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MULTIPLE INTELLIGENCES INTO ENGLISH LANGUAGE TEACHING PROGRAMS
Curriculum & MI
MI in Teaching Programs
Introduction
Identification of MI
Assessment & MI
M.I.
CONCLUSION
M.I. IN TEACHING PROGRAMS
CURRICULUM & M.I.
INTRODUCTION
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05
01
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ASSESSMENT & MI
IDENTIFICATION OF M.I.
MULTIPLE INTELLIGENCES
Taken from "Introducing the Theory of Multiple Intelligences into English
Language Teaching Programs" - Mustafa Zülküf Altan.
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01 INTRODUCTION
HOME
Curriculum & MI
M.I. in Teaching Programs
Assessment & MI
M.I.
Identification of MI
Introduction
CONCLUSION
Howard Gardner proposed that humans are better defined by saying that they possess a series of relatively independent intelligences than by saying they have just a single intelligence defined by IQ (Intelligence Quotient).
The human organism have at least seven distinct units of intellectual functioning. Gardner (1999) defines intelligence as a “bio-psychological potential for information processing that can be activated in a cultural setting to solve problems or fashion products that are of value in a culture”.
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02 MULTIPLE INTELLIGENCES
HOME
M.I.
Curriculum & MI
Identification of MI
Assessment & MI
M.I. in Teaching Programs
Introduction
CONCLUSION
The original seven intelligences according to Gardner (1999) are:
1- Linguistic Intelligence: Sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish goals.
2- Logical/Mathematical Intelligence: The capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.
3- Visual/Spatial Intelligence: This intelligence features the potential to recognize and manipulate the patterns of wide space, as well as the patterns of more confined áreas. Sensitivity to form, space, color, line, and shape.
4- Bodily/Kinesthetic Intelligence: This intelligence entails the potential of using one’s whole body or parts of the body to solve problems or fashion products.
5- Musical Intelligence: This intelligence entails skill in the performance, composition, and appreciation of musical patterns. Sensitivity to rhythm, pitch and melody.
6- Interpersonal Intelligence: This intelligence denotes a person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others.
7- Intrapersonal Intelligence: This intelligence involves the capacity to understand oneself, to have an effective working model of oneself—including one’s own desires, fears, and capacities—and to use such information effectively in regulating one’s own life.
Gardner (1999) also introduced the possibility of other intelligences: Naturalist Intelligence - Spiritual Intelligence - Existential Intelligence - Moral Intelligence.
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03 M.I. IN TEACHING PROGRAMS
HOME
M.I. in Teaching Programs
M.I.
Identification of MI
Assessment & MI
Curriculum & MI
Introduction
CONCLUSION
English language teaching has always been accused of three important problems: lack of bringing real life to the classroom; the gap between EFL and main educational ideas; and the lack of content on its subject matter. Training novice teachers through MI might enable them not only resolve the aforementioned problems to some extent, but also might enable their students to effectively acquire a foreign language while being empowered by the knowledge, skills, and commitment required by the 21st century world citizens. In order to invite EFL teachers to use MI in their classrooms, first ELT teacher educators should be encouraged to include the theory into their programs.
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04 IDENTIFICATION OF M.I.
HOME
M.I. in Teaching Programs
Curriculum & MI
Identification of MI
Assessment & MI
M.I.
Introduction
CONCLUSION
EFL Teachers ought to be aware not only of their own profile of multiple intelligences, but also their learners’ profiles of MI. We need to be aware of our individual profiles in order to accentuate and develop the areas that were not developed as others and take the advantage of the areas in which we are particularly or more developed.
We should use the inventories to help us in the planning process so that we know where we can develop some of the intelligences in a particular class.
The difference between MI inventories and IQ tests or learning style inventories is that we do not want to label someone in a category of one of the intelligences. Multiple intelligences are much more dynamic.
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03
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05 CURRICULUM & M.I.
HOME
Curriculum & MI
M.I. in Teaching Programs
M.I.
Identification of MI
Assessment & MI
Introduction
CONCLUSION
What aspects and what issues should be
raised in teacher training so that during the lesson planning and the curriculum process teachers are taking the various intelligences into account?
Fourth, do some brain-storming. Work with other teachers, talk to other teachers also working on multiple intelligences.
The intelligences will naturally emerge from the topic. First of all, we should focus on a specific objective for our topic. Instead of starting by thinking of a type of intelligence, we should start by looking for the topic for an objective.
Second, examine each of the intelligences and ask yourself, how can I bring in "X" intelligence into this topic? Examine each of the intelligences and see how each naturally emerge with the topic you have identified.
Third, consider the possibilities. Perhaps, one of the intelligences will naturally emerge as a strong intelligence to be developed or cultivated with a particular topic. Consider possibilities where you could strengthen and integrate some
of the other intelligences.
Fifth, select appropriate activities to teach the lesson.
Sixth, set up your sequential plan and finally, implement the plan.
It is important that we do not force ourselves to display every intelligence type in every single class period.
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01
02
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06 ASSESSMENT & M.I.
HOME
Curriculum & MI
M.I.
Assessment & MI
Identification of MI
M.I. in Teaching Programs
Introduction
CONCLUSION
MI suggests a system that depends less on standardized, formal or norm-based tests and much more on authentic, alternative or assessment in context. It is called authentic assessment because its tasks are similar to real life tasks; it is called alternative assessment because students create a response to a question or task, they have chance to create the way they want; it is called assessment in context because intelligence cannot be conceptualized out of context. If learners have different profiles of intelligences, then they have different ways of learning, and should therefore be assessed in accordance with them.
Armstrong (1994) suggests two key things: first, observation and second, documentation.
Some documentation formats might include anecdotal records, work samples, audio cassettes, video-tapes, student journals, interviews, and criterion-referenced assessments, portfolios, presentations, etc.
The purpose of the assessment here is to assess the learners’ objectives via multiple intelligences.
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06
HOME
CONCLUSION
MI is one of the leading psychological theories that has had most influence on education in recent decades.
The central shafts of the approach Gardner proposes are individualized teaching design, contact with life and solutions our ancestors have found to their problems, and collaborative learning.
In the traditional context, the teacher sits or stands facing the class, gives instructions, writes on the board, asks the students questions and waits for them to finish their work. In the MI classroom, ELT teachers will constantly change their method or presentation, moving from linguistic field to the musical one, from there to the logical-mathematical one with all intelligences combined imaginatively.
The ELT teachers in MI will offer their learners direct experiences, which will oblige them to get up and move around the classroom or pass around some object so that the material in question comes to life; they might also ask their students to construct something tangible so as to show their understating of the topic. The ELT teacher should favor cooperative learning.
M.I. into English Language Teaching Program
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Transcript
05
04
01
02
03
06
MULTIPLE INTELLIGENCES INTO ENGLISH LANGUAGE TEACHING PROGRAMS
Curriculum & MI
MI in Teaching Programs
Introduction
Identification of MI
Assessment & MI
M.I.
CONCLUSION
M.I. IN TEACHING PROGRAMS
CURRICULUM & M.I.
INTRODUCTION
03
05
01
04
02
06
ASSESSMENT & MI
IDENTIFICATION OF M.I.
MULTIPLE INTELLIGENCES
Taken from "Introducing the Theory of Multiple Intelligences into English Language Teaching Programs" - Mustafa Zülküf Altan.
02
04
01
03
05
06
01 INTRODUCTION
HOME
Curriculum & MI
M.I. in Teaching Programs
Assessment & MI
M.I.
Identification of MI
Introduction
CONCLUSION
Howard Gardner proposed that humans are better defined by saying that they possess a series of relatively independent intelligences than by saying they have just a single intelligence defined by IQ (Intelligence Quotient). The human organism have at least seven distinct units of intellectual functioning. Gardner (1999) defines intelligence as a “bio-psychological potential for information processing that can be activated in a cultural setting to solve problems or fashion products that are of value in a culture”.
02
06
04
05
01
03
02 MULTIPLE INTELLIGENCES
HOME
M.I.
Curriculum & MI
Identification of MI
Assessment & MI
M.I. in Teaching Programs
Introduction
CONCLUSION
The original seven intelligences according to Gardner (1999) are: 1- Linguistic Intelligence: Sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish goals. 2- Logical/Mathematical Intelligence: The capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. 3- Visual/Spatial Intelligence: This intelligence features the potential to recognize and manipulate the patterns of wide space, as well as the patterns of more confined áreas. Sensitivity to form, space, color, line, and shape.
4- Bodily/Kinesthetic Intelligence: This intelligence entails the potential of using one’s whole body or parts of the body to solve problems or fashion products. 5- Musical Intelligence: This intelligence entails skill in the performance, composition, and appreciation of musical patterns. Sensitivity to rhythm, pitch and melody. 6- Interpersonal Intelligence: This intelligence denotes a person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others. 7- Intrapersonal Intelligence: This intelligence involves the capacity to understand oneself, to have an effective working model of oneself—including one’s own desires, fears, and capacities—and to use such information effectively in regulating one’s own life.
Gardner (1999) also introduced the possibility of other intelligences: Naturalist Intelligence - Spiritual Intelligence - Existential Intelligence - Moral Intelligence.
05
06
04
01
03
02
03 M.I. IN TEACHING PROGRAMS
HOME
M.I. in Teaching Programs
M.I.
Identification of MI
Assessment & MI
Curriculum & MI
Introduction
CONCLUSION
English language teaching has always been accused of three important problems: lack of bringing real life to the classroom; the gap between EFL and main educational ideas; and the lack of content on its subject matter. Training novice teachers through MI might enable them not only resolve the aforementioned problems to some extent, but also might enable their students to effectively acquire a foreign language while being empowered by the knowledge, skills, and commitment required by the 21st century world citizens. In order to invite EFL teachers to use MI in their classrooms, first ELT teacher educators should be encouraged to include the theory into their programs.
06
04
01
03
05
02
04 IDENTIFICATION OF M.I.
HOME
M.I. in Teaching Programs
Curriculum & MI
Identification of MI
Assessment & MI
M.I.
Introduction
CONCLUSION
EFL Teachers ought to be aware not only of their own profile of multiple intelligences, but also their learners’ profiles of MI. We need to be aware of our individual profiles in order to accentuate and develop the areas that were not developed as others and take the advantage of the areas in which we are particularly or more developed.
We should use the inventories to help us in the planning process so that we know where we can develop some of the intelligences in a particular class.
The difference between MI inventories and IQ tests or learning style inventories is that we do not want to label someone in a category of one of the intelligences. Multiple intelligences are much more dynamic.
01
04
06
03
02
05
05 CURRICULUM & M.I.
HOME
Curriculum & MI
M.I. in Teaching Programs
M.I.
Identification of MI
Assessment & MI
Introduction
CONCLUSION
What aspects and what issues should be raised in teacher training so that during the lesson planning and the curriculum process teachers are taking the various intelligences into account?
Fourth, do some brain-storming. Work with other teachers, talk to other teachers also working on multiple intelligences.
The intelligences will naturally emerge from the topic. First of all, we should focus on a specific objective for our topic. Instead of starting by thinking of a type of intelligence, we should start by looking for the topic for an objective.
Second, examine each of the intelligences and ask yourself, how can I bring in "X" intelligence into this topic? Examine each of the intelligences and see how each naturally emerge with the topic you have identified.
Third, consider the possibilities. Perhaps, one of the intelligences will naturally emerge as a strong intelligence to be developed or cultivated with a particular topic. Consider possibilities where you could strengthen and integrate some of the other intelligences.
Fifth, select appropriate activities to teach the lesson.
Sixth, set up your sequential plan and finally, implement the plan.
It is important that we do not force ourselves to display every intelligence type in every single class period.
03
01
02
06
04
05
06 ASSESSMENT & M.I.
HOME
Curriculum & MI
M.I.
Assessment & MI
Identification of MI
M.I. in Teaching Programs
Introduction
CONCLUSION
MI suggests a system that depends less on standardized, formal or norm-based tests and much more on authentic, alternative or assessment in context. It is called authentic assessment because its tasks are similar to real life tasks; it is called alternative assessment because students create a response to a question or task, they have chance to create the way they want; it is called assessment in context because intelligence cannot be conceptualized out of context. If learners have different profiles of intelligences, then they have different ways of learning, and should therefore be assessed in accordance with them.
Armstrong (1994) suggests two key things: first, observation and second, documentation. Some documentation formats might include anecdotal records, work samples, audio cassettes, video-tapes, student journals, interviews, and criterion-referenced assessments, portfolios, presentations, etc.
The purpose of the assessment here is to assess the learners’ objectives via multiple intelligences.
01
02
03
04
05
06
HOME
CONCLUSION
MI is one of the leading psychological theories that has had most influence on education in recent decades. The central shafts of the approach Gardner proposes are individualized teaching design, contact with life and solutions our ancestors have found to their problems, and collaborative learning. In the traditional context, the teacher sits or stands facing the class, gives instructions, writes on the board, asks the students questions and waits for them to finish their work. In the MI classroom, ELT teachers will constantly change their method or presentation, moving from linguistic field to the musical one, from there to the logical-mathematical one with all intelligences combined imaginatively. The ELT teachers in MI will offer their learners direct experiences, which will oblige them to get up and move around the classroom or pass around some object so that the material in question comes to life; they might also ask their students to construct something tangible so as to show their understating of the topic. The ELT teacher should favor cooperative learning.