MI Theory


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MI Theory

  1. 1. Multiple Intelligence Theory (MI) <ul><li>Firstly introduced by psychologist Howard Gardner in 1983. </li></ul><ul><li>Gardner claims that the traditional methods used to measure intelligence are not effective ( IQ Tests) </li></ul><ul><li>Attempts to define the role of intelligence in language learning. </li></ul>
  2. 2. Theory of MI suggests: <ul><li>Our culture and school system teach, test, reinforce and reward two kinds of intelligences: </li></ul><ul><li>Verbal/Linguistic. </li></ul><ul><li>Logical / Mathematical. </li></ul>
  3. 3. Gardner’s theory proposes: <ul><li>At least six other kinds of intelligences. </li></ul><ul><li>Equally important. </li></ul><ul><li>Visual /Spatial. </li></ul><ul><li>Bodily /Kinesthetic. </li></ul><ul><li>Musical /Rhythmic. </li></ul><ul><li>Intrapersonal. </li></ul><ul><li>Interpersonal. </li></ul><ul><li>Naturalist. </li></ul>
  4. 4. Types of intelligences. <ul><li>Logical/ Mathematical: the ability to use numbers effectively, to use abstract patterns and to reason deductively. </li></ul><ul><li>Visual/ Spatial: the ability to orient oneself in the environment, to create mental images and to visualize and manipulate objects. </li></ul><ul><li>Body/ Kinesthetic: the ability to use physical movements in problem solving. </li></ul><ul><li>Musical/ Rhythmic: the ability to understand, recognize and compose musical patterns. </li></ul>
  5. 5. Types of intelligences. <ul><li>Interpersonal: the ability to understand another person’s moods, feelings, motivations and intentions. </li></ul><ul><li>Intrapersonal: the ability to understand oneself and practice self discipline. Metacognitive abilities are highly developed. </li></ul><ul><li>Verbal/ Linguistic: the ability to use language effectively and creatively. </li></ul><ul><li>Naturalistic: ( added in 1997) the ability to nurture and relate information to one’s natural surroundings. </li></ul>
  6. 6. Principles of MI theory <ul><li>Intelligences are multiple. </li></ul><ul><li>Every person is a unique blend of dynamic intelligences. </li></ul><ul><li>Intelligences vary in development, both within and among individuals. </li></ul><ul><li>MI can be identified and described. </li></ul><ul><li>Every person deserves opportunities to recognize and develop the multiplicity of intelligences. </li></ul>
  7. 7. <ul><li>The use of one intelligence can be used to enhance another. </li></ul><ul><li>Personal background density and dispersion are critical to knowledge, beliefs, and skills in all intelligences. </li></ul><ul><li>All intelligences provide alternate resources and potential capacities to become more human, regardless of age or circumstance. </li></ul><ul><li>A pure intelligence is rarely seen. </li></ul>Principles of MI theory
  8. 8. Principles of MI theory <ul><li>Developmental theory applies to the theory of MI. </li></ul><ul><li>Any list of intelligences is subject to change as we learn more about MI. </li></ul>
  9. 9. Teaching intelligently <ul><li>Rosie Tanner highlights: </li></ul><ul><li>Teachers and learners possess own intelligences profile. </li></ul><ul><li>Important to be aware of this. </li></ul><ul><li>Profiles affect ways of learning and teaching </li></ul><ul><li>We can’t address all, but one way: Plan lessons(p. 62,63,64) around one or more intelligences. </li></ul>
  10. 10. Teaching intelligently <ul><li>Relating activities to intelligences: </li></ul><ul><li>Some English language teaching activities relate to each intelligence. Any individual activity may focus on one particular intelligences, but will inevitably at the same time relate to several different ones (see page 66). </li></ul>
  11. 11. MI-Based Assessment Instruments <ul><li>To understand and work effectively within a given intelligence, we must immerse ourselves in its operating mode and learn its language. Part of the difficulty of working with MI from an instructional.assessment point of view is that their encoding system, for the most part, are not verbal. </li></ul><ul><li>(Eg: the language of the bodily/kinesthetic intelligence is shapes, images, designs, colour, textures, symbols and “inner seeing” that involves active imagination, predicting, visualization, sense of direction, etc) </li></ul>
  12. 12. Bodily/Kinesthetic:Performance-based <ul><li>Lab experiments. </li></ul><ul><li>Dramatization </li></ul><ul><li>Original and classical dance. </li></ul><ul><li>Charades and mimes. </li></ul><ul><li>Impersonations </li></ul><ul><li>Human tableaux. </li></ul><ul><li>Invention projects. </li></ul><ul><li>Physical exercise routines and games. </li></ul><ul><li>Skill demonstrations. </li></ul><ul><li>Illustrations using body language and gestures. </li></ul>
  13. 13. Intrapersonal: Psychological-based <ul><li>Autobiographical reporting. </li></ul><ul><li>Personal application scenarios. </li></ul><ul><li>Metacognitive surveys and questionnaires </li></ul><ul><li>Higher-order question and answers. </li></ul><ul><li>Concentration tests. </li></ul><ul><li>Feelings diaries and logs. </li></ul><ul><li>Personal projection. </li></ul><ul><li>Self-identification reporting. </li></ul><ul><li>Personal history correlation. </li></ul><ul><li>Personal priorities and goals. </li></ul>
  14. 14. Points to bear in mind about MI <ul><li>Everyone possesses all intelligences. </li></ul><ul><li>Most people can develop each one to an acceptable level of competence </li></ul><ul><li>Work together in complex ways </li></ul><ul><li>Way of thinking, attitude towards similarities and differences. </li></ul><ul><li>Allows for inclusion and enrichment, for self-esteem building and the development of respect for each individual </li></ul>
  15. 15. Points to bear in mind about MI <ul><li>Helps teachers develop different learning opportunities and provides ideas to design activities for performance assessment. </li></ul><ul><li>Range of ways to teach them. </li></ul><ul><li>MI classes need careful thought regarding individual growth and professional effectiveness. </li></ul>