LEARNING AND THE LEARNER

1. APLICATION OF MULTIPLE INTELLIGENCE
THEORY IN TEACHING AND LEARNING OF
MAJOR SUBJECT ( ENGLISH )
HIEW WEI MENG
&
HAMIZAH JAFFAR
TUTORIAL WEEK 14
MADAM VASUKI A/P MUNIANDY

2. WHY NEED TO USE MULTIPLE INTELLIGENCES?
 All human beings possess all nine intelligences in
varying degrees.
 Each individual has a different intelligence profile.
 Education can be improved by assessment of
students' intelligence profiles and designing activities
accordingly.
 Each intelligence occupies a different area of the
brain.
 The nine intelligences may operate in consort or
independently from one another.
 These nine intelligences may define the human
species.

3. HOW CAN WE ADAPT MULTIPLE INTELLIGENCES
IN ENGLISH
 The multiple intelligences can be integrated into the
teaching of ESL by preparing specific intelligence-
based lessons for language taught.
 The idea is to adapt the theme to suit the
intelligences of three or four intelligence-based types
of learners in a class group. This should quite
effectively cover the multiple intelligences of all the
ESL learners in even the largest English as a Second
Language student groups.

4. MULTIPLE INTELLIGENCES SKILLS THAT CAN BE
TOUGHT DURING ENGLISH LESSON
 Visual – Spatial intelligence by means of which learners primarily process
information by sight and in three dimensions
 · Verbal – Linguistic intelligence by means of which learners primarily
process information
 · Logical – Mathematical intelligence by means of which learners primarily
process information
 · Bodily – Kinesthetic intelligence by means of which learners primarily
process information
 · Musical – Rhythmic intelligence by means of which learners primarily
process information
 · Intra-Personal intelligence by means of which learners primarily process
information
 · Inter-Personal intelligence by means of which learners primarily process
information
 · Naturalist intelligence by means of which learners primarily process
information
 · Spiritual intelligence

5. VERBAL LANGUAGE-LINGUISTIC
 Is the use of both written and spoken language
for the purpose of communication. Those
possessing the verbal-linguistic intelligence are
sensitive to the meanings, sounds, and rhythms
of words. They love reading, poetry, tongue
twisters, puns, humor, puzzles, and riddles.
 Example of activities:
-keep a diary
-get together with friends and take turns to read
the parts of a play.
-play word game.

6. THE LOGICAL-MATHEMATICAL
 The use of abstract relationships presented in terms
of either numbers or symbols. It also includes the use
of logic and analysis in the sense of logically
organizing an essay or analyzing poetry. Those
possessing the logical-mathematical intelligence
enjoy number games, problem solving, pattern
games, and experimenting. They also do well with
writing that involves exposition, argumentation,
definition, classification, and analysis.
 Example of activity:
-sequence events into story line

7. THE SPATIAL
 The manipulation of objects within a given
space, whether that space is the size of a piece
of paper, a room, a building, or a town. Those
possessing the spatial intelligence respond to
visual cues and they like to invent and design.
 Example of activities:
-cut out favourite pictures from magazine and
make a collages
-create a story by sketching a series of pictures or
by using magazine pictures.
-work on Jigsaw puzzle involving language,

8. THE BODILY- KINESTHETIC
 The ability to use the body effectively to solve
problems. Those possessing the bodily-
kinesthetic intelligence enjoy dramatics, role-
playing, dancing, and physical expression.
 Example of activities:
-mime or act out a story
-enroll in a dance, drama or poetry class.
-put on music with songs and make up creative
dance to reflect words.

9. THE MUSICAL
 The ability to make use of the relationship
between pitch, rhythm, and timbre. Those
possessing the musical intelligence enjoy
playing instruments, singing, and drumming,
and they like the sounds of the human voice,
environmental sounds, and instrumental
sounds. It has been described as hearing
patterns.
 Example of activities:
-Join a chorus group or choir
-turn some of the learning into a song or ryhthmic
chants.

10. THE INTERPERSONAL
 The ability to understand the thoughts, beliefs, and
intents of others and the ability to respond
appropriately. Those possessing the interpersonal
intelligence are social and are in tune with the
feelings of others. They make excellent leaders, can
help their peers, and work cooperatively with others.
 Example of activities:
-interact with at least one person (out of class) in
English each day.
-watch an English movie or two people interact with one
another in English.

11. THE INTRAPERSONAL
 A sense of self-awareness used to guide
individual behavior. Those possessing the
intrapersonal intelligence like to work
independently. They are self-motivated and self-
aware.
 Example of activities:
- Think and dream about hopes for the future.
- Reflects on the future ambition.
- List the strength of language learning and areas
in which students need assistance.

12. THE NATURALIST
 an understanding of the natural world and the
ability to use that understanding productively.
Those possessing the naturalist intelligence can
recognize and classify elements from the
natural world (e.g. farming or biological
science).
 Example of activities:
-Show the pictures of natural beauty of the world
and animals.
-Read books or magazines and movies that
features nature.

13. REFERENCES
 http://www.brighthub.com/education/languag
es/articles/65066.aspx#ixzz1arHbY4JN
 http://projects.coe.uga.edu/epltt/index.php?tit
le=Multiple_Intelligences_and_Learning_Styl
es
 http://www.learnenglish.de/Teachers/multiplei
ntelligences.htm