The Theory of Multiple Intelligences: Implications for the FL Classroom

Mª Elvira Barrios

Gardner, Howard. 1983. Frames of Mind: The Theory of Multiple Intelligences

What is not intelligence?

• A unitary, invariable, static, unchangeable capacity

• A capacity consisting of verbal/linguistic and logical/mathematical abilities exclusively

The Intelligences

Naturalist Intelligence

Musical Intelligence

Intrapersonal Intelligence

Interpersonal Intelligence

Spatial/Visual Intelligence

Logical-Mathematical Intelligence

Verbal/Linguistic Intelligence

Bodily-Kinesthetic Intelligence

...............? Intelligence

Verbal/Linguistic Intelligence

Ability to think in words and to use language to express and appreciate complex meanings both orally and in writing; it also allows one to use language as a means to remember information

Logical-Mathematical Intelligence

Ability to detect patterns, reason deductively, think logically and use numbers effectively

Spatial/Visual Intelligence

Ability to recognise and manipulate form, space, colour, line, shape, and to graphically represent visual and spatial ideas in order to solve problems

Bodily-Kinesthetic Intelligence

Ability to use one’s own mental abilities to coordinate one’s own bodily movements; it encompasses the use of the body to express ideas and feelings and to solve problems

Musical Intelligence

Ability to recognise rhythm, pitch and melody; it allows people to create, communicate and understand meanings made out of sound

Interpersonal Intelligence

Ability to understand another person’s feelings, motivations and intentions, and to respond effectively

Intrapersonal Intelligence

Ability to know about and understand oneself and recognise one’s similarities to and differences from others

Naturalistic Intelligence

Ability to recognise, distinguish among, classify, and use features of the environment, both natural (plants, minerals and animals) and cultural

What is intelligence? (I)

• It is made up of capacities or intelligences that can function in isolation or in conjunction with each other

• It is a blend of dynamic intelligences that allows the individual to respond successfully to new situations

• It can be defined as “the capacity to solve problems or to fashion products that are valued in one or more cultural settings” (Gardner & Hatch, 1989)

What is intelligence? (II)

• each person has a particular strength in each area and a singular, unique amalgam of dynamic intelligences

• it is an interaction between biological proclivities and opportunities for learning in a particular context

• all (eight) intelligences are needed to function productively in society

Implications for FL teaching and assessment

• Teaching must recognise the diversity of intelligences and abilities within the classroom

• Presentation and practice of contents should engage all or most of the intelligences

• Teachers should become aware of their students’ “intelligence profile” (through on-going assessment, intensive interaction, observation, gathering and analysis of tasks, etc.)

NI: How can I incorporate nature and natural phenomena into the classroom?

MI: How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework?

IntraI: How can I evoke personal feelings or memories, or give students choices?

InterI: How can I engage students in peer sharing, co-operative learning, or group activities?

S/VI: How can I use visual aids, visualisation, colour, art or metaphor?

L-MI: How can I bring in numbers, calculations, logic, classifications, or critical thinking?

V/LI: How can I use the spoken or written word?

B-KI: How can I involve the whole body, or the use of hands-on experiences?

(Adapted from Wingate, J. (1997))

Assessment of

learning

Criticism to the traditional system (exam-based)

Need to find alternative methods of assessment

Insistence on performance assessment

The portfolio as a valid instrument

• exclusively found in the school system• biased

Selection criteria: reflectionof skills and competences valued in the field+ assessment in “habitual conditions”

Demonstration of learning through recopilation of tasks

+ meaningful,+ comprehensive, + contextualized, + fair with MIs

Assessment of learning through “portfolios”

• Both the process and product of the pupils’ learning are documented

• Promotion of analysis and reflection about own learning process

• Promotion of the sense of responsibility and “ownership” over own learning