Teach English in XiaokunshAn Zhen - Shanghai Shi

Multiple intelligencesThe Theory of Multiple Intelligences was proposed by Howard Gardner (1983). He suggests intelligence can not be measured in general but that it is composed of separate cognitive abilities that show weak interlinking correlations. Gardner?s conclusions were drawn from his pursuit to link his primary interests, the study of brain damage to that of cognitive development. The theory initially projects the following areas as individual competencies: ? Logical ? mathematical ? Spatial ? Linguistic ? Bodily - kinesthetic ? Musical ? Interpersonal ? Intrapersonal ? Naturalistic ? Existential (additions considered at a later date) Recognition that brain damaged patients could endure damage to a particular intelligence, without affecting the performance of others, harmonized well with the existence of savants. Gardner?s work concluded that these were ?relatively autonomous human intellectual competencies? (Gardner, 1983). His approach drew interest from many professionals in education. Gardner (2004) states that within a year of the initial publication Key School, the first to form its education around the MI theory, was opened. Throughout we will look in more detail at selected types of intelligence and how the theory in turn affects the education system. Where do we place logical ? mathematical intelligence in a TEFL classroom? This intelligence is sometimes misinterpreted as it is not exclusively concerned with people who are good with numbers but also with those who perform well when identifying through reason, recognizing patterns and scientific thinking (Armstrong, 2009). The classroom facilitates the logical english language learner by posing them with assistance tools such as puzzles, encoding mechanisms to memorise appropriate grammatical structures or research projects. An example of such is the inductive approach where students learn rules themselves upon presentation of examples of the language (BBC). Spatial learners are concerned with visual-spatial perceptions and representations; they have a strong awareness of their surroundings and with picture representations based on a sensitivity to line, colour, shape, form and space (Armstrong, 2009). The modern day classroom encourages us to use visual aids; to present students with pictures, graphic representations or props to facilitate learning; artistic tasks, or requesting students to visualize scenarios. The visual learner will often have poor listening skills due to a sensory overload (Troy M, 5 Areas of Visual spatial learning) and thus with diagrams or mind mapping learning and memory can be optimized. Bodily and Kinesthetic intelligence concerns movement and actions, people with high kinesthetic intelligence will rely on muscle training/memory to learn a task (Wright, 2003). These students will stand out in the classroom demonstrating high energy levels with constant fidgeting and are often inappropriately diagnosed with ADHD (Linksman, The fine line between kinesthetic learners and ADHD). The tasks assigned for kinesthetic learners should be of a practical nature allowing them to focus their energy in beneficial tasks. Activities such as role play or production of materials will promote interest and knowledge acquisition in these students. Students with high musical ? rhythmic intelligence have a sensitivity to all features of music; tone, pitch, rhythm etc. These students will engage in a lesson and learn well if facilitated with musical concepts. Medina (1993) identified a positive correlation between second language acquisition and the use of music in elementary aged children. This suggests that music is a facilitator for language, it has been known to help students in memory and rhythm of language tasks and should be encouraged in classrooms. Gardner himself states that many people have challenged his classification of intelligence as well as critics who question his experimental samples (Gardner, 2004). However he continues to state that the argument posed for modularity, in his research and others, is so strong that those in favour of general intelligence feel a constant need to defend their post. When we consider the variety of intelligences outlined in Gardner?s theory is it possible to equally accommodate and facilitate all types of learners in the classroom? Particularly one that is centred on language? Research on the success of Project SUMIT (Schools Using Multiple Intelligences Theory) has demonstrated significant improvement in standardized testing, parental involvement and student behaviour (cited in: Hayden, Kellie, 2010). This suggests we should at very least try, as stated Gardner (1999) ?students will be served better with a broader view on education?. References. Armstrong, Thomas. (2009). Multiple Intelligences in the Classroom. 3rd Ed. ASCD. BBC, http://www.teachingenglish.org.uk/knowledge-database/logicalmathematical-intelligence. Gardner, Howard. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books. Gardner, Howard. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. Gardner, Howard. (2004). Frames of Mind: The theory of multiple intelligences. New York: Basic Books. Hayden, Kellie. (2010). Gardner?s Eight Multiple Intelligences in the Classroom. http://www.brighthub.com/education/k-12/articles/75816.aspx Linksman, Rickie. The thin line between Kinesthetic Learners and ADHD. Association for Comprehensive Neurotherapy. http://www.latitudes.org/articles/learn01.html Medina, Suzanne L. (1993). The Effect of Music Upon Second Language Vocabulary Acquisition. ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics. M, Troy. 5 Areas of Visual Spatial Intelligence. Idea Marketers. http://www.ideamarketers.com/?articleid=2845095 Wright, S (2003). The Arts, Young Children and Learning. Pearson Education Inc.