The document discusses using multiple intelligences in language teaching effectively. It describes a lesson on neighborhoods, cities, and towns that incorporates spatial, interpersonal, bodily-kinesthetic, mathematical, musical, audio-visual, intrapersonal and naturalistic intelligences. Students are divided into groups for a field trip collecting data on different types of settlements. They then present their findings using writing, PowerPoint or discussion. This engages different learners. The lesson further incorporates songs, videos and peer teaching to strengthen language skills using varied intelligences.

1. By Gorakhnath Gangane
Language Instructor, Science Faculty
Jazan University (PYP)
Presented on Feb. 19, 2013

2. A Video on Multiple Intelligences.

3. Multiple Intelligences

4. Demonstration (How to use MI/LS
in class effectively)
The lesson chosen for demonstration is Chapter 1 –
Neighborhoods, Cities, and Towns from Gold Edition
Interactions access “Reading and Writing.”

5. Using Spatial, Interpersonal and
Bodily- Kinesthetic Intelligences.
Since the lesson is titled Neighborhoods, Cities and
Towns, after doing the first 2 pages with them the teacher
could divide the class into three groups and send them on
a field trip for data collection asking them to come back
with written or oral or PowerPoint presentations for
discussion.
1. One group would collect data on a neighborhood in
Jazan to be presented in writing.
2. A second group would collect data on “old Jazan” when
Jazan was only a town. (Ex. Places like Souk Dhakhlee)
The data would be on PowerPoint.
3. A third group would collect data on the modern city of
Jazan (airports, shopping malls, university, colleges) for
speaking and discussion.

6. Using Spatial, Interpersonal and
Bodily- Kinesthetic Intelligences 2.
During the field trip those with these 3 intelligences will
naturally take the lead and feel satisfied. The
interpersonal intelligence will help them decide what
roles they assume in the groups.
The others will have these intelligences strengthened.
Meanwhile they are also exercising problem solving
skills, critical thinking skills and doing a kind of
preliminary experiential hands on learning (Learning
by doing).
This also prepares them for the “Reading an Article”
section in the lesson.

7. Summing up and discussion based
on the field trip.
In the next class the students present their findings.
Then they have a discussion on it.
The PowerPoint will appeal to the visual learners.
The written piece and making the PowerPoint will
appeal to the verbal linguistic and visual and bodily-
kinesthetic learners.
Speaking and discussion will appeal to the verbal
linguistic and bodily-kinesthetic learner.
Now they are ready to enter the lesson.

8. Mathematical Intelligence.
Since this lesson deals with vocabulary like population,
density, percentages, numbers; it becomes possible to
use those with more Mathematical Intelligence to
help those with less of it.
This will happen while doing the exercises on pages 5 to
9.
The teacher can use the Mathematical Intelligence to
increase the knowledge of the language in this
section.

9. Musical intelligence.
While teaching cities in the same section one could
play a song. This would be a hook for those who are
of a musical bent of mind.
Listen to this song.**** City Blues by 13AD. (play till
1.33)
The lyrics speak of change, steel and concrete
growing all around, garbage , lots of people, machines
all around and other problems cities face.
This could lead to discussion on Jazan, linking back
to the initial Monster Cities Section, plus work as a
meaningful intro to the cities section in the text book.

10. Audio-visual Intelligence.
While doing part 2: Reading Skills and Strategies on
Neighborhoods(Pages 9 to 14), the teacher could use
audio-visual materials like videos.
This would cater to those who have audio-visual
intelligence in learning language skills and improving
their language skills.
An example is this video clip.

11. Intrapersonal Intelligence.
While doing part 3: Maps (Practical English)
the student should, by now , find a gain in self
-awareness and confidence resulting in him doing the
exercises without much difficulty, thereby exhibiting
Intrapersonal Intelligence.

12. Naturalistic Intelligence.
It may not be possible to cover all the intelligences in
one lesson.
In Chapter 1 for example till now we have covered
only 7 intelligences because Chapter 1 offers scope
only for the use of 7 intelligences in learning
language.
In the other lessons the combination may be
different. The naturalistic intelligence may come in
and one or two others may be left out.

13. Summing up.
Using multiple intelligences in teaching language will
definitely enhance learning not to mention that it will
make learning much more interesting and enjoyable
for the students.
A lesson taught in this way has more of a chance of
achieving the learning objectives given in the
beginning of the book accompanying each chapter.

14. References.
Interactions Access: Textbook ,McGraw Hill.
Essay on Multiple Intelligences of Howard Gardner
http://www.wereurope.org/en/program/chess-in-
school/howard-gardners-multiple-intelligencies.
http://www.youtube.com/watch?v=foh_nPjdrUY
http://www.youtube.com/watch?v=yTie7j97EsU
http://www.youtube.com/watch?v=TgHfzIkXZU8

15. The End
© Gorakhnath Gangane
2013
Dr Koshy A.V. ( A sincere gratitude and many thanks
for helping me out on this topic)