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Transcript of of2_ts02
7/27/2019 of2_ts02
http://slidepdf.com/reader/full/of2ts02 1/1
Open Forum 2 www.oup.com/elt/openforum © Oxford University Press 2006
A = Professor
B = Student 1
C = Student 2
A: Goodmorning,everyone.Iwanttostarttodaybyaskingyouaquestion:“Howsmartareyou?”Thinkabouthowyouwouldanswerme.Youmightwanttoreplywithanumber,orsomethingwecouldmeasure.Forexample,youmighttellmeyourIQ—thatis,yourintelligencequotient.Youmightalsogiveyourgradepointaverage—yourGPA.Butnow,whatifIaskedyou,“Howareyousmart?”Whatwouldyousaytothatquestion?
B: I’dsayI’mgoodwithpeople.
C: AndI’msmartonthefootballfield.
A: Goodanswers.Youhavetwodifferenttypesofintelligence:interpersonal,whichishowyoudealwithotherpeople;andbodily,whichishowyoumove.ThisisbasicallytheideaofatheorycalledMultipleIntelligences.First,though,abitofhistory.
Aseducationmajors,youallknowabouttheIQtest—theIntelligenceQuotientTest—whichwascreatedbyAlfredBinnetin1905forthepurposesofpredictionandplacement.Binnetwantedawaytopredicthowwellstudentswoulddoinschoolandplacethemintherightclasses;however,theIQtest
wasoftenusedtoexcludestudents—tokeepthe below-averagestudentsoutofregularschools.Onepsychologist,HowardGardner,hadanotherproblemwiththeIQtest.
HowmanyofyouhavetakenanIQtest?Oh...littlelessthanhalf.Canyoutelluswhattypeofquestionswereaskedinthetest?
B: Umm...math,logic,words...
A: Good.Theseareexactlythesubjectsyoulearninschool,aren’tthey?Gardner’sargumentwasthatnoteveryoneis“booksmart,”meaninggoodatschoolsubjects.HesuggestedthattherearetypesofintelligencethattheIQtestdoesnottest.Gardnersaidtherewereeightintelligencesintotal...language,logical,visual,musical,bodily,andnatural...plustwoemotionalintelligences...interpersonal,howyouinteractwithotherpeople;andfinallyintrapersonal,howwellyouknowyourself.
So,whatisanintelligence?Gardnerdefinesanintelligence...astheabilitytosolveproblemsbyfindingorcreatingnewsolutions,andtheabilitytocreatesomethingvaluableinyourculture.Your
exampleofbeingsports-smartfitsthedefinition.Youtrytosolvetheproblemofmovingafootballinordertowingames,whichthecultureofcollegesintheU.S.thinksisagoodthing.Thesameistrueofmusicians,painters,scientists...andofcourseforthestudentswhogetanAinmyclass.
B: Ihaveaquestion,professor.HowdoesGardnerknowthereareeightintelligences?Whynotnine,orten,or25?
A: That’sagoodquestion,andit’sthebiggestproblemwithhistheory—it’shardtodecidewhatisandwhatisn’t“anintelligence.”Gardnersaysthatanintelligencemusthavestagesofdevelopment,and
aclearendstate—thatis,alevelthatmakesyouanexpert.Forexample,whenyou’relearningaforeignlanguage,youdevelopyourskills,andyourgoalistobecomefluent.Then,you’reanexpert,correct?Solanguageisanintelligence.
OK.Now,althoughthereareproblemswiththetheory,it’sstillusefulforyouasfutureteachers.Everyoneissmartindifferentways—we’reallbornwithdifferentlevelsineachintelligence...andwecanallimproveanyoftheseintelligences,eventhosewe’renaturallyweakin.So,it’saverypositivetheory.
C: So,howcanweusethetheoryofMultiple
Intelligencesinourclasses,asteachers?A: Well,myadviceistoaskyourstudentssomesimple
questions,sothatyoucanfindouttheirstrongandweakintelligences.Youcanthenusethatinformationinyourlessonpreparation.Useyourstudents’strongintelligencestohelpdeveloptheirweakerintelligences.
B: I’mnotsureIunderstand...
A: OK.Sayyou’reteachingalanguage...andyouhavecertainstudentswhohavestrongmusicalintelligence.Then,youmightusesongsaspartofthelanguagepractice.AnotheruseofMultiple
Intelligencesisjusttotalkwithyourstudentsabouttheirstrongandweakintelligences.Thisteachesthemtovaluedifferentabilities,differentintelligences.Andthatcancreateabetteratmosphereintheclassroombecausestudentswillhavemorerespectforeachother.Anyotherquestionssofar?
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