Post on 03-Jun-2018
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Multiple Intelligences
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Introduction
New definition of intelligence
The eight multiple intelligences
The importance of multiple intelligences in education
Activities that teachers can implement in their
classrooms
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This theory was
created by Dr.
Howard Gardner in
1983.
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Initially, Gardner named seven intelligences.
1.Verbal-linguistic
2.Logical - mathematical
3.Spatial-visual4.Bodily-kinesthetic5.Musical6.Intrapersonal
7.Interpersonal8.Naturalist (In 1999 he added an eighth intelligence.)
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Verbal / Linguistic Intelligence
This intelligence refers to the ability to use words
effectively both orally and in writing. It includes
abilities such as the ability to remember information,
convince others to help you, and to talk aboutlanguage itself (Christison, 2005, p.5).
Reading ActivitiesWriting Activities
Speaking Activities
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Naturalist Intelligence
It relates to the ability to find patterns and
recognize and classify plants, minerals, and animals,
including rocks and all varieties of flora and fauna. It
is also the ability to recognize cultural artifacts likecars or sneakers (Christison, 2005, p.6).
Focus the attention on the
world outside the classroomIdentify parts of real plants
Participate in field trips to
learn about plants or animals
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Visual / Spatial Intelligence
It focuses on the ability to have sensitivity to form,
space, color, line, and shape. It includes the ability to
graphically represent visual or spatial ideas
(Christison, 2005, p.5).
Visual Mapping Activities
Creating charts and bulletin
boards.Drawing and labeling pictures.
Imagining scenes
Reading maps
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Interpersonal intelligence
They work well with people and they are sensitive to
slight variations in peoples moods, attitudes, and
desires.
Body language
Moods
Voice
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Logical/mathematical
It is the ability to use numbers effectively, to see
abstract patterns, and to reason well. (Larsen-
Freeman, 2000, p. 169).
Calculations
Experiments
Inductive and
deductive reasoning
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Bodily / Kinesthetic
This intelligent consists in the ability to use one's
body to express oneself and to solve problems.
(Larsen-Freeman, 2000, p. 169).
Hands-on activities
Field trips
Pantomime
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Musical / rhythmic
These intelligent consists in an ability to recognize
tonal patterns and a sensitivity to rhythm, pitch,
melody. (Larsen-Freeman, 2000, p. 169).
Singing
Playing musicJazz chants
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Intrapersonal
These intelligent consists in the ability to understand
oneself and to practice self-discipline. (Larsen-
Freeman, 2000, p. 169).
Self-evaluation
Journal keepingOptions for homework
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Activities
Svava (2008) has said that they should be appealing
and include different intelligences.
Larsen-Freeman (2000) has indicated that teacherscan categorize the activities they use according to
the MI.
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Taxonomy of Language-Learning Activities for
Multiple Intelligences(Christison, 1997, p.7-8)
Linguistic / Verbal Intelligence:
Lectures, group discussions, books, worksheets, word
games, listening to cassettes or talking books, class
newspapers, collections of writing, student speeches,
storytelling, debates, journal keeping, memorizing, and
using word processors.
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Logical / Mathematical Intelligence:
Scientific demonstrations, logic problems, puzzles,
science thinking, calculations, story problems, creatingcodes, and logical-sequential presentation of subject
matter.
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Spatial / Visual Intelligence:
Charts, maps, diagrams, videos, slides, movies,
pictures, imaginative storytelling, graphic organizers,telescopes, microscopes, visualization, photography,
mind maps, painting or collage, optical illusions, and
student drawings.
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Bodily / Kinesthetic Intelligence:
Creative movement, role plays, hands-on activities,
mime, and field trips.
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Musical Intelligence
Playing recorded music, playing live music (piano,
guitar), music appreciation, student-made instruments,
and singing.
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Interpersonal Intelligence
Cooperative groups, peer teaching, group
brainstorming, board games, pair work, conflict
mediation.
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Intrapersonal Intelligence:
Independent student work, individualized projects,
options for homework, checklists, inventories, personal
journals, reflective learning, self-teaching, self-esteemjournals, goal setting.
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Naturalist Intelligence
Categorizations, classifications, making lists, comparing,
contrasting, and learning the elements of something.
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Listening and speaking
Objective:
Identifying the meaning of the song as well as the
correct pronunciation of some words.
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Instructions
1. Students listen to the song Stronger and discuss
with a partner what feelings are expressed in the song.
2. Students will listen again and paste the words theyhear on the wall. Answers will be checked.
3. Students discuss a question related to the song.
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Teachers who use the Multiple Intelligence theory see
the benefits such as active learners and successfulstudents (Nolan, 2003, p.119 as cited in Svava, 2008,
p.5).
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References
Christison, M. A. (1997). An introduction to multipleintelligences theory and second language learning. Prentice Hall /Regents.
Christison, M. A. (2005). Multiple Intelligence and Language
Learning. San Francisco: Alta Book Center Publishers.Larsen-Freeman, D. (2000). Techniques and principles in
language teaching. 2ndEdition. Oxford: Oxford University Press.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each maylearn: Integrating learning styles and multiple intelligences. Alexandria,VA: Association for Supervision and Curriculum Development.
Svava, A. (2008). The Multiple Intelligence Theory inEnglishLanguage Teaching . Recovered fromhttp://skemman.is/stream/get/1946/1485/4473/1/adal_adal.pdf