Multiple Intelligences (Last)

8/12/2019 Multiple Intelligences (Last)

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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

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