7. MULTIPLE INTELLIGENCES IN
THE FL CLASSROOM
INTELLIGENCES
DEFINITIONS
EXAMPLES OF
ACTIVITIES FOR
THE FL CLASSROOM
MUSICAL-RHYTHMIC
ABILITY TO PERCEIVE
AND APPRECIATE
RHYTHM, PITCH AND
MELODY
SONGS, CHANTS,
RHYMES, VOICE
GAMES,
INSTRUMENTAL
BACKGROUND MUSIC
VERBAL-LINGUISTIC
THE ABILITY TO USE
ORAL AND WRITTEN
LANGUAGE
EFFECTIVELY AND
CREATIVELY
STORY-TELLING,
DEBATES,
DISCUSSIONS, JOKES,
READINGS
VISUAL-SPATIAL
THE ABILITY TO
REPRESENT THE
SPATIAL WORLD
INTERNALLY INYOUR
MIND
MIND-MAPS, IMAGES,
PUZZLES
8. MULTIPLE INTELLIGENCES
IN THE FL CLASSROOM
NATURALIST
THE ABILITY TO
DISCR
IMINATE
AMONG LIVING
THINGS, AS W
ELL AS
TO HAVE SENSITIVITY
TOW
ARDS THE
NATURAL W
ORLD.
EXCURSIONS, OUTDOOR ACTIVITIES,
ACTIVITIES TO DO
W
ITH ECOLOGY.
BODILYKINAESTHETIC
ABILITY TO USE THE
DRAMA, MIMICRY,
BODY TO EXPRESS
GAMES, ROLE-PLAYS
ONESELF, TO HANDLE
PHYSICAL OBJECTS
DEXTROUSLY
INTERPERSONAL
THE ABILITY TO
UNDERSTAND OTHER
PEOPLE, TO WORK
CO-OPERATELY AND
TO COMMUNICATE,
VERBALLY AND NON-
CO-OPERATIVE
TASKS, PAIR-WORK
9. MULTIPLE INTELLIGENCES
IN THE FL CLASSROOM
INTRAPERSONAL
THE ABILITY TO
UNDERSTAND THE
INTERNAL ASPECTS
OF THE SELF AND TO
PRACTICE SELFDISCIPLINE
VISUALIZATIONS,
METACOGNITIVE
TASKS
LOGICALMATHEMATICAL
THE ABILITY TO USE
NUMBERS
EFFECTIVELY, TO
RECOGNIZE
ABSTRACT
PATTERNS, TO
DISCENR
RELATIONSHIPS AND
TO REASON WELL.
PREDICTING,
PROBLEM-SOLVING,
REASONING
ACTIVITIES, FINDING
CAUSES AND
EFFECTS.
10. COGNITIVE FEATURES
LEFT - BRAINED LEARNERS:
VERBAL EXPLANATIONS
SYSTEMATIC, STRUCTURED,
CONVERGENT WAY
SELF –RELIANT LEARNING
ANALYTIC READERS
LOGICAL PROBLEM SOLVING
PREFER MULTIPLE CHOICE TESTS
11. COGNITIVE FEATURES
RIGHT-DOMINANT LEARNERS:
DEMONSTRATED, ILLUSTRATED, OR
SYMBOLIC INSTRUCTION
TASKS THAT ENVISAGE AUDITORY,
GLOBAL, IMPULSIVE AND INTERACTIVE
LEARNING
SYNTHESIZING READERS
INTUITIVE PROBLEM SOLVING
PREFER OPEN-ENDED QUESTIONS
(Reid 1995, 1998)
12. COGNITIVE FEATURES
FIELD INDEPENDENCY:
o CONCENTRATE AND DISTINGUISH PARTS
FROM A WHOLE
o PERCEIVE THE WHOLE PANORAMA
o GIVE ATTENTION TO FORM AND
ACCURACY
o PREFER RULES, PATTERNS
o GOOD AT DEALING WITH ABSTRACT,
IMPERSONAL, AND FACTUAL MATERIAL
14. PERSONALITY OR
AFFECTIVE LEARNING
STYLES
CAUTIOUS LEARNERS:
OBEY STRICT TEACHER INSTRUCTION
DO NOT GO BEYOND
REFLECT ON SOMETHING THOROUGHLY
IMPULSIVE LEARNERS:
DO NOT WORRY SO MUCH ABOUT
ACCURACY
FEEL MORE RELAXED
ENJOY EXPRESSING THEIR IDEAS
17. SENSORY OR PERCEPTUAL
LEARNING STYLES
AUDITORY LEARNERS:
BENEFIT LISTENING AND SPEAKING
STRONG AUDITORY ORIENTATION
REMEMBER BEST IN LECTURES, TAPES
OR FILMS
PARTICIPATE IN SMALL-GROUP
ACTIVITES
CLASS DISCUSSION
INDIVIDUAL TUTORIAL SESSIONS
18. SENSORY OR PERCEPTUAL
LEARNING STYLES
VISUAL LEARNERS:
-VERBAL VISUAL LEARNERS:
• REMEMBER WELL WHAT THEY READ
-NON –VERBAL-VISUAL:
• NEED PICTURES, GRAPHS, CHARTS AND
DIAGRAMS
19. SENSORY OR PERCEPTUAL
LEARNING STYLES
TACTILE /HANDS-ON
LEARNERS:
NEED TO MANIPULATE PHYSICAL
OBJECTS
TASKS: WRITING, DRAWING,
BUILDING A MODEL OR
CONDUCTING AN EXPERIMENT
20. SENSORY OR PERCEPTUAL
LEARNING STYLES
KINAESTHETIC LEARNERS:
PHYSICAL INVOLVENT FOR
LEARNING
DRAMATIZING
PROJECT WORK
21. Learning Strategies
What is a strategy?
Specific actions taken by the learner to
make learning easier, faster, more
enjoyable, more self-directed, more
effective, and more transferable to
new situations.
(Oxford 1990: 8)
