Multiple intelligences

ED 401 CLASSROOM MANAGEMENT

Multiple Intelligence in ELT

Chameleons Share our similarities,

celebrate our differences!

M.Scott Peck

Tuğba SüğütZelal ÖncelBurcu DoğanEsma Sezen

We meet every Thursday at 5.30 pm at study.

- http://needcoffee.cachefly.net/needcoffee/uploads/2012/05/chameleon.jpg - http://picture-book.com/wp-content/uploads/2013/06/chameleons.jpg

Private Etiler Açı Primary School

Istanbul High School

Boğazhisar Private School

Rüştü Akın Vocational High School

Sezin Schools

Fatih College

Observation Schools

Introduction Literature Review

Fishbone Matrix Diagram

Gantt card Methodology Survey Results

Suggestions and Conclusion References

Content

INTRODUCTION

American psychologist, Howard Gardner developed a theory of Multiple Intelligences (1983) which can go some way towards explaining different learner styles. According to Gardner there are eight different types of intelligences.

http://www.teachingenglish.org.uk/article/multiple-intelligences

The eight intelligences are:

Linguistic - The word player

Logical / Mathematical - The questioner

Visual / Spatial - The visualiser

Musical - The music lover

Bodily / Kinaesthetic - The mover

Interpersonal - The socialiser

Intrapersonal - The loner

Naturalistic - The nature lover (added by Gardner at a later date)

What Kind Of Learner Are You?

1. How can other people best interpret your emotions?

a. through your facial expressions

b. from the quality of your voice

c. through your general body language

2. How do you manage to keep up with current events?

a. by reading the newspaper thoroughly when you have the time

b. by listening to the radio or watching the TV news

c. by quickly reading the paper or spending just a few minutes

watching the TV news

3. What sort of driver (or passenger) are you?

a. you frequently check the rear view mirror and watch the road

carefully

b. you turn on the radio as soon as you get into the car

c. you can’t get comfortable in the seat and continually shift

position

4. How do you prefer to conduct business?

a. by having face-to-face meetings or writing letters

b. over the phone because it saves time

c. by talking while you are walking, jogging or doing something else

physical

5. How do you react when you’re angry?

a. by clamming up and giving others the silent treatment

b. by quickly letting others know when you’re angry

c. by clenching your fists, grasping something tightly or storming

off

6. How would you describe the way you dress?

a. a neat and tidy dresser

b. a sensible dresser

c. a comfortable dresser

7. What do you think the best way is to discipline a child?

a. to isolate the child by separating him/her from the group

b. to reason with the child and discuss the situation

c. to use acceptable forms of corporal punishment

8. How do you behave at meetings?

a. you come prepared with notes and displays

b. you enjoy discussing issues and hearing other points of view

c. you would rather be somewhere else and so spend your time

doodling

9. What do you like doing in your free time?

a. watching TV or going to the cinema

b. listening to the radio, going to a concert or playing a musical

instrument

c. engaging in a physical activity of some kind

10.What do you consider to be the best way of rewarding students?

a. writing positive comments on their work

b. giving oral praise to the student

c. a pat on the back, a hug, or some other appropriate physical

action

LITERATURE REVIEW The teaching of English to children has become

especially important in recent years. One reason for this has been the introduction of primary EFL/ESL teaching in a number of European countries – but it is also a world-wide phenomenon. There is a lot of very good teaching in primary English classrooms. One of the recent approaches in primary English language teaching methods is "the Theory of Multİple Intelligences" (Gardner, 1993, 2000).

The theory of Multiple Intelligences offers eight ways of teaching and learning styles. In this regard, armed with the knowledge and application of the multiple intelligences, teachers can ensure they provide enough variety in the activities they use so that as much of their pupils’ learning potential can be tapped as possible (Berman, 1998).

It is well known that schools have emphasized reading and writing in language teaching.There are many students that function well in that kind of learning environmnet but there are also students who don’t.The multiple Intelligence theory opens the door to a variety of teaching strategıes which can easily be applied in the language classroom.It gıves teachers opportunities to widen modern teaching strategies by using various assıgnmnets and activities. (Armstrong 2000: 51)

MI Theory-related materials have the strong potential to improve foreign language(FL) instruction because they engage learners’ innate abilities. By applying MI Theory EFL/ ESL teachers can address the great diversity in learners, develop learners’ intelligences and create an individualized learning environment.(Christison,1996)

Why isn’t the necessary importance

given to multiple intelligences in ELT?

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Matrix DiagramSystem School Materials Environment

Burcu 6 7 4 3

Zelal 6 7 5 4

Tuğba 7 5 4 3

Esma 6 7 5 4

Total 25 26 18 14

% 25 26 18 14

STEPS WEEKS March 20

March 27

April 3 April 10

April 17

April 29

May 3-6

PLAN

Identify topic

Approval

Literature review and target identification

Cause-affect analysis

Approval of the main cause

Solutions for the future

Determined solution tactic

DO Preparing Survey & Starting Data Collection

CHECK Analysis of data

ACT Conclusion & Suggestions

Preparing PPT & Report

Self-assessment

PRESENTATION

GANTT CARD

Expected

Observed

Methodology

We carried out a survey in our practicum schools.

We delivered our survey questions to our mentor teachers. (5 teachers from state schools, 5 teachers from private schools

SURVEY RESULTS

1. I think that our school policy takes multiple intelligence theory into consideration

30%

30%10%

10%

20%

Question 1

Strongly AgreeAgreeNeutralDisagreeStrongly Disagree

20%

20%

20%

40%

State School

40%

40%

20%

Private School

2. ELT curriculum content is formed by regarding multiple intelligences.

10%

30%

10%

30%

20%

Sales


60%40%

State

20%

60%

20%

Private

3. I prepare the class activities based on multiple intelligence theory.

20%

50%

20%

10%

Question 3


20%

20%40%

20%

State

20%

80%

Private

4. I am aware of the multiple intelligence theory

60%30%

10%

Question 4


60%20%

20%

State

60%40%

Private

5. I believe in the importance of integrating multiple intelligence theory into ELT classes.

50%40%

10%

Question 5


40%

40%

20%

State

60%40%

Private

6. I know my students and their needs individually.

70%

30%

Question 6


60%40%

State

80%

20%

Private

7. I conduct multiple intelligence test at the beginning of the year.

10%

30%

10%

30%

20%

Question 7


20%

20%20%

40%

State

20%

40%

40%

Private

8. I pay attention to this theory when choosing the course materials.

20%

40%10%

10%

20%

Question 8


20%

20%

20%

40%

State

20%

60%

20%

Private

9. Our school collaborates with parents considering the importance of applying multiple intelligence theory

20%

20%

20%10%

30%

Question 9


20%

20%60%

State

40%

40%

20%

Private

10. I enable my students to be aware of their own learning types.

40%

30%

20%

10%

Question 10


40%

40%

20%

State

40%

60%

Private

11. The system of education is mostly exam-based. It values competition rather than cooperation.

70%

20%

10%

Question 11


80%

20%

State

60%20%

20%

Private

12. The system of education prevents applying multiple intelligence theory.

40%

40%

20%

Question 12


60%40%

State

20%

40%

40%

Private

General Findings

As we conclude from our survey, almost all the teachers state that they are aware of the multiple intelligence theory and its importance in ELT classes. However, generally they do not prefer to apply it in their classes. This situation is more obviously observed in state schools.

As a reason of not implementing the theory in their classes, teachers claim that the content of curriculum and exam-based system do not allow them to apply it.

Because materials cannot be chosen by teachers in state schools, they do not have a chance to choose a book dealing with the multiple intelligence theory. On the other hand, teachers in private schools choose their own course materials, but only some of them take this issue into consideration.

Another finding we get from survey is that multiple intelligence test is not widely known by teachers. Accordingly, most of the teachers do not conduct the test in their classes.

According to survey results, while private school teachers mostly care about the theory while preparing classroom activities, state school teachers do not.

Suggestions

Because problems and results are highly related to school, environment and system, these should be reassessed and rearranged for being more suitable for each and every individual. Materials should be more appropriate for multiple intelligence theory not just in private schools but state schools.

Teachers should be more aware and well-informed about how to use multiple intelligence in ELT classes and they should use authentic group activities more to be able to address each students.

School, teacher, students and even parents should support each other for increasing the use of multiple intelligence in ELT.

Conclusion

In our project, in terms of multiple intelligences in ELT, we focused on reviewing the literature on the subject and finding and understanding why enough attention is not given to multiple intelligences in our schools. We conducted a survey to understand the causes and situation better and find answers.

Conclusion

When we look at our survey results, we concluded that although most of the teachers are aware of the importance of multiple intelligence theory, they cannot apply it mostly because of the problems caused by environment, materials or system. Plus, we could see the difference between state schools and private schools in the results. By looking at the results of this project, we can say that by improving environment, materials and schools accordingly, the importance given to multiple intelligence theory should be increased for a high-quality education that gives importance to every individual.

References Imece Circles by Dr. Hayal Köksal

Bas,G. Integrating Multiple Intelligences in ESL/EFL Classrooms.

Berman, M. 1998. A Multiple Intelligences Road to an ELT Classroom. Bencyfelin: Crown House

Checkly, K. 1997. "The First Seven....and the Eight: A Conversation with Howard Gardner". Educational Leadership. 55(1), 8-13.

Currie,K. Multiple Intelligence Theory and the ESL Classroom -- Preliminary Considerations.

Gardner, H. 1993. Frames of Mind: The Theory of Multiple Intelligences. (Second Edition). London: Falmer Press.

Gardner, H. 2000. Multiple Intelligences: The Theory in Practice. (Second Edition). Alexandria, VA: ASCD

Krashen, S. 1981. Second language Acquisition and Second Language Learning. Oxford: Pergamon.

http://www.teachingenglish.org.uk/article/multiple-intelligences

Special Thanks to Dr. Hayal Köksal

Multiple intelligences

Education

Transcript of Multiple intelligences