Multiple Intelligence, a learner led approach to guide language teachers

1. presented to : Dr.Muhammad Iqbal Butt
Presented by: Asma Iqbal Kayani
Mphil in Linguistics
NCBA& E,Gujrat.

2.  A child acquires his MT to which he is exposed and for that no formal
teaching is required but learning a FL or L2 requires a formal teaching
in a formal setting because of this reason teaching of FL has been a
topic of heated discussion ,and researchers and educationists
presented different theories of learning and methods of teaching. The
present study is related to one of these language learning theories i.e.
Multiple intelligence presented by Sir Howard Gardner()The researcher
aims to find out how MI theory can be of help to a FL teacher who has
to deal with a number of students having different linguistic and other
backgrounds in a classroom situation. The study is a try to make it
clear to understand what MI is and what are its implications. The study
along with explaining the multiple intelligences at work in different
individuals also discusses the key features, principles and applications
for MI for a better teaching and learning of L2.Finally there are certain
recommendations for teachers ,learners ,parents ,syllabus designers
and policy makers for the better utilization of human resources with
their different mental abilities to make them successful and beneficial
individuals in their respective fields.
Multiple Intelligences 2

3.  Human beings are the social animals. They need to communicate with each other and
language is the basic tool used for it. So a child acquires the language spoken around him
in a natural way without going to school or attending any regular classes.
 However, with the development of science and growth of societies, the world became a
global village and the need, desirability and demand of learning foreign languages grew.
So teaching and learning of different foreign languages at different times became a matter
of concern for educationists.
 As teaching and learning of a FL is quite different from that of the MT , so history of
language teaching is replete with diverse ideas, approaches , theories and methods.
 The history of language teaching has been characterized by a search for more effective
ways of teaching second or foreign languages.
 60 percent of today’s world population is estimated to be multilingual. From both a
contemporary and a historical perspective ,multilingualism is the norm rather then the
exception. So foreign language teaching and learning holds great importance.
 Although much has been done to find the answers to important questions in language
teaching , the teaching profession is continually exploring new options for making this
process more effective and fruitful.

3Multiple Intelligences

4.  The aim of this study is to find out
 Difference between traditional concept of intelligence
and multiple intelligence.
 the role of the theory of MI in the process of teaching
and learning
 The possibility for a foreign language teacher to
satisfy and utilize the multiple intelligences of the
students in the same class room situation.
4Multiple Intelligences

5.  Throughout history foreign language teaching has always been an important practical concern.
 The question how to teach foreign language has been a matter of great discussion. Changes in
language teaching methods have reflected recognition of:
 Changes in the kind of proficiency learners need
 Changes in theories of the nature of language and of language learning.
The history of language teaching saw the rise and fall of a variety of language teaching
approaches and methods.
Once Latin was dominant language of education ,commerce, religion ,and government in the
Western world.
 In the sixteenth century ,however, French ,Italian , and English gained importance.
 The procedure of classical Latin teaching became the model for foreign language study from
the seventeenth to the nineteenth centuries.(GTM 1840s to 1940s)
 In the mid and late nineteenth century ,new approaches to language teaching were
developed by C. Marcel,T.Prendergast and F.Gouin.
 From the 1880s,Henry Sweet , wilhelm Vietor , paul Passy gave new ideas( Reform
movement)Phonetics was established,IPA was founded .the contribution of these linguists
reflected the beginning of the applied linguistics. This movement also led to natural methods
and the Direct Method.
 The most active period was from the 1950s to the 1980s
 The 1950s and the 1960s : The Audio Lingual Method , the Situational Method ,
communicative Approach , the Silent Way , the Natural Approach , total Physical Response
 the 1990s,content based instruction, task –based language teaching ,cooperative learning,
whole language approach, Multiple intelligence
5Multiple Intelligences

6. “a persisting change in human performance or
performance potential . . . (brought) about as a result
of the learner’s interaction with the environment” (Driscoll, 1994,
pp. 8-9).
“an enduring change in behavior, or in the capacity to
behave in a given fashion, which results from practice or
other forms of experience” (Shuell, 1986, p. 412).
“the relatively permanent change in a person’s knowledge
or behavior due to experience” (Mayer, 1982, p. 1040).
Multiple Intelligences 6

7. Nobody really knows . But there are 6 main Theories
 Behaviorism
 Cognitivism
 Social Learning Theory
 Social Constructivism
 Multiple Intelligences
 Brain-Based Learning
Multiple Intelligences 7

8. “The theory of multiple intelligences was developed in 1983 by
Dr. Howard Gardner, professor of education at Harvard
University.It suggests that the traditional notion of intelligence,
based on I.Q. testing, is far too limited. Instead, Dr. Gardner
proposes eight different intelligences to account for a broader
range of human potential in children and adults.”
Howard Gardner defines intelligence as "the capacity to solve problems or
to fashion products that are valued in one or more cultural setting"
(Gardner & Hatch, 1989).
According to Gardner, 8 different types of intelligence are
displayed by humans
8Multiple Intelligences

9. 9Multiple Intelligences

10. An intelligence is the ability to solve problems or to
create products , that are valued within one or more
cultural settings” (Howard Gardner, Frames of
Mind,1983)
 In his 1999 book Intelligence Reframed - Multiple
Intelligences for the 21st Century, Gardner refines the
definition as follows:
“a bio psychological potential to process information that
can be activated in a cultural setting to solve problems or
create products that are of value in a culture”
10Multiple Intelligences

11.  Alfred Binet discovery came to be called the
“intelligence test”, his measure, the IQ, for
“intelligence quotient” (mental age divided by
chronological age and multiplied by 100).
 a single, quantitative expression of a
set of narrowly defined paper and
pencil tests
 Intelligence could be
Measured by IQ tests.
 intelligence is viewed as a
unitary and fixed capacity
 Recognizes only two intelligences
verbal and mathematical i.e. one
dimension of mental ability.
 intelligence is fixed, that the brain
changes
its architecture only in early life, and
that
all brain damage is permanent
 MI is based on work of Howard Gardner of the
Harvardv Graduate school of Education.
 a qualitative expression, a description, of
an individual’s collection of intelligences,
 Intelligence is expressed in our
performances, products and ideas; not
through a test score
 a capacity in the human brain that is
developed in social & cultural
contexts
 MI maintains that several intelligences
are at work, not just one
 throughout life, the human brain
restructures itself according to what it
learns i.e. The concept of plasticity.
 recognises different and discrete facets
of cognition, acknowledging that people
have different cognitive strengths and 11Multiple Intelligences

12. intelligence(g factor) single factor model
(Ability to deal with cognitive complexity)
Cluster of mental abilities multiple factor model
Linguistics logical/mathematical spatial musical bodily/kinesthetic
interpersonal intrapersonal naturalist
A person masters certain skills using these intelligences depending upon
Knowledge experience
(g at the apex of the hierarchy)
12Multiple Intelligences

13.  Intelligence is God gifted and it develops and grows through
knowledge and experience(g)
 Multiple intelligences are at work in different individuals at
different levels with different combinations with different
results.(l’s)
 The higher the g factor in the individual , the greater the speed
and efficiency of that individual’s brain in performing cognitive
operations.
 Knowledge and experience effect intelligence that results in
making an individual skillful in one or more than one area.
 If there are more than one I ,the speed and efficiency of neural
processing will be greatest when a particular I is most fully
exercised.
 e.g. a learner having high musical intelligence will learn most
quickly when that content is embedded in a musical frame.
13Multiple Intelligences

14. 14Multiple Intelligences

15. Intelligences Explanations Core operations Examples
Linguistic the ability to
use language
in special and
creative ways,
syntax, phonology,
semantics,pragmatics
lawyers, writers, editors,
and
interpreters,journalists,p
oet
Logical-
Mathematical
the ability to
think rationally
number,logical
patterns,categorisation,
relations,calculations,
hypothesis testing
doctors,mathematicians,
staticians,accountants,
engineers,
programmers, and
scientists
Spatial ability to form
mental models
and perceive
Visual spatial
world
accurately.
accurate mental
visualisation,Sensitivity to
colour, line, shape, form and
space.
architects,designers
decorators,artists
sculptors, and
painters,inventors
photographers, pilots,
mechanical engineers
15
Multiple Intelligences

16. Intelligences Explanations Core operations Examples
Musical a good ear for music pitch, rhythm and
timbre, Perceive
music as a music
aficionado.
Discriminate as a
music critic.
Transform as a
composer.
Express as a
performer.
.
singers and composers
Bodily-kinesthetic having a well-
coordinated
body,expertise in using
one’s body to express
ideas and feelings.
control of one’s own
body ,Co-ordination,
dexterity, flexibility.
Enjoy physical pursuits
like hiking, dancing,
swimming, or boating
in athletes and crafts
persons,sculptor,
mechanic or surgeon
Athletes, craft people,
mechanics, and
surgeons, carpenter,
model-building
Enjoy physical pursuits
like hiking, dancing,
swimming, or boating
16Multiple Intelligences

17. Intelligences Explanations Core operations Examples
Intrapersonal An awareness of
one’s inner
moods, intentions,
motivations and
desires.
Very introspective,
enjoy meditation,
contemplation,
deep soul
searching
Having an
accurate picture
of one’s strengths
and limitations.
Ability to act
adaptively on the
basis on one’s self-
knowledge
Counselors,
theologians, self-
employed
business people
Psychologist
Researcher
Elite Athlete
Author
Philosopher
Explorer
17Multiple Intelligences

18. Interpersonal Ability to perceive
and make
distinctions in the
moods, intentions
motivations and
feelings of other
people.
awareness of
others’ feelings,
etc. be able to
work well with
people
salespeople,
politicians, and
teachers
Networkers,
negotiators,
Social worker
Counselor
Doctor/Nurse
Psychiatrist
Intelligences Explanations Core operations Examples
18Multiple Intelligences

19. Intelligences Explanations Core operations Examples
Naturalist the ability to
understand and
organize the
patterns of nature
recognition and
classification of
objects in the
environment
Biologist
Zoologist
Artists
Environmentalist
Landscaper
Game warden
19Multiple Intelligences

20. Method
Theoretically
related to
An approach
Theory of
language
Structural view
Functional view
Interactional view
Theory of
language learning
Psycholinguistic
and cognitive
processes
Conditions that
allow use of these
processes
Organizationally
determined by
A design
objectives
syllabus
Classroom
activities
Teacher role
Learner role
Instructional
material
Practically
realized in
A procedure
Classroom
techniques
Resources of
time, space,
equipment
Interactional
patterns
Tactics and
strategies
20Multiple Intelligences

21. Approach:
 MI theory was proposed by Gardner(1993)as a contribution to cognitive
science.
 It was interpreted as a framework for rethinking school education be
educators like Armstrong(1994)
 It looks at language of an individual , including one or more second
languages.
 Language is central to the whole life of the language learner and user.
 Language is not seen as limited to linguistics perspectives but
encompasses all aspects of communication so it is held to be
integrated with music , bodily activity , interpersonal relations and so
on.
 Language learning is closely linked to linguistic intelligences which
enrich the tapestry of communication we call language.
 Language has its ties to life through senses . A multisensory view of
language provides the accompaniment and context for the linguistic
message that give it meaning and purpose.
21Multiple Intelligences

22.  Goal:
It aims at making the language learner a better designer of his/her own learning experience.
 Syllabus:
No syllabus prescribed in MI-based language teaching. However ,a basic developmental sequence is
proposed(Lazear1991) that consists of four stages:
o Awaken the intelligence(through multisensory experience of objects and events)
o Amplify the intelligence(through choosing and defining with others this experience)
o Teach with/for the intelligence(intelligence is related to some aspect of language learning)
o Transfer of the intelligence(experience is related to out-of-class world)
 Activities:
o Eight self –access activity corners
o Individual /pair work
o Projects listed by Nicholson-Nelson:
• Multiple intelligence projects: based on one or more of the intelligences to stimulate those intelligences.
• Curriculum-based projects : based on curriculum content areas but categorized according to particular
intelligence
• Thematic-based projects : based on a theme from curriculum but divided into different intelligences
• Resource based projects : designed to provide students with opportunities to research a topic using multiple
intelligences
• Student choice projects : designed by students and draw on particular intelligence
22Multiple Intelligences

23.  MI Teacher :
o Is to consider to what extent and in what way MI theory can be applied in an individual
teaching situation within the realistic constraints of objectives , nature of students ,time ,
space and resources of the classroom.
o Is not only improving second language abilities of his students but contributes to the overall
development of students intelligences.
o Is to create his own MI profile for using it as a guide to designing and reflecting upon his
experience.
o Is curriculum developer , lesson designer and analyst, activity finder or inventor.
 MI Learner:
o Is engaged in a process of personality development
o Is a successful language learner with development of the ‘whole person’
o Is more well -rounded individual with the awareness of his own intelligence and its
working
o Is in a better position to benefit from instructional approaches and classroom
activities
23Multiple Intelligences

24. Linguistic Intelligence
 lectures student speeches
 small- and large-group discussions storytelling
 books debates
 worksheets journal keeping
 word games memorizing
 listening to cassettes or talking books using word processors
 publishing (creating class newspapers or
 collections of writing)
Logical/Mathematical Intelligence
 scientific demonstrations creating codes
 logic problems and puzzles story problems
 science thinking calculations
 logical-sequential presentation of subject matter
Spatial Intelligence
 charts, maps, diagrams visualization
 videos, slides, movies photography
 art and other pictures using mind maps
 imaginative storytelling painting or collage
 graphic organizers optical illusions
 telescopes, microscopes student drawings
 visual awareness activities
24Multiple Intelligences

25. Bodily/Kinesthetic Intelligence
 creative movement hands-on activities
 Mother-may-I? field trips
 cooking and other “mess” activities mime
 role plays
Musical Intelligence
 playing recorded music singing
 playing live music (piano, guitar) group singing
 music appreciation mood music
 student-made instruments Jazz Chants
Interpersonal Intelligence
 cooperative groups conflict mediation
 peer teaching board games
 group brainstorming pair work
Intrapersonal Intelligence
 independent student work reflective learning
 individualized projects journal keeping
 options for homework interest centers
 inventories and checklists self-esteem journals
 personal journal keeping goal setting
25Multiple Intelligences

26. 1. 1.Singular/multiple.
2. 2.Unique blend of dynamic intelligences
3. 3.Vary in development
4. 4.Dynamic
5. 5.Be identified and described
6. 6.Recognize and develop
7. 7.To enhance another intelligence
8.Personal background
9.To provide
10.Pure intelligence
11.Developmental theory
12.Be subject to change

27.  1.based on real- world intelligence
 2.pluralistic view of intelligence
 3.all intelligences are universal
 4.intelligences are educable
 5.unique profiles of, that develop & change
 6.each involves sub-abilities/manifestations
 7.they work in combination, not isolation
27Multiple Intelligences

28. It provides eight different potential pathways to learning.
When teaching through the more traditional linguistic or logical ways
of instruction, a teacher faces difficulty reaching a student, the theory
of multiple intelligences suggests several other ways in which the
material might be presented to facilitate effective learning. Whatever
is being taught or learnt, it can be connected with different levels
and interests of learners. Classroom activities frequently activate and
utilize more than one of the multiple intelligences.
 Although the intelligences are anatomically separated from each
other, Gardner claims that the eight intelligences very rarely operate
independently rather; the intelligences are used concurrently and
typically complement each other as individuals develop skills or solve
problems.
 For example, a dancer can excel in his art only if he/she has
 Strong musical intelligence to understand the rhythm and variations
of the music
 Bodily-kinesthetic intelligence to provide him with the agility and
coordination to complete the movements successfully
 Interpersonal intelligence to understand how he can inspire or
emotionally move his audience through his movements
28Multiple Intelligences

29.  1.Lack of quantifiable evidence that MI exist
 2.Lack of evidence that use of MI as a curricular
and methodological approach has any discernible
impact on learning
 3.Suggestive of a departure from core curricula
and standards
Multiple Intelligences 29

30.  Delivery of instruction via multiple mediums
 Student-centered classroom
 Authentic Assessment
 Self-directed learning
Multiple Intelligences 30

31.  Helps to create more personalized lessons
 Helps “explain and promote understanding” (Owen)
 Helps promote self-motivation in students because learning is based on innate talents
 Validates teacher insights into their students
Educators find the theory useful for a variety of reasons:
 MI fits with existing philosophies and practices
 MI validates what teachers / tutors already know and do
 MI provides a framework for thinking about practice
 MI helps teachers to extend their practice
 MI provides a vocabulary ... for self-reflection and ... collegial discussion
 MI promotes or justifies education in diverse art forms
 MI offer a greater variety of learning activities
 MI-based lessons use content and approaches that are meaningful to study
 MI-informed learning activities increase student initiative and control over the content or
direction of the activities and they this become better learners
 MI obliges teachers to be far more inventive in their teaching as they search for and
develop methodologies that will allow all intelligences to shine in the learning experience
 MI gives the students the freedom to explore and construct knowledge and understanding,
beginning with their own strengths.
31Multiple Intelligences

32. There is no “right way” to apply MI theory, because it is a
descriptive theory, not a pedagogical framework. But for
many educators, the theory confirms what they have
always believed: that students possess a range of
abilities that school neither acknowledges nor develops.
So educators accepted the challenge of creating
applications for MI.
32Multiple Intelligences

33.  MI helps in understanding the nature ,process , time period and factors involved
in better learning.
 MI helps to Study the inner workings of the brain, thus opening a vast frontier
of knowledge on human cognition.
 Intelligence and learning are multi-dimensional.
 Learning is a life long process , throughout our lives, we are capable of growing
new connections between neurons, and these connections create learning and
memory.
 Mi based activities help in better learning as these are in accordance with the
factors involved in learning like:
◦ Such activities increase motivation to learn as these match and develop the
specific talent
 Emotions and feelings are involved in learning new material and `
performing new task.
 Such activities involve a variety and interest of the students
 New material is better retained in LTM as three or more intelligences are
involved.
Multiple Intelligences 33

34.  Mi gives the teachers an insight into:
 Understanding the differences among the students
,their plus points and their abilities
 Understanding the objectives and aims of their
teaching and involving the multiple intelligences of
students in accordance with them.
 Understanding and devising activities to help
develop not only different intelligences among
students but also develop learning through those
intelligences.
Multiple Intelligences 34

35. Multiple Intelligences 35

36. Intelligences Better learn by
Linguistic Reading
Memorizing
Playing word games (Scrabble,
Anagrams, Password)
Making up rhymes, puns
Using the internet
Logical/Mathematical Recording information systematically
Setting up experiments (“What if…?”)
Playing strategy games (Chess,
Checkers
Analyzing data
Asking logical questions
Multiple Intelligences 36

37. Spatial Learner Studying pictures
Watching videos
Using visual aids
Doing mazes and puzzles
Using interne
Bodily/Kinesthetic learner Doing role plays
Physical activities
Visiting museums ,parks , public
places
Multiple Intelligences 37

38. Musical learner Listening to recordings
Reading aloud
Making up songs
Changing tempo
Interpersonal learner Studying in groups
Comparing information with others
Interviewing experts
Relating personal experiences
Being a team player
Doing cooperative projects
Multiple Intelligences 38

39. Intrapersonal learner Establishing personal goals
Playing solitary games
Working alone
Relating personal experiences
Setting own pace
Very introspective, enjoy meditation,
contemplation, deep soul searching
Naturalistic learner Studying outside
Learning in the presence of plants & pets
Relating environmental issues to topics
Smelling, seeing touching, tasting,
Observing natural phenomenon
Multiple Intelligences 39

40.  Our schools and culture focus most of their attention
on linguistic and logical-mathematical intelligence.
We esteem the highly articulate or logical people of
our culture.
 Our policy makers , syllabus designers ,examiners ,
teachers and students all focus on intelligence. Our
examination system is writing oriented and it doesn’t
offer a scope for multiple intelligences.
40Multiple Intelligences

41. Education policy makers are to make policies keeping in mind
how to utilize the maximum of the human resources in form of the
students who bring with them multiple intelligences. They should
make such policies that the field of education and teaching produce
the individuals for different other fields with certain aspects of
personality and certain skills developed in them.
 Syllabus designers and examiners are to be responsible enough
to give an exposure to all kinds of the students to develop and learn
the language through the most suitable and interesting way. A
balanced syllabus is that which satisfies the demands and needs of
all the students on one hand and on the other it gives a teacher a
chance and opportunity to focus on all the students with a variety of
material and activities.
 Parents, who are in a position to understand MI theory, realize the
importance of the capability and aptitude of their children. They
should let their children go to the fields which are appropriate for
them. But first right judgment is to be done.
41Multiple Intelligences

42.  Teachers should recognize that students bring with them specific
and unique strengths which should be taken into account in
classroom situations. Equal attention should be paid on individuals
who show gifts in intelligences other than linguistic and
mathematical.
 Teachers are to be trained to present their lessons in a wide
variety of ways using music, cooperative learning, art activities, role
play, multimedia, field trips, inner reflection, and much more.
 Teachers can have explicit educational goals but they should be
willing and able to approach them by multiple means keeping in
mind multiple intelligences. So that their students are provided with
different ‘entry points’ to learning and given an opportunity to
demonstrate their abilities.
 Teacher should try to address each student’s mind as directly
and personally as possible and try to identify the activities that they
frequently use in their classes and categorize them to see which
ones help develop which types of students’ intelligences
Multiple Intelligences 42

43.  MI refers to a learner based philosophy.
 It holds that learners’ intelligence is having multiple dimensions that they are
different with their individual learning styles, preferences or intelligences.
 It suggests that pedagogy can be fruitful and successful when these differences
are acknowledged , analyzed for particular groups of learners and are
accommodated in teaching.
 This MI Model is one of a variety of learning style models that can be applied to
language education.
 Teachers can make their teaching effective, Interesting, fruitful and practical, if
they manage the classroom activities keeping in mind these differences,
individual strengths and interests of their students.
 MI theory offers ESL/EFL teachers a way to examine their best teaching
techniques and strategies in light of human differences.
 Teachers’ language-learning materials affect the multiple intelligence profiles of
their students.
 .
43Multiple Intelligences

44. Multiple Intelligences 44

45.  Verbal/Linguistic
 Logical/Mathematical
 Musical/Rhythmic
 Naturalist
 Visual/Spatial
 Intrapersonal
 Interpersonal
 Bodily/Kinesthetic
 Word smart
 logic smart
 music smart
 classifying smart
 art smart
 self smart
 people smart
 body smart

46.  Everyone has all eight of them.
 There are many ways to be “smart” in any one
intelligence.
 They are not often isolated and usually work
together.
 With work, most people can become reasonably
competent in all intelligence.

47. “Successful education does not require covering
everything ‘from Plato to NATO.’ In fact, the
greatest enemy of understanding is coverage. If
we try to cover everything, by the end of the day
people will have learned very little and will have
understood nothing. As a teacher, ask yourself,
‘If I had one hour (per semester) to teach students,
what would I teach them?’”(Gardner)
47Multiple Intelligences

48. 

 Diane Larsen-Freeman(2000)Techniques and Principles in Language Teaching. Second ,
 Oxford University Press
 Gardner, H. (1985) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
 Books.
 Gardner, H. (1993) Multiple Intelligences: The Theory and Practice. New York : Basic
Books
 Jack C.Richards and Theodore S.Rodgers.(2001) Approaches and Methods in language
 teaching,Second edition,CambridgeUniversity Press
 Mian M. saif ul Haq, Prof. Iqbal Butt ,Muhammad Ehtsham, Fehmida Nazir(2013)An
 Introduction to Linguistics, Famous Products
 Diane Larsen-Freeman (2000)Techniques and Principles in Language Teaching. Second
Edition,Oxford University Press
 www.google.com



Multiple Intelligences 48

49. 49Multiple Intelligences