You are on page 1of 2

Multiple intelligences

MI is based on the work of Howard Gardner. Gardner notes that the traditional IQ tests measures only logic and language, yet the brain has other equally important types of intelligence. He believes that all of them can be enhanced through training and practice. Learners are viewed as possessing individual learning styles, preferences or intelligences. Pedagogy is successful when learners differences are acknowledged, analysed for particular groups of learners and accommodated in teaching. Gardner claims that his view of intelligence is culture-free and avoids the conceptual narrowness associated with traditional models of intelligences. He divides intelligences into 8 groups: Linguistic Logical/mathematical Spatial Musical Bodily/kinaesthetic Interpersonal Intrapersonal Naturalist

Language learning and use are obviously closely linked to what MI theorist label Linguistic Intelligence. MI proponents believe there is more to language than linguistic. There are aspects of language such as rhythm, tone, volume and pitch that are more closely linked to a theory of music.

In MI the language class is aimed at making the language learner s better designer of his own learning experiences. There is no syllabus as such but a basic developmental sequence has been proposed as an alternative 1. Stage 1 Awaken the intelligence: Through multisensory experiences learners can be sensitive to the many properties of objects and events in the world around them. 2. Stage 2 Amplify the intelligence: Students strengthen and improve their intelligence by volunteering objects and events of their own choosing 3. Stage 3 Teach with/for the intelligence: At this stage the intelligence is linked to the focus of the class through worksheets, projects and discussions 4. Stage 4 Transfer of the intelligence: Students reflect on the learning experiences of the previous stages and relate these to issues and challenges in the out-of class world.

Teachers become curriculum developers, lesson designers and analysts, activity finders or inventors, and orchestrators of multisensory activities within the realistic constraints of time, space and resources of the classroom. Teachers are encouraged to think of themselves as merely language teachers. The MI classroom is one designed to support development of the whole person, and the environment and its activities are intended to enable students to become more aware individuals and more successful learners in general.