Teach English in Bansong Yuanlu Jiedao - Shanghai Shi

Multiple IntelligencesThe Theory of Multiple Intelligences was conceived by Howard Gardner, a Harvard professor of education, in 1983. He proposed that the traditional theory of intelligence, measure by an IQ test, is too limited. Because schools and teachers focus mostly on the students who learn in the conventional manner and are strong in linguistics and mathematics, the students who are gifted in other intelligences are often overlooked. These are the artists, the musicians, the dancers, the designers, the naturalists? people who add richness and depth to our lives. Professor Gardner believes that these students get too little attention or reinforcement in schools. Some are even labeled as learning disabled or attention deficient. Gardner?s Theory of Multiple Intelligences proposes that we change the way in which our classes are taught, and that teachers should strive to present lessons in a variety of ways in order to reach those students who do not learn linguistically or logically. Toward this end, his theory provides eight ways of learning. THE MULTIPLE INTELLIGENCES Spatial Intelligence is the ability to perceive visually. These learners think in pictures and need to create visual images for learning to take place. They are sensitive to body language and facial expressions. In the classroom, they would learn best through activities involving pictures, diagrams, displays, objects, or videos. They may need to sit at the front of the classroom, and older learners would probably want to take notes during class. In the ESL classroom, it is especially important to support concepts with all kinds of visuals, like those mentioned above. Using a mirror to practice pronunciation or doing lip-reading, are two activities that would appeal to a visual learner. Linguistic Intelligence is the ability to uses words and language. A linguistic learner has highly-developed listening and speaking skills?he thinks in words rather than pictures. He is sensitive to tone, pitch, and nuances of speech, and deduces the underlying meanings. Text, for a linguistic learner, needs to be vocalized to have meaning. In the classroom, he would respond well to oral presentations or readings and tape recordings. Linguistics plays the primary role in language-learning. Students must hear the language in order to reproduce it. Logical or Mathematical Intelligence is the ability to reason. These learners are logical, good with numbers, and think conceptually. They remember concepts bys making connections between bits of information. They are naturally curious and ask lots of questions. Logical learners need experimentation in a classroom situation. In the ESL classroom, logical learners would benefit from categorizing, analyzing the language, or conjugating verbs. Students with Bodily or Kinesthetic Intelligence learn by moving, doing, and touching. They have good hand-eye coordination, a sense of balance, and may enjoy athletics. They need to interact with their surroundings in order to process and store information. These students may be easily distracted and find it impossible to sit still in a traditional classroom situation, and for this reason, teachers may find it difficult to teach them. They need hands-on experiences and many opportunities to move around.In the ESL classroom, there is an unlimited choice of activities that would appeal to the kinesthetic leaner, whether he is an adult or a child. Role-playing, mingling, clapping for syllables, pulling a rubber band for word stress, ball toss games?these are just a few. Musical or Rhythmic Intelligence is the ability to appreciate and produce music . These learners think in sounds and patterns and respond well to music. They may be distracted by their sensitivity to ambient sounds like the ticking of a clock, the dripping of a faucet, or the tapping of a foot or pencil. Musical learning is possibly the most overlooked of the intelligences. Language learners would benefit from listening to songs or using songs to teach certain grammar points, humming or singing conversations to practice tone and stress, or from a class organized around the Suggestopedia theory, where calming music is played in the background as students listen to a text being read. Learners with Interpersonal Intelligence have the ability to relate to and understand other people?they can put themselves in another?s shoes. Interpersonal learners are sensitive to feeling and motives, are effective organizers, and have developed verbal and non-verbal communicative skills. In the classroom they work well in groups, however, they may require extra time as they strive to let all group members have a voice. Language learners whose strength is interpersonal intelligence would benefit from pair or small group work. Learners with Intrapersonal Intelligence recognize their own strengths and weaknesses, and are good at self-reflection. They are aware of their own wants and needs, and are able to assess their own thinking patterns. They understand their role in a group. Language students with intrapersonal intelligence may benefit from maintaining a vocabulary journal, recording and listening to their own speech, or personal goal-setting. Learners with Naturalistic Intelligence are interested in subjects like biology, botany, and zoology. They like outdoor activities like hiking and camping, and learn best if topics are related to something in nature. They are good at organizing and categorizing information. Language teachers who are informed about the Theory of Multiple Intelligences can adapt their methods and lesson plans in order to address the individual needs of all learners in their classes. Each element of language learning can be presented in more than one way, using more than one approach, thus providing opportunities for all learners to be successful.