Do you want to be TEFL or TESOL-certified and teach in Yueyang Jiedao? Are you interested in teaching English in Shanghai Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
Multiple IntelligenceABSTRACT The article summarises various aspect teachers and psychologist try to achieve in their approach to teach children, young learners and adults in a more effective, orientated and specific way to enhance their linguistic abilities through multiple intelligence. This paper will focus on various classroom activities, which will be helpful to increase and develop the linguistic intelligence of ESL students to learn the language and broaden the capacity to use the language to accomplish certain goals. INTRODUCTION The concept of multiple intelligence has only recently been developed and is now widely accepted as important educational aspect, despite the conventional methods in testing someone?s intelligence (IQ), which were largely based on linguistic and logic-mathematical intelligence. The traditional definition of intelligence, on which such tests were based, is now regarded as disputable and too narrow. The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. He viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989) . Gardeners pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon each individual. He initially identified seven intelligence types: Kinaesthetic, musical, interpersonal, linguistic, logical-mathematical, intrapersonal and spatial. The eighth, Naturalistic intelligence, was not part of Gardner's original framework but was added in 1996 to include those who excel in the realm of natural science . According to Gardner?s widely acknowledged and integrated theories of multiple intelligences, this article will view some concept, models and classroom activities, which corresponds and involves all types of intelligences to improve and develop the english learners linguistic intelligence, and their ability to use the language effectively. MATERIALS AND METHODS A number of activities can be used to develop the intelligences, although most activities presented here, are not designed to cater for only one intelligence, but rather can be part of several categories and are interchangeable. Whichever teaching methods the teacher will adopt in their classroom, it is important to teach multi-modally and care for all the intelligence types in each of the lesson, in order to reach all the learners in the class. The table presented below lists classroom activities that cater for the seven most common Intelligence types used in the classroom, but also gives a brief description of the specific intelligence. Linguistic Intelligence: refers to an individual's capacity to use language effectively as a means of expression and communication through the written or spoken word. (For example: poets, writers) Activities: - group discussions and organized debates - reading - storytelling - completing worksheets - word building games - giving presentations and reports - producing summaries - journal writing Logical-mathematical Intelligence: refers to an individual's ability to recognize relationships and patterns between concepts and things, to think logically, to calculate numbers, and to solve problems scientifically and systematically. (For example: mathematicians, economists) Activities: - logic puzzles - problem solving activities - logical-sequential presentations - ordering, matching and gap fill activities - cultural comparisons and contrasts Visual/Spatial Intelligence: refers to the capability to think in images and orient oneself spatially. (For example: artists, decorators, architects) Activities: - charts - graphs and diagrams - mind maps - storyboards - videos - illustrating concepts and things - reading maps and interpreting directions Bodily-kinaesthetic Intelligence: refers to the capacity of using one's own body skilfully as a means of expression or to work with one's body to create or manipulate objects, (For example: dancers, actors, athletes) Activities: - Circle Dancing - Craftwork - acting out an event or thing - cooperative or competitive games like classroom board races Musical Intelligence: refers to the capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression. (For example: singers, musicians, composers) Activities: - Songs - Background Music - creating songs or jingles to summarize concepts or ideas Interpersonal Intelligence: refers to the capacity to appropriately and effectively communicate with and respond to other people. (For example: sales people, politicians) Activities: - group work - paired activities - brainstorming - questionnaires, surveys and polls - board games - team problem solving - simulations - group writing projects Intrapersonal Intelligence: refers to the capacity to accurately know one's self, including knowledge of one's own strengths, motivations, goals, and feelings. (For example: entrepreneurs, therapists, philosophers) Activities: - project work - independent study and individual instruction - monitoring of own skills - researching and online activities - essay writing Different teachers have different ideas in how to approach the various intelligences, and how to create and adapt teaching and classroom materials to suit, reflect and involve all types of intelligence. Therefore the above classification is clearly subjective and dependent on individual teaching styles. Conclusion Within the development of the theories of multiple intelligences, the educational curriculums and the teachers approach to customise their material to the intelligences, has become enormously versatile and more based on the individual students needs and ability as a whole. REFERENCES and further reading material http://serendip.brynmawr.edu/biology/b103/f01/web2/wise.html Multiple Intelligences Revisited by Michael Berman Vol. - 2 Gardner, Howard. 1983. Frames of mind. The theory of multiple intelligences. New York: Basic Books. http://www.thomasarmstrong.com/multiple_intelligences.php http://www.infed.org/thinkers/gardner.htm
