This document summarizes the key points from a survey about applying multiple intelligence theory in English language teaching. The survey was given to teachers at state and private schools. It found that most teachers are aware of multiple intelligence theory but do not apply it due to curriculum constraints and an exam-focused system. Teachers cited an inability to choose materials and a lack of multiple intelligence testing as barriers. While private school teachers had more flexibility, only some considered multiple intelligences in their teaching. In general, the survey showed awareness of the theory is higher than its practical application in classrooms.

1. ED 401 CLASSROOM MANAGEMENT
Multiple Intelligence in ELT

2. Chameleons
Share our similarities,
celebrate our differences!
M.Scott Peck
Tuğba Süğüt
Zelal Öncel
Burcu Doğan
Esma Sezen
We meet every
Thursday at
5.30 pm at
study.
- http://needcoffee.cachefly.net/needcoffee/uploads/2012/05/chameleon.jpg
- http://picture-book.com/wp-content/uploads/2013/06/chameleons.jpg

3.  Private Etiler Açı Primary School
 Istanbul High School
 Boğazhisar Private School
 Rüştü Akın Vocational High School
 Sezin Schools
 Fatih College
Observation Schools

4.  Introduction
 Literature Review
 Fishbone
 Matrix Diagram
 Gantt card
 Methodology
 Survey Results
 Suggestions and Conclusion
 References
Content

5. INTRODUCTION
 American psychologist, Howard Gardner
developed a theory of Multiple Intelligences
(1983) which can go some way towards
explaining different learner styles. According
to Gardner there are eight different types of
intelligences.
http://www.teachingenglish.org.uk/article/multiple-intelligences

6. The eight intelligences are:
 Linguistic - The word player
 Logical / Mathematical - The questioner
 Visual / Spatial - The visualiser
 Musical - The music lover
 Bodily / Kinaesthetic - The mover
 Interpersonal - The socialiser
 Intrapersonal - The loner
 Naturalistic - The nature lover (added by
Gardner at a later date)

7. What Kind Of Learner Are You?
1. How can other people best interpret your emotions?
a. through your facial expressions
b. from the quality of your voice
c. through your general body language
2. How do you manage to keep up with current events?
a. by reading the newspaper thoroughly when you have the
time
b. by listening to the radio or watching the TV news
c. by quickly reading the paper or spending just a few
minutes
watching the TV news

8. 3. What sort of driver (or passenger) are you?
a. you frequently check the rear view mirror and watch the
road
carefully
b. you turn on the radio as soon as you get into the car
c. you can’t get comfortable in the seat and continually shift
position
4. How do you prefer to conduct business?
a. by having face-to-face meetings or writing letters
b. over the phone because it saves time
c. by talking while you are walking, jogging or doing something
else
physical

9. 5. How do you react when you’re angry?
a. by clamming up and giving others the silent treatment
b. by quickly letting others know when you’re angry
c. by clenching your fists, grasping something tightly or
storming
off
6. How would you describe the way you dress?
a. a neat and tidy dresser
b. a sensible dresser
c. a comfortable dresser

10. 7. What do you think the best way is to discipline a
child?
a. to isolate the child by separating him/her from
the group
b. to reason with the child and discuss the situation
c. to use acceptable forms of corporal punishment
8. How do you behave at meetings?
a. you come prepared with notes and displays
b. you enjoy discussing issues and hearing other
points of view
c. you would rather be somewhere else and so
spend your time
doodling

11. 9. What do you like doing in your free time?
a. watching TV or going to the cinema
b. listening to the radio, going to a concert or playing a musical
instrument
c. engaging in a physical activity of some kind
10.What do you consider to be the best way of rewarding
students?
a. writing positive comments on their work
b. giving oral praise to the student
c. a pat on the back, a hug, or some other appropriate
physical
action

12. LITERATURE REVIEW
 The teaching of English to children has become
especially important in recent years. One reason for
this has been the introduction of primary EFL/ESL
teaching in a number of European countries – but it is
also a world-wide phenomenon. There is a lot of very
good teaching in primary English classrooms. One of
the recent approaches in primary English language
teaching methods is "the Theory of Multİple
Intelligences" (Gardner, 1993, 2000).
 The theory of Multiple Intelligences offers eight ways
of teaching and learning styles. In this regard, armed
with the knowledge and application of the multiple
intelligences, teachers can ensure they provide
enough variety in the activities they use so that as
much of their pupils’ learning potential can be
tapped as possible (Berman, 1998).

13.  It is well known that schools have emphasized reading and
writing in language teaching.There are many students that
function well in that kind of learning environmnet but there
are also students who don’t.The multiple Intelligence
theory opens the door to a variety of teaching strategıes
which can easily be applied in the language classroom.It
gıves teachers opportunities to widen modern teaching
strategies by using various assıgnmnets and activities.
(Armstrong 2000: 51)
 MI Theory-related materials have the strong potential to
improve foreign language(FL) instruction because they
engage learners’ innate abilities. By applying MI Theory
EFL/ ESL teachers can address the great diversity in
learners, develop learners’ intelligences and create an
individualized learning environment.(Christison,1996)

14. Why isn’t the
necessary importance
given to multiple
intelligences in ELT?
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15. Matrix Diagram
System School Materials Environment
Burcu 6 7 4 3
Zelal 6 7 5 4
Tuğba 7 5 4 3
Esma 6 7 5 4
Total 25 26 18 14
% 25 26 18 14

16. STEPS WEEKS March
20
March
27
April 3 April 10 April 17 April 29 May 3-6
PLAN
Identify topic
Approval
Literature review
and target
identification
Cause-affect
analysis
Approval of the
main cause
Solutions for the
future
Determined
solution tactic
DO Preparing
Survey & Starting
Data Collection
CHECK Analysis of data
ACT Conclusion &
Suggestions
Preparing PPT &
Report
Self-assessment
PRESENTATION
GANTT CARD
Expected
Observed

17. Methodology
 We carried out a survey in our practicum
schools.
 We delivered our survey questions to our
mentor teachers. (5 teachers from state
schools, 5 teachers from private schools

18. SURVEY RESULTS

19. 1. I think that our school policy takes multiple intelligence theory
into consideration
30%
30%
10%
10%
20%
Question 1
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
20%
20%
0%
20%
40%
State School
40%
40%
20%
0% 0%
Private School

20. 2. ELT curriculum content is formed by regarding multiple
intelligences.
10%
30%
10%
30%
20%
Sales
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
0%0% 0%
60%
40%
State
20
%
60
%
20
%
0% 0%
Private

21. 3. I prepare the class activities based on multiple intelligence
theory.
20%
50%
20%
10% 0%
Question 3
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
20%
20%
40%
20%
0%
State
20%
80%
0% 0% 0%
Private

22. 4. I am aware of the multiple intelligence theory
60%
30%
10%
0%
0%
Question 4
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
60%20%
20%
0% 0%
State
60%
40%
0%
0%
0%
Private

23. 5. I believe in the importance of integrating multiple intelligence
theory into ELT classes.
50%
40%
10% 0% 0%
Question 5
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
40%
40%
20%
0%
0%
State
60%
40%
0%
0%
0%
Private

24. 6. I know my students and their needs individually.
70%
30%
0% 0% 0%
Question 6
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
60%
40%
0% 0% 0%State
80%
20%
0%
0%
0%
Private

25. 7. I conduct multiple intelligence test at the beginning of the year.
10%
30%
10%
30%
20%
Question 7
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
0%
20%
20%
20%
40%
State
20%
40%
0%
40%
0%
Private

26. 8. I pay attention to this theory when choosing the course
materials.
20%
40%
10%
10% 20%
Question 8
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
20%
20%
0%
20%
40%
State
20%
60%
20%
0% 0%
Private

27. 9. Our school collaborates with parents considering the
importance of applying multiple intelligence theory
20%
20%
20%
10%
30%
Question 9
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
0% 0%
20%
20%60%
State
40%
40%
20%
0%
0%
Private

28. 10. I enable my students to be aware of their own learning types.
40%
30%
20%
10% 0%
Question 10
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
40%
0%
40%
20%
0%
State
40%
60%
0% 0%
0%
0%
Private

29. 11. The system of education is mostly exam-based. It values
competition rather than cooperation.
70%
20%
10%
0%
0%
Question 11
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
80%
20%
0%
0%
0%
State
60%20%
20%
0% 0%
Private

30. 12. The system of education prevents applying multiple
intelligence theory.
40%
40%
20%
0% 0%
Question 12
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
60%
40%
0%
0%
0%
State
20%
40%
40%
0% 0%
Private

31. General Findings
 As we conclude from our survey, almost all
the teachers state that they are aware of
the multiple intelligence theory and its
importance in ELT classes. However,
generally they do not prefer to apply it in
their classes. This situation is more obviously
observed in state schools.
 As a reason of not implementing the theory
in their classes, teachers claim that the
content of curriculum and exam-based
system do not allow them to apply it.

32.  Because materials cannot be chosen by
teachers in state schools, they do not have a
chance to choose a book dealing with the
multiple intelligence theory. On the other hand,
teachers in private schools choose their own
course materials, but only some of them take this
issue into consideration.
 Another finding we get from survey is that
multiple intelligence test is not widely known by
teachers. Accordingly, most of the teachers do
not conduct the test in their classes.

33.  According to survey results, while private
school teachers mostly care about the
theory while preparing classroom activities,
state school teachers do not.

34. Suggestions
 Because problems and results are highly related to
school, environment and system, these should be
reassessed and rearranged for being more suitable for
each and every individual. Materials should be more
appropriate for multiple intelligence theory not just in
private schools but state schools.
 Teachers should be more aware and well-informed
about how to use multiple intelligence in ELT classes and
they should use authentic group activities more to be
able to address each students.
 School, teacher, students and even parents should
support each other for increasing the use of multiple
intelligence in ELT.

35. Conclusion
In our project, in terms of multiple intelligences in ELT, we
focused on reviewing the literature on the subject and
finding and understanding why enough attention is not given
to multiple intelligences in our schools. We conducted a
survey to understand the causes and situation better and
find answers.

36. Conclusion
When we look at our survey results, we concluded that
although most of the teachers are aware of the
importance of multiple intelligence theory, they cannot
apply it mostly because of the problems caused by
environment, materials or system. Plus, we could see the
difference between state schools and private schools in
the results. By looking at the results of this project, we can
say that by improving environment, materials and
schools accordingly, the importance given to multiple
intelligence theory should be increased for a high-quality
education that gives importance to every individual.

37. References Imece Circles by Dr. Hayal Köksal
 Bas,G. Integrating Multiple Intelligences in ESL/EFL Classrooms.
 Berman, M. 1998. A Multiple Intelligences Road to an ELT Classroom. Bencyfelin:
Crown House
 Checkly, K. 1997. "The First Seven....and the Eight: A Conversation with Howard
Gardner". Educational Leadership. 55(1), 8-13.
 Currie,K. Multiple Intelligence Theory and the ESL Classroom -- Preliminary
Considerations.
 Gardner, H. 1993. Frames of Mind: The Theory of Multiple Intelligences. (Second
Edition). London: Falmer Press.
 Gardner, H. 2000. Multiple Intelligences: The Theory in Practice. (Second Edition).
Alexandria, VA: ASCD
 Krashen, S. 1981. Second language Acquisition and Second Language Learning.
Oxford: Pergamon.
 http://www.teachingenglish.org.uk/article/multiple-intelligences

38. Special Thanks to Dr. Hayal Köksal