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MULTIPLE INTELLIGENCES
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. Howard Gardner(1993, Harvard)
Human intelligence hasmultiple
dimensions Traditional IQ measurement iscentred in
logiclanguage, spaceandmath abilities
Otherways channelsthrough which apersonlearns MUST beconsidered
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LEARNER
All humans haveacertain level ineach
channelor intelligence
Theleveloneach areamaybeenhanced,through training and practice
Each one posses individuallearning
styles, preferencesand intelligences
Pedagogy ismostsuccessfulwhen
considering such differences
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. Themultiple intelligencesmodeloflearning hasbeenappliedtolanguageeducationusing thefollowing channels:
Linguistic
Logical-mathematical
Spatial
Musical
Naturalistic
Kinaesthetic Interpersonal
intrapersonal
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Linguistic
Characteristics Teachersrole
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Logical-mathematical
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Spatial
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Musical
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Naturalistic
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Kinaesthetic
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Intrapersonal
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Interpersonal
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. Furtherproposals haveextendedtheselist
with : Gardnerdefendsthelistof8
An intelligencemaybedefinedassuchwhen having asetofsignsthat
characterises it A known, predictable, evolutionary history
anddevelopment:
universalsequenceofappearance in humanlife
History in itsuseduring the humanevolution
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. Learning maybebuiltonthosetypesof
intelligencesmostlyusedbylearner Learning isbuiltonthese inherited
talentsortypesof intelligences
Whennotconnectedtothe preferredstyleor intelligencelearning islesssuccessful
orfailscompletely
Learnerisuniqueand istreated inauniquewaytoenhance itschannelsfor
learning
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. Contributiontocognitivescienceandthenapplied intorethinking schooleducation
Becauseof itsrecentappearancelacksofaconcretescientificviewon how itrelatesdirectlywith languageandlanguagelearning theories
Language isseenascentral ina personslife, integratedwith music, bodilyactivity,
interpersonalrelationships Language isnotlimitedto linguistic
aspects, buttoallcommunicationaspects
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. Language isnaturallyrelatedtolinguistic
intelligencebutalsoto ALL otheraspectsorwaysofcommunication
There ismoretolanguagethanonlylinguistic
aspects.
Language isengagedto SENSORIALinformation
Tone, pitch, content, logicoflanguage, rhythm
havetodowith otherareas
(musical,kinaesthetic,mathematical,others)
TheOTHER intelligencesenrich (ordiminish)
thereceptionoflanguage
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. Intelligence isseenastheabilitytodeal
with cognitivecomplexityorproblem
solving
Thedevelopmentof intelligence isrelated
totheefficiencyandspeedtosolvesuch
problems
A learnerwilldevelop a higherspeedor
efficiencyofneural processing whenusing
its preferredchanneltolearnacertaincontent
Ifmusical intelligence isHIGHacontent
embedded inmusicwillbebestacquired
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. Languageclass issettomakealanguagelearnerthedesignerof itsownexperiencetomakethebestuseof itsnatural
strengths
Goaldirectedlearnerwilllearnbetter
anotherlanguage. Consciousof its
strengths, Willdirectmotivationandchannelstolearnthetargetlanguage.
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Stagesforlearning Awaken Intelligence:
Multi-sensorialexperiencetomakethem AWARE ofthe propertiesoftheobjecttolearn
Amplify intelligence:
Relateto previous knowledgeandexperiencewithcomparing, describing, classifying, etc
Teach with/forthe intelligence: The preferredchannelor intelligence islinkedtothe
contentthrough specificwork (music, math problems,naturallife, others)
Transferintelligence:uselearning inothercontexts, outoftheclasslimits.
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Classmaybe:
Studentcentred: Through projectsdecidedontheirown,
focusedontheirchoosing
Teacherdirected: Thestudentsmovethrough cyclesofactivities, each highlighting theuseofaspecific intelligence preparedbytheteacher
Work onstrengths (preferred intelligence);work onavarietyofstimulus toengagewitheach particular intelligenceeach time;link atoolortask (relatedtoatypeof intelligence)fordifferentaspectsoflanguage
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Learning with our senses
A classroomoflearnerswill include: 29% whoarevisuallearners
34% whoareauditorylearners
37% whoare kinaestheticlearners
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Teacher
Suggest possibleteachersrole
Suggest possibleactionstotake
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Material
Suggestroleand kindofmaterial
Proyect zero harvard
http://www.edutopia.org/multiple-intelligences-immersion-enota-video
http://www.edutopia.org/beginning-
journey-five-year-olds-drive-their-own-pbl-projects