Multiple Intelligences The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.
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Multiple Intelligences - kau · Multiple intelligences in the ESL Classroom Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to
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Multiple Intelligences
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.
–1-Linguistic Intelligence : word smart
–2-Logical-mathematical intelligence: number smart
–3-Spatial intelligence : picture smart
–4- Bodily-Kinesthetic intelligence : body smart
–5-Musical intelligence : music smart
–6-Interpersonal intelligence : people smart
–7-Intrapersonal intelligence : self smart
–8--Naturalist intelligence : nature smart
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Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more .
The ability to read , write and communicate with words.
Authors, journalists, poets, orators and comedians are
obvious examples of people with linguistic intelligence.
Famous examples: Charles Dickens, Abraham Lincoln,
T.S. Eliot, Sir Winston Churchill .
Mathematical Intelligence-Logical
The ability to reason and calculate, to think things through
in a logical, systematic manner. These are the kinds of
skills highly developed in engineers, scientists,
economists, accountants, detectives and members of the
legal profession .
Famous examples: Albert Einstein, John Dewey .
Spatial Intelligence-Visual
The ability to think in pictures, visualize a future result. To
imagine things in your mind's eye. Architects, sculptors,
sailors, photographers and strategic planners. You use it
when you have a sense of direction,when you navigate
or draw .
Famous examples: Picasso, Frank Lloyd Wright .
Musical Intelligence
The ability to make or compose music, to sing well, or understand and appreciate music , to keep rhythm. It's a talent obviously enjoyed by musicians, composers, and recording engineers. But most of us have a musical intelligence which can be developed. Think of how helpful it is to learn with a jingle or rhyme .
Famous examples: Mozart, Leonard Bernstein, Ray Charles .
Kinesthetic Intelligence-Bodily
The ability to use your body skillfully to solve problems,
create products or present ideas and emotions. An ability
obviously displayed for athletic pursuits, dancing, acting,
artistically, or in building and construction. You can
include surgeons in this category but many people who
are physically talented–"good with their hands"–don't
recognize that this form of intelligence is of equal value to
the other intelligences .
Famous examples: Charlie Chaplin, Michael Jordan
Interpersonal (Social) Intelligence
The ability to work effectively with others, to relate to other
people, and display empathy and understanding, to
notice their motivations and goals. This is a vital human
intelligence displayed by good teachers, facilitators,
therapists, politicians, religious leaders and sales people.
Famous examples: Gandhi, Ronald Reagan, Mother
Teresa, Oprah Winfrey.
Intrapersonal Intelligence
The ability for self-analysis and reflection–to be able to
quietly contemplate and assess one's accomplishments,
to review one's behavior and innermost feelings, to make
plans and set goals, the capacity to know oneself.
Philosophers, counselors, and many peak performers in
all fields of endeavor have this form of intelligence .
Famous examples: Freud, Eleanor Roosevelt, Plato .
In 1996, Gardner decided to add an eighth intelligence
(Naturalist) and in spite of much speculation resisted the
temptation to add a ninth–Spiritualist Intelligence .
Naturalist Intelligence
The ability to recognize flora and fauna, to make other
consequential distinctions in the natural world and to use
this ability productively–for example in hunting, farming,
or biological science. Farmers, botanists,
conservationists, biologists, environmentalists would all
display aspects of the intelligence .
Famous examples: Charles Darwin, E.O. Wilson
Multiple intelligences in the ESL
Classroom
Here is a discussion of the eight different
intelligences Dr. Gardner proposes and their
relationship to the ESL / EFL classroom. Each
explanation is followed by lesson plans or exercises
which can be used in class.
Verbal / Linguistic
Explanation and understanding through the use of words.This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English.
Explanation and comprehension through the use of pictures, graphs, maps, etc.This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English.
Ability to use the body to express ideas, accomplish tasks, create moods, etc.This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating "I'd like to pay by credit card." in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, "I'd like to pay by credit card."
Example Lesson Plans
Lego Building BlocksSimon Says-Young Learner's Games for ESL Classes
Use of logic and mathematical models to represent and work with ideas.Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has it's place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom.
Ability to get along with others, work with others to accomplish tasks.Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an "authentic" setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities.