Teach English in PujiAng Zhen [incl. Pǔjǐn Jiedao] - Shanghai Shi

Multiple IntelligencesIn 1983, Howard Gardner developed a theory on learning called Multiple Intelligences. He claimed that people actually have eight different types of intelligences that are equally important: Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") According to Gardner, some people are stronger in certain areas than others. He felt that educators should incorporate different techniques and materials within their lessons that teach to all of these areas. While his philosophy was received with wide acclaim, many educators still felt daunted by the idea of incorporating all of these intelligences into their lessons, especially when most curricula focused on the linguistic and logical-mathematical intelligences. How could they meet their administrations requirements, fulfill the Department of Educations expectations and teach to the six remaining areas of intelligence? Researcher and educator Dr. Thomas Armstrong believes its not as difficult as people may think. In his article Multiple Intelligence, Armstrong provides an example of how to incorporate all of these areas of intelligence into an Economics lesson on supply and demand. His example demonstrates how most topics easily connect to all of these areas; through using words, numbers, pictures, self-reflection and/or physical, social and natural experiences, teachers are more likely to reach all of their students and to provide them with a deeper, more well-rounded understanding of a topic. While teachers dont necessarily need to incorporate all of these areas into every single lesson, it is important that these elements are included on a regular basis throughout their classes. Armstrong claims that many students are incorrectly diagnosed with learning disabilities when in reality, they just arent that strong in the linguistic and logical-mathematical areas. If teachers incorporated techniques that taught to all the intelligences, Armstrong believes they could connect to students who previously seemed distant or difficult. I personally agree with both Gardner and Armstrong; I believe that these eight intelligences are important and valuable and that educators should teach to all of them. As far as an ESL or EFL course is concerned, the focus is obviously on the linguistic area of intelligence and must remain that way in order to achieve the overall goal of teaching students how to speak, read and write english. However, it would be very easy for these teachers to incorporate activities and materials into their classroom that teaches to the other areas of intelligence while continuing the overall education of english. For example, photos and clips of songs are quite valuable in teaching vocabulary and can draw in those students who may feel bored or challenged by worksheets. Incorporating elements of nature into a class is also quite easy; students could take a walk around the school and discuss what they see, or collect things from outside and label them back in the classroom. ESL/EFL instructors might not realize it but any group or partner activity serves as english practice as well as a lesson in interpersonal intelligence. Teachers will probably find that some students have difficulty staying focused on a solo project or worksheet but can really open up and shine in a group setting. These students can more easily learn this way because they have more interpersonal intelligence than intrapersonal intelligence. On the other hand, students with more intrapersonal intelligence may not perform as well in a group setting but can write a wonderful personal essay or excel on a questionnaire that asks questions about their personal needs, progress and challenges. Lastly, any kind of activity where students can walk around the classroom serves as a nice change of pace and a very useful tool for students with strong bodily-kinesthetic intelligence. Some students, especially young children, do not like sitting in desks and can quickly become antsy. Its very difficult for those students to learn when theyre feeling this way; by incorporating movement into a lesson, teachers may find that something clicks for these types of students in a way it hadnt before. In planning a curriculum that incorporates all eight of these intelligences, teachers will see that most activities actually teach to many of these areas at once. Through careful observation, it will quickly become obvious to teachers which areas their students are stronger in and which areas are more difficult for them. This gives teachers a deeper understanding of each individual and allows them to better cater activities to their students. However, teachers should avoid giving students activities that focus on their strongest points only; its always beneficial to challenge students. Overall, a holistic education that incorporates all of these intelligences will make a class more interesting while also promoting maximum learning in every student. Becky Fine-Firesheets Multiple Intelligences (26). Multiple Intelligences by Dr. Thomas Armstrong (http://www.thomasarmstrong.com/multiple_intelligences.php) 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. These intelligences are: Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") Dr. Gardner says that 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. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts dont receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning arent addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers 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 (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way). The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart). How to Teach or Learn Anything 8 Different Ways One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with: words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence) self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence), and/or an experience in the natural world. (naturalist intelligence) For example, if youre teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?"). You dont have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever youre interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!