a. Describe the Multiple Intelligences approach. Explain the importance of different “intelligences” for teaching – learning process.
b. Explain how you would apply this approach in your class. Write some classroom activities for TWO CLASS PERIODS (two lessons). The number of activities for each lesson is up to your creativity.
Be sure to use the exercises designedto involve the students with different intelligences. Next to each activity, write the name of intelligence involved.
Multiple intelligences is “an increasingly popular approach to characterizing the ways in which learners are unique and to developing instructions to respond to this uniqueness” (Richards & Rodgers, 2001: 123). Gardner and his research associates identified themathematical-logical, the verbal-linguistic, the musical-rhythmic, the bodily-kinesthetic, the interpersonal, the intrapersonal, the visual-spatial, the naturalist and the existential intelligences.
Language learning tasks can be developed around different types of intelligences. For instance, an activity such as that of writing the lyrics of a song implies the use of linguistic and musicalintelligences. In a role-play where learners may need to express their feelings while being considerate of the feelings of others, linguistic, intrapersonal and interpersonal talents are needed. In a task where learners need to mime the title of a film for others to guess, the bodily-kinesthetic and interpersonal abilities are brought into play. MIT is an excellent tool to enable teachers to planattractive ways to provide learners with language learning practice.
I think of two traditional language learning activities like "Twenty Questions" or "Strip Story". Most language teachers and learners feel that learning takes place when these activities are used. Perhaps one reason they are so popular is that several intelligences are needed to carry out each activity. In "Twenty Questions," studentshave the name of an object or animal pinned to their backs. Everyone else knows the word on the student's back, but the student does not. Students find out by milling around, asking classmates "yes/no" questions until they discover who or what they are. In the "Strip Story" activity, each student receives a slip of paper containing part of a story. Students memorize their parts, give back theirslips, and then proceed to line up and put the story back in the proper order. In these activities the students use linguistic, spatial, interpersonal, bodily-kinesthetic and logical- mathematical intelligences. If you ask students to tell you how they got their answers, you can also include intrapersonal intelligences. Here are two examples of classroom activities that might be done for working in amultiple intelligence class.
1. Lesson: Farm Animals
Blank farm scene (one per student)
Bag containing cut-out animals with names (one per student)
Bags with cutout animals without names (one per student)
Each student will receive a blank farm scene and a bag of animal cutouts with the names on them
Each student will sit back to back or so theycannot see each other’s farm scene
Students will then place 3-4 animals on their farm scene
Using the simple questions provided, they will ask each other if their animal is on their farm.
Multiple Intelligences Activities:
Linguistic / Verbal Intelligence
• Using the cutout animals with the names, students will be able to connect the name in the target language to the animalthrough using the simple questions provided as well as repeating the animal name
Mathematical / Logical Intelligence
• Students will be able to use simple strategies through questioning in the target language to determine whether or not their partner has the animal on their farm. This activity allows students to place logical animals in a farm setting. For an extension in this area, include...