/a/bl_clogs.htm


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Logical / Mathematical

Use of logic and mathematical models to represent andwork with ideas.

Grammar analysis falls into this type of learning style. Manyteachers feel that English teaching syllabi are too loadedtowards grammar analysis which has little to do withcommunicative ability. Nonetheless, using a balancedapproach, grammar analysis has it's place in theclassroom. Unfortunately, because of certainstandardized teaching practices, this type of teachingsometimes tends to dominate the classroom.


English Grammar Review
http://esl.about.com/library/lessons/blgr_lower_review1.htmhttp://esl.about.com/library/lessons/blgr_lower_review1.htm


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Musical

Ability to recognize and communicate using melody,rhythm, and harmony.

This type of learning is sometimes underestimated in ESL

classrooms. If you keep in mind that English is a very

rhythmic language because of its tendency to accent

only certain words, you'll recognize that music plays a

role in the classroom as well.


Grammar Chants

Music in the Classroom

Practicing Stress and Intonation

Tongue Twisters
http://esl.about.com/od/grammarlessons/a/chant_intro.htmhttp://esl.about.com/library/lessons/blbrainmusic.htmhttp://esl.about.com/library/lessons/blstress.htmhttp://esl.about.com/od/englishlistening/a/ttwister_master.htmhttp://esl.about.com/od/englishlistening/a/ttwister_master.htmhttp://esl.about.com/library/lessons/blstress.htmhttp://esl.about.com/library/lessons/blbrainmusic.htmhttp://esl.about.com/od/grammarlessons/a/chant_intro.htmhttp://esl.about.com/od/grammarlessons/a/chant_intro.htm


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Interpersonal

Ability to get along with others, work with others toaccomplish tasks.

Group learning is based on interpersonal skills.Not only do students learn while speaking to

others in an "authentic" setting, they developEnglish speaking skills while reacting to others.Obviously, not all learners have excellentinterpersonal skills. For this reason, group workneeds to balanced with other activities.


Let's Do Tourism
http://esl.about.com/library/lessons/bl_tourism1.htmhttp://esl.about.com/library/lessons/bl_tourism1.htm


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Intrapersonal

Learning through self-knowledge leading to understanding

of motives, goals, strengths and weaknesses.

This intelligence is essential for long-term English learning.

Students who are aware of these types of issues will be

able to deal with underlying issues that can improve or

hamper English usage.


Setting ESL Objectives
http://esl.about.com/library/weekly/aa010700a.htmhttp://esl.about.com/library/weekly/aa010700a.htmhttp://esl.about.com/library/weekly/aa010700a.htm


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Environmental

Ability to recognize elements of and learn from the naturalworld around us.

Similar to visual and spatial skills, Environmentalintelligence will help students master English required tointeract with their environment.

Example lesson planField trips
http://esl.about.com/library/weekly/aa030299.htm


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Traditionally, academic subjects have been taught in

ways that largely involve two intelligenceslinguistic and

logical-mathematical. Now consider what an IQ testbasically measuresability with words and numbers. So

students who are naturally strong in linguistic and

mathematical intelligences do well on the standard

Stanford-Binet IQ test. Therefore, it's a fairly good

predictor of success at school because the way we teach

(lectures) and the material with which we deal (logically

constructed books) depend heavily on these two

intelligences. Since teachers are drawn from people who

do well at school, it's a self-perpetuating system .


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But is an IQ result a good predictor of happiness, of

economic success, of success in relationships, of

success in life? Not really. In a modern society, ofcourse, linguistic and logical-mathematical ability are

very important, but there are six other intelligences. It is

when you marshal all of your intelligences that you really

begin to use your full brain power .

Prepared by

Sherine Mohamed EL Deeb

Documents

24456 Multiple Intelligences