Multiple Intelligences

theory and EFL

4th Year Methodology II
(Curr 411)
Prof. Asmaa Gheith

Director, Center for Developing English Language Teaching (CDELT)

Faculty of Education
Ain shams University
Cairo, Egypt

2009
Learning outcomes

Through completion of this part, e-learners should be

:able to
• Identify the concept of multiple intelligences;

• Identify various types of multiple intelligences;

• Formulate a vision depending on reflecting the

multiple intelligence concept;
• Identify linear thinking and dynamic thinking
processes, and accordingly;
• Reflect some language learning activities that enhance
and utilize the concept of multiple intelligence.
Activities

 Entire group discussion in a face to face

session.
 Asynchronous and synchronous online
activities.
 E-group activities.
Assessment Techniques
 Students' e-groups’ activities to formulate their own
vision of the multiple intelligence concept.
 Collaborative e-group activities to present a
theoretical framework.
 Individual reflection of a teaching point to utilize the
concept of multiple intelligence in language
teaching/learning
 E-quizzes.
Multiple Intelligences
theory
Multiple Intelligences
theory

Technological
intelligence
 Abstract

Multiple Intelligences are

mainly systemic phenomena.
Generally, in education, learning
takes place when more than one
human intelligence interact
systemically for further
.development
Language learning in particular,   
is a mere issue of blue print until
learners start to manipulate their
various human intelligences through
this systemic process "This provides
preferred learning styles as well as
their behavioral and working styles,
."and their natural strengths
.http://www.businessballs.com/howadgardnermultipleintelligences.htm
This is absolutely a systemic
language learning process based
  .on multiple intelligences
Moreover, language learning is   
the outcome of solving such a
systemic linguistic problem. In
this context, the outcome is
represented in
Variety of meanings are
constructed by learners according
to their visions, learning
strategies, and different
intelligences involved in
learning. Accordingly,
there should be a focus on
conscious/unconscious attempts for
.developments
There is a shift of language
learning paradigm. Teachers' role
is transferred to encourage
learners to create their own
visions, identify available
/unpredictable intelligences,
select appropriate ones, and
through adapting positive learning
styles, genius
linguistic outcomes take place
through a systemic language
learning process. This study is
an attempt to shed light on this
academic and systemic process of
.language learning
There are eight different
intelligences.
 Multiple intelligences as a system

/Verbal
Technological Linguistic -Intra
personal

/Bodily /Musical
Multiple
Kinesthetic Rhythmic
intelligences

/Logical /Visual
Mathematical Spatial
-Inter
Naturalist
personal
Do I enjoy writing?
Do I like word games,
including crossword
puzzles, word
jumbles, acrostics,
?or the like
Verbal/Linguistic
 Poets
 Writers
 Lawyers
 Journalists
 Teachers
 Translators .
Do I like to arrange ideas?
Do I like to
organize/rearrange events?
Am I interested in solving
problems?
Logical /
Mathematical
 Scientists
 Engineers
 Computer
programmers
 Accountants.
Do I think in images

?and pictures
Visual/Spatial

 Architects
 Engineers
 Mechanics
 Artists
 Decorators
 ?Am I interested in self reflection
?Do I often evaluate yourself / goals
Do I always make new
?decisions about myself
Intrapersonal
 Thinkers
 Analysists
 Evaluators
 Thinkers
 Am I interested in extending
?relations with others
? Do I have communication skills
Interpersonal
 Counselors
 Leaders
 Politicians
 Social workers
Am I interested in sports?

Do I enjoy reading body

language?
Bodily/Kinesthetic
 Athletes
 Football players
 Actors
 Clowns
 Do I have a world wide
? awareness
Am I aware of the
? environmental components
?Am I one of them
Naturalist
 Farmers
 Environmental conservers
 Ecologists
 Biologists
 Geophysicists
 ?Do I respond to music
Do I like to sing or play an
?instrument
Musical/Rhythmic
 Musicians
 Orchestra
 Actors
 Music composers
 Theatre
Do I enjoy learning/ playing with
?computers
?Can I invent hardware/ software
Can I get results out of working
through using technological
?devices
Technologist

 Program designers
 Web planners
 Computer users
 Hardware inventors
Educational Implications
Educational Implications

?
Linear thinking

Static process

Input Output
)Patterns(
Dynamic thinking process

Choice
Wholeness Images

Autonomy Creativity

Reflection

Mapping Analysis

Integration Designing

Vision Decision
Positive
making
interaction
Teaching Through
Multiple Intelligences
 Verbal-Linguistic

 Discussion
 Dialogues
 Debates
 Practicing
language arts
 Logical / Mathematical

 Creating new identities

 Reorganization of contexts
 Statistics logical analysis
 Graphs indications
Visual / Spatial

 Visualization
 Mind Mapping
 Games
 Drawing
 Painting
 Collage
Bodily / Kinesthetic

 Field Trip
 Games
 Sports
Musical

 Listening to
Music / songs
 Playing music
 Composing
musical notes
 Intrapersonal
 Journaling
 Contemplation
 Reorganizing self-
convictions
 Creation of personal
visions
 Relating world issues to
personal values
 Reflection
Interpersonal

 Group Work
 Dialogues
 Collaboration
Projects
 Peer Tutoring
 Discussions
 Naturalistic

 Planting
 Field trips
 Walking Tours
 Wildlife Viewing
 Awareness of
environmental
components
Technological
 Searching sites
 Electronic interact
 Chatting
 Web creation
 E mails exchange
Systemic Multiple Intelligences
Language Learning

Implications
Systemic problem solving
Further developments

Definition Evaluation

problem
Expected
Analysis
improvement

Possible
Decision making
solutions
 Systemic problem solving
vision
understanding Further developments

Definition Evaluation

Expected
Analysis
improvement

Possible
Decision making
solutions
 ?

? ?
Pollution

? ?
 Systemic learning process

\ Assessment
Identification
evaluation

Reading \
Analysis writing Decision making
a text

Reflecting
Selecting
prior
Alternatives
Knowledge

Linear learning process

Input \ Output
Storing information
receiving information Reproduction of information
Adjectives (mini-
system)
Choose the correct
answer:

A. Happy
B. Angry
C. Astonished
:Two

A. Happy
B. Angry
C. Crazy
Three

A. Genius
B. Angry
C. Confused
Four
A. Sad
B. Astonished
C. Happy
Five
A. Confused
B. Crazy
C. Angry
Six

A. Angry
B. Crazy
C. Astonished
Seven
A. Confused
B. Lazy
C. Genius
 Angry

Crazy Happy

Astonished Confused

Genius Lazy
 Categorize :Vowels
( mini- system)
I :pink  Tin
 Pen
 Hot
 Foot
A: ant E :pencil
 Thin
Vowels  Mat
 Fruit
 Cat
 Pot
O : pot U: put  Ten
 Tin
Thin

Cat Pot
Mat Hot

Minimal pairs

Pen Fruit
Ten Foot
My name is Samia . I like...
( preferences mini-system)
I like my family
( mini-system)

My father

My brother
My mother My family
Ahmed

My sister
Salwa
My favorite pets (mini-
system)
Cat :Bossy

Pets

Parrot Dog
My favorite fruits ( mini-
system)
?
? ?
Fruits
?
?
?
My favorite drinks( mini-
system)

Drinks

? ?
Wrapping up:
? What does Samia like

? ?

? ?
Senses (mini-system)
Some suggested ideas
MCQ
:1. Trur or false
1.1. Multiple intelligences are systemic phenomena ( ).
1.2. Multiple intelligences cater for students' various
learning styles ( )
1.3. Ecologists should develop their naturalistic
intelligence ( ).
1.4. In linear thinking, there are interactive thinking
processes between input and output ( ).
1.5. Musical and naturalistic intelligences do not have
practical implications for EFL teaching ( ).
:Complete .2
2.1. In systemic learning, learners manipulate
interactive skills such as … …….
2.2. Awareness of environmental components
develops ……… intelligence.
2.3. Linguistic intelligence enhances learners'
ability to ……….
2.4. Language learning is a ……… process.
2.5. The teacher's role is to ………
:Choose .3
3.1. Linear thinking is a (dynamic- static-
comprehensive) process.
3.2. (Logical- Musical- Kinesthetic) intelligence develops
students' ability to reorganize concepts.
3.3. Teachers should encourage learners to (create
their own visions- produce predetermined
responses- memorize linguistic items).
3.4. (Architects- thinkers- Politicians) are mainly
characterized by their spatial intelligence.
3.5. To reflect on one's thoughts and vision,
(interpersonal- intrapersonal- logical) intelligence
should be enhanced.
 Match .4
A B
1. Learning takes place when 1. enables learners to develop
2. learning outcomes their analysis and
3. Writers and translators evaluation skills.
4. Interpersonal intelligence is 2. are represented in a variety
required for of meanings constructed by
learners.
5. Systemic problem solving 3. building healthy and
interactive relationships
with others.
4. more than one human
intelligence interact.
5. can effectively manipulate
verbal intelligence.
Further Readings
 Multiple intelligences
 http://www.thomasarmstrong.com/multiple_intelligences.htm
 Multiple intelligences and education
 http://www.infed.org/thinkers/gardner.htm
 Multiple intelligences
 http://www.newhorizons.org/strategies/mi/front_mi.htm
 The Theory of Multiple Intelligences
 http://www.indiana.edu/~intell/mitheory.shtml
 Multiple Intelligences: Theory and Practice in Adult ESL
 http://www.cal.org/Caela/esl_resources/digests/MI.html
 Why teachers are drawn to using: Multiple Intelligences Theory
in their classrooms
 http://www.newhorizons.org/strategies/mi/wilson1.htm
 Multiple Intelligences Theory and ILT
 http://excellence.qia.org.uk/page.aspx?
o=ferl.aclearn.page.id1883
 Busting Multiple Intelligences Myths
 http://www.barbarapearson.com/philosophy.html
 Multiple Intelligences Theory in Action
 http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails
/detailmini.jsp?
_nfpb=true&_&ERICExtSearch_SearchValue_0=ED396810&ERI
CExtSearch_SearchType_0=no&accno=ED396810