5.Multiple Intelligences and Systemic Language Learning

8/6/2019 5.Multiple Intelligences and Systemic Language Learning

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4thYear Methodology II(Curr 411)

Prof. Asmaa Gheith

Director, Center for Developing English Language Teaching (CDELT)Faculty of Education

Ain shams UniversityCairo, Egypt

2009

Multiple Intelligences

theory and EFL


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Learning outcomes

Through completion of this part, e-learners should beable to: Identify the concept of multiple intelligences; Identify various types of multiple intelligences; Formulate a vision depending on reflecting the

multiple intelligence concept;

Identify linear thinking and dynamic thinkingprocesses, and accordingly; Reflect some language learning activities that

enhance and utilize the concept of multipleintelligence.


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Activities

Entire group discussion in a face to facesession.

Asynchronous and synchronous onlineactivities.

E-group activities.


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Assessment Techniques

Students' e-groups activities to formulate their ownvision of the multiple intelligence concept.

Collaborative e-group activities to present atheoretical framework.

Individual reflection of a teaching point to utilize theconcept of multiple intelligence in languageteaching/learning

E-quizzes.


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theory


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theory

Technologicalintelligence


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Multiple Intelligences are

mainly systemic phenomena.Generally, in education, learning

takes place when more than one

human intelligence interact

systemically for furtherdevelopment.

Abstract


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Language learning in particular,

is a mere issue of blue print until

learners start to manipulate theirvarious human intelligences through

this systemic process "This provides

preferred learning styles as well as

their behavioral and working styles,

and their natural strengths".http://www.businessballs.com/howadgardnermultipleintellig

.ences.htm


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This is absolutely a systemic

language learning process based

on multiple intelligences.

Moreover, language learning is

the outcome of solving such a

systemic linguistic problem. Inthis context, the outcome is

represented in


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Variety of meanings are

constructed by learners according

to their visions, learningstrategies, and different

intelligences involved in learning.

Accordingly, there should be a

focus on conscious/unconscious

attempts for developments.


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There is a shift of language

learning paradigm. Teachers' role

is transferred to encouragelearners to create their own

visions, identify available

/unpredictable intelligences,

select appropriate ones, and

through adapting positive learning

styles, genius


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linguistic outcomes take place

through a systemic language

learning process. This study is

an attempt to shed light on this

academic and systemic process oflanguage learning.


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There are eight different

intelligences.


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Multiple intelligences as a system


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Do I enjoy writing?

Do I like word games,

including crossword

puzzles, word

jumbles, acrostics,or the like?


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Verbal/Linguistic Poets

Writers

Lawyers

Journalists

Teachers

Translators .


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Do I like to arrange ideas?

Do I like to

organize/rearrange events?Am I interested in solving

problems?


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Logical /

Mathematical Scientists

Engineers

Computer

programmers

Accountants.


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I think in images

and pictures?


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Visual/Spatial

Architects

Engineers

Mechanics

Artists

Decorators


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Am I interested in self reflection?

Do I often evaluate yourself / goals?

Do I always make newdecisions about myself?


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Intrapersonal Thinkers

Analysists

Evaluators

Thinkers


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Am I interested in extending

relations with others?

Do I have communication skills ?


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Interpersonal Counselors

Leaders

Politicians

Social workers


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Am I interested in sports?

Do I enjoy reading bodylanguage?


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odily/KinestheticAthletes

Football players

Actors

Clowns


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Do I have a world wide

awareness ?Am I aware of the

environmental components ?

Am I one of them?


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aturalist Farmers

Environmental conservers

Ecologists

Biologists

Geophysicists


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Do I respond to music?

Do I like to sing or play an

instrument?


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Musical/RhythmicMusicians

Orchestra

Actors

Music composers

Theatre


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Do I enjoy learning/ playing with

computers?Can I invent hardware/ software?

Can I get results out of workingthrough using technological

devices?


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Technologist

Program designers

Web planners

Computer users

Hardware inventors


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Educational Implications


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Educational Implications

?


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L

inear thinking

Input Output

Static process

(Patterns)


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Reflection

Mapping

Integration

Vision

Designing

Analysis

Choice

Decision

making

ImagesWholeness

Dynamic thinking process

CreativityAutonomy

Positive

interaction


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Teaching ThroughMultiple Intelligences


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V

erbal-L

inguistic

Discussion

Dialogues

Debates

Practicing

language arts


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Logical / Mathematical

Creating new identities

Reorganization of contexts

Statistics logical analysis

Graphs indications


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Visual / Spatial

Visualization

Mind Mapping

Games

Drawing Painting

Collage


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Bodily / Kinesthetic

Field Trip

Games

Sports


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Musical

Listening toMusic / songs

Playing music

Composingmusical notes


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Intrapersonal Journaling

Contemplation

Reorganizing self-convictions

Creation of personalvisions

Relating world issues topersonal values

Reflection


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Interpersonal

Group Work

Dialogues

CollaborationProjects

Peer Tutoring Discussions


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Naturalistic

Planting

Field trips

Walking Tours

Wildlife Viewing

Awareness ofenvironmentalcomponents


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Technological Searching sites

Electronic interact

Chatting

Web creation

E mails exchange

S i l i l lli


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Systemic Multiple Intelligences

Language Learning

Implications


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Systemic problem solving


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Systemic problem solving

visionunderstanding

Expected

improvement

EvaluationDefinition

Possible

solutionsDecision making

Analysis

Further developments


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?

? ?

?

?

Pollution

Systemic learning process


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Identification

Selecting

Alternatives

Reflecting

prior

Knowledge

Analysis

Assessment \

evaluation

Decision making

Reading \

writing

a text

Systemic learning process

Linear learning processInput \

receiving information

Output

Reproduction of information

Storing information


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Adjectives (mini-

system)


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Choosethecorrect

answer:

A. Happy

B. Angry

C. Astonished


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Two:

A. Happy

B. Angry

C. Crazy


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Three

A. Genius

B. Angry

C. Confused


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FourA. Sad

B. Astonished

C. Happy


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FiveA. Confused

B. Crazy

C. Angry


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Six

A. Angry

B. Crazy

C. Astonished


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Seven

A. Confused

B. Lazy

C. Genius


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Crazy

Astonished

Genius Lazy

Confused

Happy

Angry


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Categorize :Vowels

( mini- system)

Tin Pen

Hot Foot Thin Mat

Fruit Cat Pot Ten

A: ant

O : pot U: put

E :pencil

I :pink

Vowels


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Cat

Mat

Pen

Ten

Fruit

Foot

Pot

Hot

Tin

Thin

Minimal pairs


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My name is Samia . I like...


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y

( preferences mini-system)


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M fa orite pets (mini


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My favorite pets (mini-

system)

Parrot Dog

Cat :Bossy

Pets

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Theimage cannotbe displayed.Your computer may nothaveenough memory toopen theimage,or theimagemay havebeen corrupted.Restartyour computer, and then open thefile again.If thered x stillappears,you may haveto deletetheimage and then insertitagain.

My favorite fruits ( mini-


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My favorite fruits ( mini

system)

?

?

?

?

?

?

Fruits

My favorite drinks( mini-


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My favorite drinks( mini

system)

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? ?

?

Drinks


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Wrapping up:

What does Samia like ?

?

??

?


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Senses (mini-system)


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Some suggested ideas


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MCQ

1. Trur or false:1.1. Multiple intelligences are systemic phenomena ( ).

1.2. Multiple intelligences cater for students' variouslearning styles ( )

1.3. Ecologists should develop their naturalisticintelligence ( ).

1.4. In linear thinking, there are interactive thinkingprocesses between input and output ( ).

1.5. Musical and naturalistic intelligences do not havepractical implications for EFL teaching ( ).


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2. Complete:

2.1. In systemic learning, learners manipulateinteractive skills such as .

2.2. Awareness of environmental componentsdevelops intelligence.

2.3. Linguistic intelligence enhances learners'ability to .

2.4. Language learning is a

process.

2.5. The teacher's role is to


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3. Choose:3.1. Linear thinking is a (dynamic- static-

comprehensive) process.3.2. (Logical- Musical- Kinesthetic) intelligence develops

students' ability to reorganize concepts.3.3. Teachers should encourage learners to (createtheir own visions- produce predeterminedresponses- memorize linguistic items).

3.4. (Architects- thinkers- Politicians) are mainlycharacterized by their spatial intelligence.

3.5. To reflect on one's thoughts and vision,(interpersonal- intrapersonal- logical) intelligenceshould be enhanced.


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4. MatchA

1. Learning takes place when2. learning outcomes3. Writers and translators4. Interpersonal intelligence is

required for5. Systemic problem solving

B1. enables learners to develop

their analysis andevaluation skills.

2. are represented in a varietyof meanings constructed bylearners.

3. building healthy andinteractive relationshipswith others.

4. more than one humanintelligence interact.5. can effectively manipulate

verbal intelligence.


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Further Readings Multiple intelligences http://www.thomasarmstrong.com/multiple_intelligences.htm Multiple intelligences and education http://www.infed.org/thinkers/gardner.htm Multiple intelligences http://www.newhorizons.org/strategies/mi/front_mi.htm The Theory of Multiple Intelligences http://www.indiana.edu/~intell/mitheory.shtml Multiple Intelligences: Theory and Practice in Adult ESL

http://www.cal.org/Caela/esl_resources/digests/MI.html


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Why teachers are drawn to using: Multiple Intelligences Theoryin their classrooms

http://www.newhorizons.org/strategies/mi/wilson1.htm Multiple Intelligences Theory and ILT http://excellence.qia.org.uk/page.aspx?o=ferl.aclearn.page.id18

83 Busting Multiple Intelligences Myths http://www.barbarapearson.com/philosophy.html Multiple Intelligences Theory in Action http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails

/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED396810&ERICExtSearch_SearchType_0=no&accno=ED396810


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5.Multiple Intelligences and Systemic Language Learning