mutiple intelligence presentation by asma

Multiple Intelligence

presented to : Dr.Muhammad Iqbal Butt Presented by: Asma Iqbal Kayani

Mphil in Linguistics NCBA& E,Gujrat.

Multiple Intelligences 2

A child acquires his MT to which he is exposed and for that no formal teaching is required but learning a FL or L2 requires a formal teaching in a formal setting because of this reason teaching of FL has been a topic of heated discussion ,and researchers and educationists presented different theories of learning and methods of teaching. The present study is related to one of these language learning theories i.e. Multiple intelligence presented by Sir Howard Gardner()The researcher aims to find out how MI theory can be of help to a FL teacher who has to deal with a number of students having different linguistic and other backgrounds in a classroom situation. The study is a try to make it clear to understand what MI is and what are its implications. The study along with explaining the multiple intelligences at work in different individuals also discusses the key features, principles and applications for MI for a better teaching and learning of L2.Finally there are certain recommendations for teachers ,learners ,parents ,syllabus designers and policy makers for the better utilization of human resources with their different mental abilities to make them successful and beneficial individuals in their respective fields.

Abstract


Human beings are the social animals. They need to communicate with each other and language is the basic tool used for it. So a child acquires the language spoken around him in a natural way without going to school or attending any regular classes.

However, with the development of science and growth of societies, the world became a global village and the need, desirability and demand of learning foreign languages grew. So teaching and learning of different foreign languages at different times became a matter of concern for educationists.

As teaching and learning of a FL is quite different from that of the MT , so history of language teaching is replete with diverse ideas, approaches , theories and methods.

The history of language teaching has been characterized by a search for more effective ways of teaching second or foreign languages.

60 percent of today’s world population is estimated to be multilingual. From both a contemporary and a historical perspective ,multilingualism is the norm rather then the exception. So foreign language teaching and learning holds great importance.

Although much has been done to find the answers to important questions in language teaching , the teaching profession is continually exploring new options for making this process more effective and fruitful.

Introduction


The aim of this study is to find out

Difference between traditional concept of intelligence and multiple intelligence.

the role of the theory of MI in the process of teaching and learning

The possibility for a foreign language teacher to satisfy and utilize the multiple intelligences of the students in the same class room situation.

Aims & Objectives


Throughout history foreign language teaching has always been an important practical concern. The question how to teach foreign language has been a matter of great discussion. Changes in language

teaching methods have reflected recognition of:

Changes in the kind of proficiency learners need Changes in theories of the nature of language and of language learning.

The history of language teaching saw the rise and fall of a variety of language teaching approaches and methods. Once Latin was dominant language of education ,commerce, religion ,and government in the Western world.

In the sixteenth century ,however, French ,Italian , and English gained importance. The procedure of classical Latin teaching became the model for foreign language study from the seventeenth to

the nineteenth centuries.(GTM 1840s to 1940s) In the mid and late nineteenth century ,new approaches to language teaching were developed by C.

Marcel,T.Prendergast and F.Gouin. From the 1880s,Henry Sweet , wilhelm Vietor , paul Passy gave new ideas( Reform movement)Phonetics was

established,IPA was founded .the contribution of these linguists reflected the beginning of the applied linguistics. This movement also led to natural methods and the Direct Method.

The most active period was from the 1950s to the 1980s The 1950s and the 1960s : The Audio Lingual Method , the Situational Method , communicative Approach , the

Silent Way , the Natural Approach , total Physical Response the 1990s,content based instruction, task –based language teaching ,cooperative learning, whole language

approach, Multiple intelligence

A brief history of language teaching


“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment” (Driscoll, 1994, pp. 8-9).

“an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Shuell, 1986, p. 412).

“the relatively permanent change in a person’s knowledge or behavior due to experience” (Mayer, 1982, p. 1040).

What is Learning ?


Nobody really knows . But there are 6 main Theories

Behaviorism

Cognitivism

Social Learning Theory

Social Constructivism

Multiple Intelligences

Brain-Based Learning

How do people learn?


“The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University.It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.”

Howard Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989).

According to Gardner, 8 different types of intelligence are displayed by humans

Multiple Intelligence

Dr. Gardner


An intelligence is the ability to solve problems or to create products , that are valued within one or more cultural settings” (Howard Gardner, Frames of Mind,1983)

In his 1999 book Intelligence Reframed - Multiple Intelligences for the 21st Century, Gardner refines the definition as follows:

“a bio psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture”

Intelligence

IQ vs MI

Alfred Binet discovery came to be called the “intelligence test”, his measure, the IQ, for “intelligence quotient” (mental age divided by chronological age and multiplied by 100).

a single, quantitative expression of a set of narrowly defined paper and pencil tests

Intelligence could be Measured by IQ tests.

intelligence is viewed as a unitary and fixed capacity

Recognizes only two intelligences verbal and mathematical i.e. one dimension of mental ability.

intelligence is fixed, that the brain changes

its architecture only in early life, and that

all brain damage is permanent intelligence is a single, unchanged, inborn capacity.

MI is based on work of Howard Gardner of the Harvardv Graduate school of Education.

a qualitative expression, a description, of an individual’s collection of intelligences,

Intelligence is expressed in our performances, products and ideas; not through a test score

a capacity in the human brain that is developed in social & cultural contexts

MI maintains that several intelligences are at work, not just one

throughout life, the human brain restructures itself according to what it learns i.e. The concept of plasticity.

recognises different and discrete facets of cognition, acknowledging that people have different cognitive strengths and contrasting cognitive styles,intelligences can be enhanced through training and practice.

11Multiple Intelligences


intelligence(g factor) single factor model

(Ability to deal with cognitive complexity)

Cluster of mental abilities multiple factor model

Linguistics logical/mathematical spatial musical bodily/kinesthetic

interpersonal intrapersonal naturalist

A person masters certain skills using these intelligences depending upon

Knowledge experience (g at the apex of the hierarchy)

Cluster of mental abilities


Cont. Intelligence is God gifted and it develops and grows through

knowledge and experience(g) Multiple intelligences are at work in different individuals at different

levels with different combinations with different results.(l’s) The higher the g factor in the individual , the greater the speed

and efficiency of that individual’s brain in performing cognitive operations.

Knowledge and experience effect intelligence that results in making an individual skillful in one or more than one area.

If there are more than one I ,the speed and efficiency of neural processing will be greatest when a particular I is most fully exercised.

e.g. a learner having high musical intelligence will learn most quickly when that content is embedded in a musical frame.

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Intelligences Explanations Core operations Examples

Linguistic the ability to use language in special and creative ways,

syntax, phonology, semantics,pragmatics

lawyers, writers, editors, and interpreters,journalists,poet

Logical-Mathematical

the ability to think rationally

number,logical patterns,categorisation, relations,calculations,hypothesis testing

doctors,mathematicians, staticians,accountants, engineers, programmers, and scientists

Spatial ability to form mental models and perceiveVisual spatial world accurately.

accurate mental visualisation,Sensitivity to colour, line, shape, form and space.

architects,designers decorators,artists sculptors, and painters,inventorsphotographers, pilots, mechanical engineers

Multiple Intelligences



Musical a good ear for music pitch, rhythm andtimbre, Perceivemusic as a musicaficionado.Discriminate as amusic critic.Transform as acomposer.Express as aperformer..

singers and composers

Bodily-kinesthetic having a well-coordinated body,expertise in using one’s body to express ideas and feelings.

control of one’s own body ,Co-ordination, dexterity, flexibility.

Enjoy physical pursuits like hiking, dancing, swimming, or boating

in athletes and crafts persons,sculptor, mechanic or surgeonAthletes, craft people, mechanics, and surgeons, carpenter, model-building Enjoy physical pursuits like hiking, dancing, swimming, or boating

CONT…



Intrapersonal An awareness of one’s inner moods, intentions, motivations and desires. Very introspective, enjoy meditation, contemplation, deep soul searching

Having an accurate picture of one’s strengths and limitations.Ability to act adaptively on the basis on one’s self-knowledge

Counselors, theologians, self-employed business peoplePsychologistResearcherElite AthleteAuthorPhilosopherExplorer


Interpersonal Ability to perceive and make distinctions in themoods, intentions motivations and feelings of other people.

awareness of others’ feelings, etc. be able to work well with people

salespeople, politicians, and teachersNetworkers, negotiators, Social workerCounselorDoctor/NursePsychiatrist




Naturalist the ability to understand and organize the patterns of nature

recognition and classification of objects in the environment

BiologistZoologistArtistsEnvironmentalistLandscaperGame warden


Method

Theoretically related to

An approach

Organizationally determined by

A design

objectives

syllabus

Classroom activities

Teacher role

Learner role

Instructional material

Practically realized in

A procedure

Classroom techniques

Resources of time, space, equipment

Interactional patterns

Tactics and strategies

Model used for description of MI


Description of MI:approachApproach: MI theory was proposed by Gardner(1993)as a contribution to cognitive

science. It was interpreted as a framework for rethinking school education be

educators like Armstrong(1994) It looks at language of an individual , including one or more second

languages. Language is central to the whole life of the language learner and user. Language is not seen as limited to linguistics perspectives but encompasses

all aspects of communication so it is held to be integrated with music , bodily activity , interpersonal relations and so on.

Language learning is closely linked to linguistic intelligences which enrich the tapestry of communication we call language.

Language has its ties to life through senses . A multisensory view of language provides the accompaniment and context for the linguistic message that give it meaning and purpose.


Goal: It aims at making the language learner a better designer of his/her own learning experience. Syllabus: No syllabus prescribed in MI-based language teaching. However ,a basic developmental sequence is

proposed(Lazear1991) that consists of four stages:o Awaken the intelligence(through multisensory experience of objects and events)o Amplify the intelligence(through choosing and defining with others this experience)o Teach with/for the intelligence(intelligence is related to some aspect of language learning)o Transfer of the intelligence(experience is related to out-of-class world) Activities:o Eight self –access activity cornerso Individual /pair worko Projects listed by Nicholson-Nelson:• Multiple intelligence projects: based on one or more of the intelligences to stimulate those intelligences.• Curriculum-based projects : based on curriculum content areas but categorized according to particular

intelligence• Thematic-based projects : based on a theme from curriculum but divided into different intelligences• Resource based projects : designed to provide students with opportunities to research a topic using

multiple intelligences• Student choice projects : designed by students and draw on particular intelligence

. Description of MI:Design


MI Teacher :o Is to consider to what extent and in what way MI theory can be applied in an individual

teaching situation within the realistic constraints of objectives , nature of students ,time , space and resources of the classroom.

o Is not only improving second language abilities of his students but contributes to the overall development of students intelligences.

o Is to create his own MI profile for using it as a guide to designing and reflecting upon his experience.

o Is curriculum developer , lesson designer and analyst, activity finder or inventor.

MI Learner:o Is engaged in a process of personality developmento Is a successful language learner with development of the ‘whole person’o Is more well -rounded individual with the awareness of his own intelligence and its

workingo Is in a better position to benefit from instructional approaches and classroom

activities

Description of MI:design


Linguistic Intelligence lectures student speeches small- and large-group discussions storytelling books debates worksheets journal keeping word games memorizing listening to cassettes or talking books using word processors publishing (creating class newspapers or collections of writing)

Logical/Mathematical Intelligence scientific demonstrations creating codes logic problems and puzzles story problems science thinking calculations logical-sequential presentation of subject matter

Spatial Intelligence charts, maps, diagrams visualization videos, slides, movies photography art and other pictures using mind maps imaginative storytelling painting or collage graphic organizers optical illusions telescopes, microscopes student drawings visual awareness activities



Bodily/Kinesthetic Intelligence creative movement hands-on activities Mother-may-I? field trips cooking and other “mess” activities mime role plays

Musical Intelligence playing recorded music singing playing live music (piano, guitar) group singing music appreciation mood music student-made instruments Jazz Chants

Interpersonal Intelligence cooperative groups conflict mediation peer teaching board games group brainstorming pair work

Intrapersonal Intelligence independent student work reflective learning individualized projects journal keeping options for homework interest centers inventories and checklists self-esteem journals personal journal keeping goal setting


1. 1.Singular/multiple.2. 2.Unique blend of dynamic intelligences3. 3.Vary in development4. 4.Dynamic 5. 5.Be identified and described6. 6.Recognize and develop7. 7.To enhance another intelligence

8.Personal background 9.To provide 10.Pure intelligence 11.Developmental theory 12.Be subject to change

Principles of MI


1.based on real- world intelligence 2.pluralistic view of intelligence 3.all intelligences are universal 4.intelligences are educable 5.unique profiles of, that develop & change 6.each involves sub-abilities/manifestations 7.they work in combination, not isolation

MI-key features


It provides eight different potential pathways to learning. When teaching through the more traditional linguistic or logical ways of

instruction, a teacher faces difficulty reaching a student, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whatever is being taught or learnt, it can be connected with different levels and interests of learners. Classroom activities frequently activate and utilize more than one of the multiple intelligences.

Although the intelligences are anatomically separated from each other, Gardner claims that the eight intelligences very rarely operate independently rather; the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems.

For example, a dancer can excel in his art only if he/she has Strong musical intelligence to understand the rhythm and variations of the

music Bodily-kinesthetic intelligence to provide him with the agility and

coordination to complete the movements successfully Interpersonal intelligence to understand how he can inspire or emotionally

move his audience through his movements

features/strong points


1.Lack of quantifiable evidence that MI exist

2.Lack of evidence that use of MI as a curricular and methodological approach has any discernible impact on learning

3.Suggestive of a departure from core curricula and standards

Critiques of MI


Delivery of instruction via multiple mediums

Student-centered classroom

Authentic Assessment

Self-directed learning

MI in the classroom


Helps to create more personalized lessons Helps “explain and promote understanding” (Owen) Helps promote self-motivation in students because learning is based on innate talents Validates teacher insights into their studentsEducators find the theory useful for a variety of reasons: MI fits with existing philosophies and practices MI validates what teachers / tutors already know and do MI provides a framework for thinking about practice MI helps teachers to extend their practice MI provides a vocabulary ... for self-reflection and ... collegial discussion MI promotes or justifies education in diverse art forms MI offer a greater variety of learning activities MI-based lessons use content and approaches that are meaningful to study MI-informed learning activities increase student initiative and control over the content or

direction of the activities and they this become better learners MI obliges teachers to be far more inventive in their teaching as they search for and develop

methodologies that will allow all intelligences to shine in the learning experience MI gives the students the freedom to explore and construct knowledge and understanding,

beginning with their own strengths.

Why the Attraction for Educators/teachers/students…


There is no “right way” to apply MI theory, because it is a descriptive theory, not a pedagogical framework. But for many educators, the theory confirms what they have always believed: that students possess a range of abilities that school neither acknowledges nor develops. So educators accepted the challenge of creating applications for MI.

Applications for MI


MI helps in understanding the nature ,process , time period and factors involved in better learning.

MI helps to Study the inner workings of the brain, thus opening a vast frontier of knowledge on human cognition.

Intelligence and learning are multi-dimensional. Learning is a life long process , throughout our lives, we are capable of growing new

connections between neurons, and these connections create learning and memory. Mi based activities help in better learning as these are in accordance with the

factors involved in learning like:

◦ Such activities increase motivation to learn as these match and develop the specific talent

Emotions and feelings are involved in learning new material and ` performing new task.

Such activities involve a variety and interest of the students New material is better retained in LTM as three or more intelligences are

involved.

MI & learning


Mi gives the teachers an insight into:Understanding the differences among the students

,their plus points and their abilitiesUnderstanding the objectives and aims of their

teaching and involving the multiple intelligences of students in accordance with them.

Understanding and devising activities to help develop not only different intelligences among students but also develop learning through those intelligences.

MI & effective teaching


Intelligences Better learn by

Linguistic ReadingMemorizingPlaying word games (Scrabble, Anagrams, Password)Making up rhymes, punsUsing the internet

Logical/Mathematical Recording information systematically Setting up experiments (“What if…?”) Playing strategy games (Chess, CheckersAnalyzing data Asking logical questions

Multiple Intelligences and learning


Spatial Learner Studying picturesWatching videosUsing visual aidsDoing mazes and puzzlesUsing interne

Bodily/Kinesthetic learner Doing role playsPhysical activitiesVisiting museums ,parks , public places

CONT…


Musical learner Listening to recordingsReading aloudMaking up songs Changing tempo

Interpersonal learner Studying in groupsComparing information with others Interviewing expertsRelating personal experiences Being a team playerDoing cooperative projects


Intrapersonal learner Establishing personal goals Playing solitary games Working aloneRelating personal experiencesSetting own paceVery introspective, enjoy meditation, contemplation, deep soul searching

Naturalistic learner Studying outsideLearning in the presence of plants & petsRelating environmental issues to topicsSmelling, seeing touching, tasting,Observing natural phenomenon


Our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture.

Our policy makers , syllabus designers ,examiners , teachers and students all focus on intelligence. Our examination system is writing oriented and it doesn’t offer a scope for multiple intelligences.

Our condition


Education policy makers are to make policies keeping in mind how to utilize the maximum of the human resources in form of the students who bring with them multiple intelligences. They should make such policies that the field of education and teaching produce the individuals for different other fields with certain aspects of personality and certain skills developed in them.

Syllabus designers and examiners are to be responsible enough to give an exposure to all kinds of the students to develop and learn the language through the most suitable and interesting way. A balanced syllabus is that which satisfies the demands and needs of all the students on one hand and on the other it gives a teacher a chance and opportunity to focus on all the students with a variety of material and activities.

Parents, who are in a position to understand MI theory, realize the importance of the capability and aptitude of their children. They should let their children go to the fields which are appropriate for them. But first right judgment is to be done.

recommendations


Teachers should recognize that students bring with them specific and unique strengths which should be taken into account in classroom situations. Equal attention should be paid on individuals who show gifts in intelligences other than linguistic and mathematical.

Teachers are to be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.

Teachers can have explicit educational goals but they should be willing and able to approach them by multiple means keeping in mind multiple intelligences. So that their students are provided with different ‘entry points’ to learning and given an opportunity to demonstrate their abilities.

Teacher should try to address each student’s mind as directly and personally as possible and try to identify the activities that they frequently use in their classes and categorize them to see which ones help develop which types of students’ intelligences


MI refers to a learner based philosophy. It holds that learners’ intelligence is having multiple dimensions that they are

different with their individual learning styles, preferences or intelligences. It suggests that pedagogy can be fruitful and successful when these differences

are acknowledged , analyzed for particular groups of learners and are accommodated in teaching.

This MI Model is one of a variety of learning style models that can be applied to language education.

Teachers can make their teaching effective, Interesting, fruitful and practical, if they manage the classroom activities keeping in mind these differences, individual strengths and interests of their students.

MI theory offers ESL/EFL teachers a way to examine their best teaching techniques and strategies in light of human differences.

Teachers’ language-learning materials affect the multiple intelligence profiles of their students.

.

conclusion

Overview Verbal/Linguistic Logical/Mathematical Musical/Rhythmic Naturalist Visual/Spatial Intrapersonal Interpersonal Bodily/Kinesthetic

Word smart logic smart music smart classifying smart art smart self smart people smart body smart

Multiple Intelligences Everyone has all eight of them. There are many ways to be “smart” in any one

intelligence. They are not often isolated and usually work

together. With work, most people can become reasonably

competent in all intelligence.


“Successful education does not require covering everything ‘from Plato to NATO.’ In fact, the greatest enemy of understanding is coverage. If

we try to cover everything, by the end of the day people will have learned very little and will have understood nothing. As a teacher, ask yourself,

‘If I had one hour (per semester) to teach students, what would I teach them?’”(Gardner)


Diane Larsen-Freeman(2000)Techniques and Principles in Language Teaching. Second , Oxford University Press Gardner, H. (1985) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gardner, H. (1993) Multiple Intelligences: The Theory and Practice. New York : Basic

Books Jack C.Richards and Theodore S.Rodgers.(2001) Approaches and Methods in language teaching,Second edition,CambridgeUniversity Press Mian M. saif ul Haq, Prof. Iqbal Butt ,Muhammad Ehtsham, Fehmida Nazir(2013)An Introduction to Linguistics, Famous Products Diane Larsen-Freeman (2000)Techniques and Principles in Language Teaching. Second

Edition,Oxford University Press www.google.com

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