Multiple Intelligences V2


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A presentation of the Theory of Multiple Intelligences and its implications for teaching a foreign language

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Multiple Intelligences V2

  1. 1. The Theory of Multiple Intelligences: Implications for the FL Classroom Mª Elvira Barrios
  2. 2. <ul><li>Gardner, Howard. 1983. Frames of Mind: The Theory of Multiple Intelligences </li></ul>
  3. 3. What is not intelligence? <ul><li>A unitary, invariable, static, unchangeable capacity </li></ul><ul><li>A capacity consisting of verbal/linguistic and logical/mathematical abilities exclusively </li></ul>
  4. 4. The Intelligences Naturalist Intelligence Musical Intelligence Intrapersonal Intelligence Interpersonal Intelligence Spatial/Visual Intelligence Logical-Mathematical Intelligence Verbal/Linguistic Intelligence Bodily-Kinesthetic Intelligence ...............? Intelligence
  5. 5. Verbal/Linguistic Intelligence <ul><li>Ability to think in words and to use language to express and appreciate complex meanings both orally and in writing; it also allows one to use language as a means to remember information </li></ul>
  6. 6. Logical-Mathematical Intelligence <ul><li>Ability to detect patterns, reason deductively, think logically and use numbers effectively </li></ul>
  7. 7. Spatial/Visual Intelligence <ul><li>Ability to recognise and manipulate form, space, colour, line, shape, and to graphically represent visual and spatial ideas in order to solve problems </li></ul>
  8. 8. Bodily-Kinesthetic Intelligence <ul><li>Ability to use one’s own mental abilities to coordinate one’s own bodily movements; it encompasses the use of the body to express ideas and feelings and to solve problems </li></ul>
  9. 9. Musical Intelligence <ul><li>Ability to recognise rhythm, pitch and melody; it allows people to create, communicate and understand meanings made out of sound </li></ul>
  10. 10. Interpersonal Intelligence <ul><li>Ability to understand another person’s feelings, motivations and intentions, and to respond effectively </li></ul>
  11. 11. Intrapersonal Intelligence <ul><li>Ability to know about and understand oneself and recognise one’s similarities to and differences from others </li></ul>
  12. 12. Naturalistic Intelligence <ul><li>Ability to recognise, distinguish among, classify, and use features of the environment, both natural (plants, minerals and animals) and cultural </li></ul>
  13. 13. What is intelligence? (I) <ul><li>It is made up of capacities or intelligences that can function in isolation or in conjunction with each other </li></ul><ul><li>It is a blend of dynamic intelligences that allows the individual to respond successfully to new situations </li></ul><ul><li>It can be defined as “the capacity to solve problems or to fashion products that are valued in one or more cultural settings” (Gardner & Hatch, 1989) </li></ul>
  14. 14. What is intelligence? (II) <ul><li>each person has a particular strength in each area and a singular, unique amalgam of dynamic intelligences </li></ul><ul><li>it is an interaction between biological proclivities and opportunities for learning in a particular context </li></ul><ul><li>all (eight) intelligences are needed to function productively in society </li></ul>
  15. 15. Implications for FL teaching and assessment <ul><li>Teaching must recognise the diversity of intelligences and abilities within the classroom </li></ul><ul><li>Presentation and practice of contents should engage all or most of the intelligences </li></ul><ul><li>Teachers should become aware of their students’ “intelligence profile” (through on-going assessment, intensive interaction, observation, gathering and analysis of tasks, etc.) </li></ul>
  16. 16. NI: How can I incorporate nature and natural phenomena into the classroom? MI: How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework? IntraI: How can I evoke personal feelings or memories, or give students choices? InterI: How can I engage students in peer sharing, co-operative learning, or group activities? S/VI: How can I use visual aids, visualisation, colour, art or metaphor? L-MI: How can I bring in numbers, calculations, logic, classifications, or critical thinking? V/LI: How can I use the spoken or written word? B-KI: How can I involve the whole body, or the use of hands-on experiences? (Adapted from Wingate, J. (1997))
  17. 17. Assessment of learning Criticism to the traditional system (exam-based) Need to find alternative methods of assessment Insistence on performance assessment The portfolio as a valid instrument <ul><li>exclusively found in </li></ul><ul><li>the school system </li></ul><ul><li>biased </li></ul>Selection criteria: reflection of skills and competences valued in the field + assessment in “ habitual conditions” Demonstration of learning through recopilation of tasks + meaningful, + comprehensive, + contextualized, + fair with MIs
  18. 18. Assessment of learning through “portfolios” <ul><li>Both the process and product of the pupils’ learning are documented </li></ul><ul><li>Promotion of analysis and reflection about own learning process </li></ul><ul><li>Promotion of the sense of responsibility and “ownership” over own learning </li></ul>
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