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MULTIPLE INTELLIGENCES

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. Howard Gardner(1993, Harvard)

Human intelligence hasmultiple

dimensions Traditional IQ measurement iscentred in

logiclanguage, spaceandmath abilities

Otherways channelsthrough which apersonlearns MUST beconsidered

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LEARNER

All humans haveacertain level ineach

channelor intelligence

Theleveloneach areamaybeenhanced,through training and practice

Each one posses individuallearning

styles, preferencesand intelligences

Pedagogy ismostsuccessfulwhen

considering such differences

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. Themultiple intelligencesmodeloflearning hasbeenappliedtolanguageeducationusing thefollowing channels:

Linguistic

Logical-mathematical

Spatial

Musical

Naturalistic

Kinaesthetic Interpersonal

intrapersonal

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Linguistic

Characteristics Teachersrole

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Logical-mathematical

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Spatial

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Musical

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Naturalistic

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Kinaesthetic

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Intrapersonal

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Interpersonal

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. Furtherproposals haveextendedtheselist

with : Gardnerdefendsthelistof8

An intelligencemaybedefinedassuchwhen having asetofsignsthat

characterises it A known, predictable, evolutionary history

anddevelopment:

universalsequenceofappearance in humanlife

History in itsuseduring the humanevolution

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. Learning maybebuiltonthosetypesof

intelligencesmostlyusedbylearner Learning isbuiltonthese inherited

talentsortypesof intelligences

Whennotconnectedtothe preferredstyleor intelligencelearning islesssuccessful

orfailscompletely

Learnerisuniqueand istreated inauniquewaytoenhance itschannelsfor

learning

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. Contributiontocognitivescienceandthenapplied intorethinking schooleducation

Becauseof itsrecentappearancelacksofaconcretescientificviewon how itrelatesdirectlywith languageandlanguagelearning theories

Language isseenascentral ina personslife, integratedwith music, bodilyactivity,

interpersonalrelationships Language isnotlimitedto linguistic

aspects, buttoallcommunicationaspects

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. Language isnaturallyrelatedtolinguistic

intelligencebutalsoto ALL otheraspectsorwaysofcommunication

There ismoretolanguagethanonlylinguistic

aspects.

Language isengagedto SENSORIALinformation

Tone, pitch, content, logicoflanguage, rhythm

havetodowith otherareas

(musical,kinaesthetic,mathematical,others)

TheOTHER intelligencesenrich (ordiminish)

thereceptionoflanguage

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. Intelligence isseenastheabilitytodeal

with cognitivecomplexityorproblem

solving

Thedevelopmentof intelligence isrelated

totheefficiencyandspeedtosolvesuch

problems

A learnerwilldevelop a higherspeedor

efficiencyofneural processing whenusing

its preferredchanneltolearnacertaincontent

Ifmusical intelligence isHIGHacontent

embedded inmusicwillbebestacquired

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. Languageclass issettomakealanguagelearnerthedesignerof itsownexperiencetomakethebestuseof itsnatural

strengths

Goaldirectedlearnerwilllearnbetter

anotherlanguage. Consciousof its

strengths, Willdirectmotivationandchannelstolearnthetargetlanguage.

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Stagesforlearning Awaken Intelligence:

Multi-sensorialexperiencetomakethem AWARE ofthe propertiesoftheobjecttolearn

Amplify intelligence:

Relateto previous knowledgeandexperiencewithcomparing, describing, classifying, etc

Teach with/forthe intelligence: The preferredchannelor intelligence islinkedtothe

contentthrough specificwork (music, math problems,naturallife, others)

Transferintelligence:uselearning inothercontexts, outoftheclasslimits.

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Classmaybe:

Studentcentred: Through projectsdecidedontheirown,

focusedontheirchoosing

Teacherdirected: Thestudentsmovethrough cyclesofactivities, each highlighting theuseofaspecific intelligence preparedbytheteacher

Work onstrengths (preferred intelligence);work onavarietyofstimulus toengagewitheach particular intelligenceeach time;link atoolortask (relatedtoatypeof intelligence)fordifferentaspectsoflanguage

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Learning with our senses

A classroomoflearnerswill include: 29% whoarevisuallearners

34% whoareauditorylearners

37% whoare kinaestheticlearners

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Teacher

Suggest possibleteachersrole

Suggest possibleactionstotake

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Material

Suggestroleand kindofmaterial

Proyect zero harvard

http://www.edutopia.org/multiple-intelligences-immersion-enota-video

http://www.edutopia.org/beginning-

journey-five-year-olds-drive-their-own-pbl-projects