MULTIPLE
INTELLIGENCES
(MI)
MI
refers to a learnerbased philosophy that
characterizes human
intelligence as having
multiple dimensions that
must be acknowledged
and developed in
education.
HOWARD
GARDNER (1943):
He is an American developmental
psychologist. He is best known for
histheory of multiple intelligences.
He claims that traditional IQ tests
measure only logic and language but
the brain has other important types
of intelligences.
Traditional IQ: Intelligence as a single,
unchanged, inborn capacity.
He
argues that all humans have
these intelligences but people
differ in the strengths and
combinations of intelligences.
Gardner
proposed a view of
natural human talents that is
labeled the Multiple Intelligences
Model = A variety of learning
Styles.
Gardner
names eight native
intelligences:
1)
2)
3)
4)
5)
6)
7)
8)
Linguistic
Logical/mathematical
Spatial
Musical
Bodily/Kinesthetic
Interpersonal
Intrapersonal
Naturalist
Theory of language and
language learning.
Gardners work was interpreted by some general
educators.
The application of it in language Teaching is recent.
Multiple intelligence proposes to look at the
language of an individual and the second language
to be integrated in the language learner and user.
This can be done using group factor (intelligence)
which is the ability to deal with cognitive complexity.
You can have several Intelligences but its better to
have a fully exercised intelligence.
Design: Objectives, syllabus, learning
activities, roles of learners, teachers, and
materials.
MI
Instruction: No purely
linguistic goals.
Class as a setting for a series of
educational support systems.
Language learner as a better
designer of their own learning
experiences.
No recommended syllabus, but a basic
developmental sequence of four stages:
1)Awaken the intelligence: Multisensory experiences
where learners can be sensitized to the properties of
objects and events in the surrounding world.
2) Amplify the Intelligence: Volunteering objects and
events, defining with others, their properties and
contexts of experience.
3) Teach with/for the Intelligence: Intelligence linked
with some aspect of language learning via
worksheets and small-group projects and discussion.
4) Transfer of the Intelligence: Reflection on the
previous stages and relating to challenges outside.
1)
2)
3)
4)
5)
Students work alone or in pairs on intelligence of
their own choosing through five types of projects:
Multiple intelligence projects: designed to
stimulate particular intelligences
Curriculum-based projects: based on curriculum
content areas categorized according to particular
intelligences.
Thematic-based projects: a theme from the
curriculum is set as the base to expand the
different intelligences.
Resource-based projects: provide students with
opportunities to research a topic using multiple
intelligences.
Student-choice projects: designed by students on
particular intelligences.
List of alternative views as to how the MI model can
be used in a classroom:
1) Play to strength: structure the learning material for
each individual around their strengths.
2) Variety is the spice: with a teacher-directed rich mix
of learning activities calling upon the eight different
intelligences
3) Pick a tool to suit the job: link the learning of
different levels and functions of the language to the
most appropriate kind of MI activity
4) All sizes fit one: every individual exercises all
intelligences with the intention of developing this idea
of whole person within each learner.
5) Me and my people: study language in a context that
recognizes and honors a range of diversely valued
intelligences.
MI
design is not prescriptive.
Teachers are encouraged not to think of
themselves merely as Language teachers;
they become curriculum developers, lesson
designers and analysts, activity finders or
inventors.
Learners are encouraged to see their goals
in broader terms; they learn how to use and
develop their intelligences.
MI is rich in proposals for lesson
organization, multisensory activity
planning, and in using real-life content and
materials.
Procedure
Awaken the
intelligence
Activate and make learners aware of
sensory bases through experiences
Stage 2
Amplify the
Intelligence
Describing objects according to the
five physical senses (working in
groups)
Stage 3
Teach
with/for
Intelligence
Larger sections of lesson(s) used
to reinforce and emphasize the
relation between sensory
experiences and language
(working in groups)
Stage 4
Transfer of
Intelligence
Applying theory of the lesson to
daily living (Reflection)
Stage 1
Lesson plan dealing
with description of
physical objects
Linguistic
intelligence
Gives students
opportunities to
develop:
Visual/spatial
Intelligence
Logical
intelligence
Describing
THE object
Determinin
g WHICH
object is
being
described
Intrapersonal
Intelligence
Interpersona
l Intelligence
Determinin
g HOW to
describe
things
Working
in
groups
Reflecting on
ones own
involvement in
the lesson
Conclusion
Multiple Intelligences is an
increasingly popular approach that
focuses on the learners unique
nature and potential development.
It also provides a rich source for
successful lesson planning and
design, as it can be used to cover a
vast majority of learners needs.
