Multiple Intelligences Asmel Castro

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Multiple Intelligences

Learning strategies training, cooperative learning

And multiple intelligences:


Herson Asmel Castro Rivas


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Over the time, teachers have always known that their student have differences way of

learning, differences strengths in the language acquisition for the reason of that teachers

have to identify what are the intelligences most presents in the classroom and also to design

a good strategies in order to develop those intelligences. In order to make a well develop of

this topic this research is focused in the fallowing questions.

1. What are multiple intelligences?2.

What is learning style?3. What are the multiple intelligences?

4. How identify the multiple intelligences?5. How to teach with multiple intelligences in the classroom?

What are multiple intelligences?

The origin of this concept comes from of the students abilities, how studentspresents differences of learning through different teaching method and also how students

differ among others students in the classroom. Every students are different, there are smart

students like unskillful student, for the reason of that the importance of teachers method and

also the strategies which supported the intelligences that the teachers expect in theclassroom. Now it is time to know what expert says about it.

Harvard Gardner defines intelligence as: the ability to solve problems or to createproducts which are valued in one or more cultural settings, Gardner has identified eight

distinct intelligences. This theory has emerged from recent cognitive research and

"documents the extent to which students possess different kinds of minds and therefore


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society as a whole - would be better served if disciplines could be presented in a numbers of

ways and learning could be accessed through a variety of means." (Lane)

Dr. Howard Gardner

1. Each person is a unique blend of dynamic intelligences whichgrow, expand and developthroughout life.

2. Intelligence is not singular. Multiple intelligences can beidentified and described.

3. Rarely do they work alone; rather intelligences are combined inour activities. One canenhance another(Gardner, 1983)

According to the Piaget, learning is maturational, tied to specific ages. Motivation to learn isintrinsic and internal in nature. According to Lev Vygotsky, human motivation to learn is socially

constructed. Vygotsky views motivation as both intrinsic as well as extrinsic with the individual and the

culture interacting to form new understanding.

In contrast to Piagets stages, Vygotskys theoretical model has been said to be fluid.

Vygotsky provides the teacher with guidance in regard to teaching so that children will rise to higherlevels of understanding through incremental challenges called scaffolding. Learning is constructed

via social interaction and language. A teacher will look for the zone of proximal development or the

place where the child can complete a task with assistance, but not alone. This is the place where thementor can effect change. The teacher presents lessons incrementally. The teacher and student discuss

the lessons.In Vygotskys model, both the teacher and the student are active participants in the learning

process. The Tools of the Mind research project is dedicatedto encouraging scaffolding techniques.Best Practices for Education reports that the Tools of the Mind approach have demonstrated itseffectiveness. Teachers reported children improving scores from well below average to above average.

(Suite, 2010)


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What is learning style?

The term "learning styles" is commonly used throughout various educational fieldsand therefore, has many connotations. In general, it refers to the uniqueness of how each

learner receives and processes new information through their senses. The National

Association of Secondary School Principals defines learning style as, "the composite ofcharacteristic cognitive, affective, and physiological factors that serve as relatively stable

indicators of how a learner perceives, interacts with, and responds to the learning

environment." Other phrases are used interchangeably with learning styles. Some includeperceptual styles, learning modalities, and learning preferences.

Each person is born with certain preferences toward particular styles, but culture,experience, and development influence these preferences. The four most common learning

styles are visual, aural, reading/writing, and kinesthetic/tactile. Most people learn through all

modalities, but have certain strengths and weaknesses in a specific modality. Some people

have an equal propensity for more than one style, which is titled as the multimodal style.This preference can be determined through various testing instruments. Once a person's

learning style is ascertained, accommodations can be made to increase academic

achievement and creativity, as well as improve attitudes toward learning.

The Visual Learning Style

Visual learners process information most effectively when the information is seen.

Depictions can include charts, graphs, flow charts, and all the symbolic arrows, circles,

hierarchies and other devices that instructors use to represent what could have been

presented in worlds. These learners think in pictures and have vivid imaginations. Mostpeople are classified as visual learners.

Ex: Jessica is a visual learner. Her suggestions focus on the use of visual aids to


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to accent important points or provide outlines of the lecture material. When trying to recall

information, reading/writing learners remember the information from their "mind's eye."

Many academics have a strong preference for the reading/writing style.

Will is a reading/writing learner. His comprehensive training manual allows the

employees to utilize the written language format.

The Kinesthetic/Tactile Learning Style

Kinesthetic/Tactile learners process information actively through physical means.

Kinesthetic learning refers to whole body movement while tactile learning refers only to the

sense of touch. These learners gesture when speaking, are poor listeners, and lose interest in

long speeches. Most students that do not perform well in school are kinesthetic/tactilelearners. The crux of this learning style is that the learner is connected to real situations

through experience, example, practice, or simulation.

Claire is a kinesthetic/tactile learner. Her method of instruction utilizes "hands on"

demonstrations and field experiences.

Learning Strategies for Each Learning Style

The Visual Learning Style

Replace words with symbols or initials. Translate concepts into pictures and diagrams. Underline or highlight your notes or textbooks with different colors. Practice turning your visuals back into words


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Read your notes silently. Organize any diagrams into statements. Rewrite the ideas and principles in other words. Make flashcards of words and concepts that need to be memorized.

The Kinesthetic/Tactile Learning Style

Sit near the instructor in classroom situations. Read out loud from your textbook and notes. Copy key points onto large writing surfaces (i.e. chalkboard or easel board). Copy key points using word processing software. Listen to audiotapes of your notes while exercising. Take in information through field trips, laboratories, trial and error, exhibits, collections, and hands on examples. Put real life examples into your notes summary.(Emily Giles, 2012)

What are the Multiple Intelligences?

There are 8 Criteria for Defining Multiple Intelligences:

*Each of the intelligences can potentially be isolated by braindamage.

*Each of the intelligences exists in exceptional people (savants orprodigies).


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There are the eight multiple intelligences:

Visual-Spatial- think in terms of physical space, as do architects and sailors awareof their environments. They like to draw, do jigsaw puzzles, read maps, and daydream. They

can be taught through drawings, verbal and physical imagery. Tools include models,

graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television,multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic- use the body effectively, like a dancer or a surgeon. Keep senseof body awareness. They like movement, making things, touching. They communicate well

through body language and are taught through physical activity, hands-on learning, andacting out, role playing. Tools include equipment and real objects.

Musical- show sensitivity to rhythm and sound. They love music, but they are also

sensitive to sounds in their environments. They may study better with music in thebackground. They can be taught by turning lessons into lyrics, speaking rhythmically, and

tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM,

multimedia.

Interpersonal- understanding, interacting with others. These students learn through

interaction. They have many friends, empathy for others, street smarts. They can be taughtthrough group activities, seminars, and dialogues. Tools include the telephone, audioconferencing, time and attention from the instructor, video conferencing, writing, computer

conferencing, E-mail.

Intrapersonal- understanding one's own interests, goals. These learners tend to shyaway from others. They're in tune with their inner feelings; they have wisdom, intuition and

motivation, as well as a strong will, confidence and opinions. They can be taught throughindependent study and introspection. Tools include books, creative materials, diaries,


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more effective. It satisfies the many types of learning preferences that one person may

embody or that a class embodies. A review of the literature shows that a variety of decisions

must be made when choosing media that is appropriate to learning style.

How identify the Multiple Intelligences?

Based on the work of Dr.Howard Gardner, Harvard University Frames of Mind:

Theory of multiple Intelligences (1983).Dr. Gardner states that there are at least seven differ

ent ways of knowing, perceiving, and understanding the world around us and that everyone possesses all of these intelligences to some degree. Gardner emphasizes.that one or two intell

igences are often stronger and more fully developed in a person although everyone has the

capacity of nurturing all seven. Each of these intelligences represents a learning resource for

every student and a diversity of learning styles.

1. Linguistic Intelligence (Word Smart) Likes to write creatively Likes to tell stories or jokes Has good memory for names, places, dates, or

trivia

Enjoys reading Spells words accurately and easily Appreciates rhymes and tongue twisters Likes crossword puzzles and word games (e.g.,

Scrabble) Has good vocabulary for age Excels at subjects in school that involve reading

and/or writing

2. Logical Mathematical Intelligence (NumberSmart) Computes arithmetic problems quickly in

head Enjoys using computers Plays chess, checkers, or other strategy

games Reasons out problems logically Asks questions like: Where does the

universe end? orWhy is the sky blue? Devises experiments to test things out that

arent understood at first

Spends a lots of time working at logic


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(e.g., Lego buildings) Doodles on stray scraps of paper or on

schoolwork Gets more out of pictures than words when

reading Excels in art class at school

woodworking, sewing, carving, or sculpture Cleverly mimics other peoples gestures,

mannerisms, or behaviors Enjoys working with clay, finger-painting,

or other messy activities Loves to take things apart and put them

back together again

5. Musical Intelligence (Music Smart) Plays a musical instrument Remembers melodies of songs Studies better when background music is

playing Collects CDs or tapes Sings to self or others Keeps time rhythmically to music Has a good singing voice Is sensitive to environmental noises Responds strongly to different kinds of music Does very well in music class at school

6. Interpersonal Intelligence (People Smart) Has a lot of friends Socializes a great deal at school or around

the neighborhood Gets involved in after-school activities Serves as family mediator when disputes

arise Has a lot of empathy for the feelings of

others Is sought out as an advisor or problem-

solver by peers Enjoys teaching others Seems to be a natural leader

7. Intrapersonal Intelligence (Self Smart) Displays a sense of independence or a strong

will Has a realistic sense of strengths and

weaknesses Reacts with strong opinions when controversial

topics are being discussed Works or studies well alone

8. Naturalistic Intelligence (Nature Smart) Relates well to pets or animals Enjoys walks in nature or to the zoo or

natural history museums

Shows sensitivity to natural formations(e.g., mountains, clouds, or popular culture

items) Loves to garden or to be around gardens


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How to teach with multiple intelligences in the classroom?

When planning a lesson, ask the right questions.

Certain questions help teachers to look at the possibilities for involving as much intelligence

as possible.

Linguistic: How can I use the spoken or written word?

Logical-Mathematical: How can I bring in numbers, calculations, logic, classifications, or

critical thinking?

Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers?

Musical: How can I bring in music or environmental sounds, or set key points in a rhythm or

melody?

Bodily-Kinesthetic: How can I involve the whole body, or hands-on experiences?

Interpersonal: How can I engage students in peer or cross-age sharing, cooperative learning

or large-group simulation?

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

You won't always find ways of including the intelligences in your curriculum plans. But if

this model helps you reach into one or two intelligences that you might not otherwise havetapped, and then it has served

its purpose very well indeed.


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A second way to teach from multiple intelligences perspective is to deliberately plan lessons

so that the different intelligences are represented. Here is one lesson plan, adapted from E.

Augustine which addresses all of the intelligences.

Step 1-Guive the student a riddle and ask them to solve in pairs; I have eyes, but I see

nothing, I have ears, but I heard nothing, I have a mouth, but I cannot speak. If I am young, Istay young, if I am old, I stay old. What am I?

Answer: a person in a painting or photograph.

(Intelligences: interpersonal, verbal/linguistic)

Step 2- Guided imagery: Tell student to close their eyes and to relax; then describe a

painting to them. Ask them to imagine it. Play music when you are giving the students the

description.

(Spatial/visual, intelligences, musical)

Step 3-Reflexion: Ask students if they have learned anything about how to look at a

painting. Ask them if they have learned anything new about the target language.(Freeman,2008)

In addition to the multiple intelligences, we can say that, as a teacher we have to be

aware about the different type of learners in the classroom in order to incorporate the rightmethodology for those students who have different level of learning. As a teacher, if students

does not learn anything whit the strategies applied, the teacher have to teach in the way they

learn, it is mean that, as a teacher we have to deliberate design a good lesson planwhich


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References

Armstrong, T. (2009). Multiple Intelligences in the Classroom.Unistate Of America: Cover art.

Dillon, J. M. (13 de 07 de 2008). Google. Recuperado el 2013 de 10 de 17, de Google:

http://jmdillon1970.wikispaces.com/file/view/Multiple+Intelligences.doc.

Emily Giles, S. P. (21 de 06 de 2012). Multiple Intelligences and Learning Styles. Recuperado el 22 de 10

de 2013, de Multiple Intelligences and Learning Styles:

http://epltt.coe.uga.edu/index.php?title=Multiple_Intelligences_and_Learning_Styles#Multiple_Intelligences_in

_the_Classroom

Freeman, D. L. (2008). Techniques and principles in language teaching. New York: Oxford university

press.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences.New York: Basic Books, 2011.

Google. (s.f.). Google. Recuperado el 20 de 10 de 2013, de Google:

http://www.ugcascbdu.org/docs/resources/Teacher_and_Multiple_Intelligences.pdf

Google. (s.f.). google drive.Recuperado el 16 de 10 de 2013, de google drive:

http://www.oumedicine.com/docs/ad-psychiatry-workfiles/how-to-identify-the-8-multiple-

intelligences.doc?sfvrsn=2

Lane, C. (s.f.). Multiple intelligences. Recuperado el 17 de 10 de 2013, de Multiple intelligences:

http://www.tecweb.org/styles/gardner.html

Suite. (12 de 09 de 2010). Recuperado el 18 de 10 de 2013, de Suite: http://suite101.com/a/gardner-

piaget-and-vygotsy-the-nature-of-learning-a282595


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UNIVERSIDAD CAPITAN GENERAL GERARDO BARRIOS.

Km. 113 Carretera del Litoral,Desvo a Santa Mara Usulutn, El Salvador.

PBX. (503) 2662-0846

LESSON PLAN

Teachers name: Herson Asmel Castro Rivas. Date: Oct. 25th

, 2013 Time: 10 min.

Subject: English Section: A Unit: 3

Career: English Bachelor DegreeLevel: B2

Topics:

Teaching

Methods Principles of the

Method

Techniques

Activities

Timing

Teaching

Resources

Teacher Students

Americans

music.

Thecommunic

ativeLanguage

learning

- Language is for

communication

-Students reflected

on what they have

experienced.

Around table

Cooperativelearning

Discussion

Greeting.

Tell students about

the activities to

develop.

Give to themthevocabulary

needed about Music.

Tell student to talk

about what theyknow about music

and who is their

favorite Americanssinger

Around table

Work in group

of three

Tell the teacherwhat you are

thinking about

AmericansSinger

Tell the teacher

who are your

favorite singerand why?

5 min.

5 min.

Computer.

Markers.Projector.

Notebook.

Extra Pages.

Multiple Intelligences Asmel Castro

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