Multiple IntelligencesMultiple Intelligences

Zhang XiaotangZhang Xiaotang

BackgroundBackground

• Multiple Intelligences (MI)Multiple Intelligences (MI)• Traditional IQ tests measure only Traditional IQ tests measure only

logic and language, but the brain has logic and language, but the brain has other equally important types of other equally important types of intelligence. (Gardner)intelligence. (Gardner)

• Focus on differences between Focus on differences between learners and the need to recognize learners and the need to recognize learner differences in teaching.learner differences in teaching.

8 native “intelligences”(Gar8 native “intelligences”(Gardner)dner)• LinguisticLinguistic• Logical/mathematicalLogical/mathematical• SpatialSpatial• MusicalMusical• Bodily/kinestheticBodily/kinesthetic• InterpersonalInterpersonal• IntrapersonalIntrapersonal• NaturalistNaturalist• Other intelligencesOther intelligences

ApproachApproach

• MI theory MI theory lackslacks some of the basic eleme some of the basic elements——how MI theory relates to any exisnts——how MI theory relates to any existing language learning theories.ting language learning theories.

• ““g”g” factor factor

DesignDesign

• MI pedagoryMI pedagory focuses on the language cl focuses on the language class as the setting for a series of educatioass as the setting for a series of educational support systems aimed at making thnal support systems aimed at making the language learner a better designer of he language learner a better designer of his/her own learning experiences.is/her own learning experiences.

Basic/development Basic/development sequencesequence

• Stage 1:Awaken the IntellinenceStage 1:Awaken the Intellinence• Stage 2: Amplify the Intelligence.Stage 2: Amplify the Intelligence.• Stage 3: Teach with/or the Intelligence.Stage 3: Teach with/or the Intelligence.• Stage 4: Transfer of the Intelligence.Stage 4: Transfer of the Intelligence.• (Lazear)(Lazear)

Projects Projects

• Multiple intelligence projectsMultiple intelligence projects

• Curriculum-based projectsCurriculum-based projects

• Thematic-based projectsThematic-based projects

• Resource-based projectsResource-based projects

• Student-choice projectsStudent-choice projects

(Nicholson-Nelson)(Nicholson-Nelson)

The use of the MI modelThe use of the MI model

• Play to strengthPlay to strength

• Variety is the spiceVariety is the spice

• Pick a tool to suit the jobPick a tool to suit the job

• All size fit one.All size fit one.

• Me and my peopleMe and my people

Roles of the MI modelRoles of the MI model

• Teachers become major “contributors to the Teachers become major “contributors to the overall development of students’ intelligencoverall development of students’ intelligences”. (Christison)es”. (Christison)

• Learner are typically expected to take an MI inLearner are typically expected to take an MI inventory and to develop their own MI profiles bventory and to develop their own MI profiles based on the inventory. (Page 121)ased on the inventory. (Page 121)

• The MI classroom , the environment and activiThe MI classroom , the environment and activities are intended to enable students t become ties are intended to enable students t become more well-rounded individuals and more succmore well-rounded individuals and more successful learners in general.essful learners in general.

ProcedureProcedure

• DesignDesign

• Stage 1:Awaken the IntelligenceStage 1:Awaken the Intelligence

• Stage 2: Amplify the Intelligence.Stage 2: Amplify the Intelligence.

• Stage 3: Teach with/or the Stage 3: Teach with/or the Intelligence.Intelligence.

• Stage 4: Transfer of the Intelligence.Stage 4: Transfer of the Intelligence.

sensorysensory

• Name of the team:Name of the team:• Team members:Team members:• Sight:Sight:• Sound:Sound:• Feel:Feel:• Smell:Smell:• Size:Size:• What it’s used for:What it’s used for:• Name of the object:Name of the object:

An exampleAn example

• Color: blueColor: blue

• Size: smallSize: small

• Name: clipName: clip

SpanishSpanish

• Color: azulColor: azul• Size: Size: pequeñopequeño • Name: clip m.Name: clip m.• El clip es azul.El clip es azul.• El clip es El clip es pequeño.pequeño.

ConclusionConclusion

• MI is an increasingly popular MI is an increasingly popular approach to characterizing the ways approach to characterizing the ways in which learners are unique and to in which learners are unique and to developing instruction to respond to developing instruction to respond to this uniqueness.this uniqueness.