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Exploiting Multiple Intelligences in the ELT Classroom
Milan - 21 November 2009
Louis Grech
C.L.ASS.C.L.ASS.Cultural Language Association
Some initial thoughts…
We’ve all noticed that learners learn in different ways…. apparently
because they can rely on different types of intelligences
simultaneously.
C.L.ASS.C.L.ASS.Cultural Language Association
Of course, planning individual lessons for everyone in class to include the
different learner intelligences at play is clearly impractical.
C.L.ASS.C.L.ASS.Cultural Language Association
These sessions explore and describe Multiple Intelligences
while suggesting practical classroom activities designed
to appeal to each type of learner in our classes.
C.L.ASS.C.L.ASS.Cultural Language Association
What makes a ‘good learner’?
curious, inquisitive a team-player motivated, has realistic expectations seeks learning opportunities outside the
classroom a ‘risk-taker’ brings own life experiences into the
classroom
1. How can other people best interpret your emotions?
• a. through your facial expressions
• b. from the quality of your voice
• c. through your general body language
2. How do you manage to keep up with current events?
• a. by reading the newspaper thoroughly when you have the time
• b. by listening to the radio or watching the TV news
• c. by quickly reading the paper or spending just a few minutes watching the TV news
3. What sort of driver are you?
• a. you frequently check the rear view mirror and watch the road carefully
• b. you turn on the radio as soon as you get into the car
• c. you can’t get comfortable in the seat and continually shift position
4. How do you prefer to conduct business?
• a. by having face-to-face meetings or writing letters
• b. over the phone because it saves time
• c. by talking while you are walking, jogging or doing something else physical
5. How do you react when you’re angry?
• a. by clamming up and giving others the silent treatment
• b. by quickly letting others know when you’re angry
• c. by clenching your fists, grasping something tightly or storming off
6. How would you describe the way you dress?
• a. a neat and tidy dresser
• b. a sensible dresser
• c. a comfortable dresser
7. What do you think the best way is to discipline a child?
• a. to isolate the child by separating him/her from the group
• b. to reason with the child and discuss the situation
• c. to use acceptable forms of corporal punishment
8. How do you behave at a meeting?
• a. you come prepared with notes and displays
• b. you enjoy discussing issues and hearing other points of view
• c. you’d rather be somewhere else and so spend your time doodling
9. What do you like doing in your free time?
• a. watching TV or going to the cinema
• b. listening to the radio, going to a concert or playing a musical instrument
• c. engaging in a physical activity of some kind
10. What do you consider to be the best way of rewarding students?
• a. writing positive comments on their work
• b. giving oral praise to the student
• c. a pat on the back, a hug, or some other appropriate physical action
What your score means – ‘A’
• Your MI strength is
VISUAL• You learn through
‘seeing’
• Having notes and using visual aids and colour in class helps
• You like everything to be written down on paper
What your score means – ‘B’
• Your MI strength isAuditory
• You learn through listening
• Find it easy to imitate individual sounds & patterns
• Background music – ok!
What your score means – ‘C’
Your MI strength is KINESTHETIC
You learn through movement; you respond well to games and role-play
Sitting passively in class doesn’t appeal to you
Interpersonal Intelligence
Are you a party animal?
Are you a team player?
Would you describe yourself as popular, understanding, tactful?
If your answer is ‘YES’, then you
learn through personal interactions
show a great deal of empathy for others
understand other people’s points of view, feelings and ideas
love team activities & are a good team member are skilled in conflict resolution, mediation,
and finding compromise
English for Social Interaction
Teacher: Thank you very much for your nice comments.
Student: Please.
Or
Those little social phrases which give learners so many problems
Mix’n match the utterances with the responses
1. Can I help you?
2. Thank you so much.
3. Are you ready to order?
4. Can you help me carry this suitcase?
A) I’m afraid I can’t. I’m late for my meeting.
B) I’ll have the fillet steak and a glass of Merlot.
C) I’m just looking, thanks.
D) You’re welcome.
Can you think of an appropriate utterance for each of these responses?1. .......................................................
Pleased to meet you.
2. .......................................................
Same to you!
3. .......................................................
No, that’s all thanks.
4. .......................................................
You too.
5. .......................................................
That would be lovely.
Social English
“It’s the littlewords that
count...”
So, ... I’m afraid ...
Actually
... just ...
Yeah, but ...OK?
Anyway ...
... then
Right / OK
Well ...
Fill in the blanks with: So, ... Well,... I’m afraid... Actually, Yeah but ...Ok?/Right ... then, Anyway, ... just ...
1. ________ I have some bad news.
2. Can I _______ run to the kitchen and make a cup of tea.
3. A: Sicily must have been very hot.
B: ________ , the nights were cold.
Fill in the blanks with: So, ... Well,... I’m afraid... Actually, Yeah but ...Ok?/Right ... then, Anyway, ... just ...
4. A: How was your meal last night?
B: ______ I expected something better.
5. ______ Understood? Great, we can move on.
6. ______ let’s change the subject.
Fill in the blanks with: So, ... Well,... I’m afraid... Actually, Yeah but ...Ok?/Right ... then, Anyway, ... just ...
7. A: We can accept their offer of € 100.
B: __________ don’t forget the 10% commission.
8. Come on _______, tell us about your new girlfriend.
9. ______, the next issue I want to talk about is…
Sounding more polite
1. Can you help me carry my suitcase?
2. ……………………………………………..
3. What’s your name?
4. ……………………………………………..
Sounding more polite
1. Can you help me carry my suitcase?
2. I was wondering if you could help me carry my suitcase.
3. What’s your name?
4. What did you say your name was?
Sounding less aggressive
1. We’re unhappy with this offer!2. ………………………………………………3. You don’t understand, do you?4. ………………………………………………5. We want a bigger discount!6. ………………………………………………7. I won’t accept it!8. ………………………………………………
Collective Dialogues(what’s behind the 3 groups?)
? ? ?to go on strike to have a nine-to-
five jobto be on the dole
to have no free time
to have a dead-end job
to do the dirty work
to be at work to work like a slave
to be paid by the hour
to give someone notice
to be stuck in a rut
to work your fingers to the bone
Collective Dialogues(working on the article in English)
Zero Indefinite DefiniteTo go on strike To have a nine-to-
five jobTo be on the dole
To have no free time To have a dead-end job
To do the dirty work
To be at work To work like a slave To be paid by the hour
To give someone notice
To be stuck in a rut To work your fingers to the bone
Intrapersonal Intelligence
are you a ‘loner’ and prefer working alone?
do you always ask ‘difficult and uncomfortable’ questions? WHY questions?
are you more of a ‘thinker’ than a ‘doer’?
Yes? So, you…may like to work alone and sometimes
you may shy away from othersare probably self-reflective are inwardly motivated & self-confidenthave definite, well-thought out opinionsmay benefit from lecturesenjoy quiet, eyes-down activities
The Watchman
One night, a night watchman in a factory dreamed that the plane his boss was travelling on crashed. The next morning, he told his boss about his dream.
The boss, who was very superstitious, immediately cancelled his next business trip.
The next day, the plane he was supposed to be flying on, did in fact crash.
The boss immediately called the night watchman to his office, thanked him warmly, gave him a bonus, and then ….
… fired him!
True or false?
1. I borrow books from my friends but sometimes forget to give them back.
2. I usually put on the heater in my bedroom in winter.
3. If it’s rainy and cold, I often head for the cinema.
4. My partner and I hate cooking so we often eat out.
5. I always stay in on Sundays to follow Italian football on TV.
6. I look after my two grandsons on Saturday mornings.
True or false?
1. I borrow books from my friend but sometimes forget to give them back.
F
2. I usually put on the heater in my bedroom in winter. F
3. If it’s rainy and cold, I often head for the cinema. F
4. My partner and I hate cooking so we often eat out. T/F
5. I nearly always on Sunday stay in to follow Italian football on TV. T
6. I look after my two grandsons on Saturday mornings. F
Tick [√] where relevant
Multi-word verb
Transitive Intransitive Separable Non-separable
give back
put on
head for
eat out
stay in
look after
Visual-Spatial Intelligence
Did you enjoy working with clay, coloured markers, construction paper as a child?
do you tend to think in images and pictures?are you very aware of objects, shapes,
colours, textures?do you notice patterns in the environment
around you?do you enjoy doodling? Doing it right now?
If you’re strong in this intelligence, you
prefer mind maps & visual organization vs. lists
love to work jigsaw puzzles, read maps and find their way around new places
are probably excellent at performing tasks that require “seeing with the mind’s eyes”, such as visualizing, pretending, imagining, interpreting and forming mental images.
Look at this list….SHARKCANARYWHALEPIGEONANTTROUTOSTRICHELEPHANTHUMANSPARROTHONEY-BEEROBINSEALFLYSWORDFISHSPIDERMONKEYTUNABUTTERFLYSNAKE
Problems?
It’s BORING!!!!!!!!!!
How can we make this more interesting and engaging for our students?
“You’re standing in the middle of the picture.”
1. What can you see?
2. What can you smell?
3. What can you feel?
4. Can you hear anything?
5. You can see a small object on the ground, to your right, outside the picture... What is it?
Use Evocative Pictures
Step 1 -- Factual Qse.g. What can you see
in the picture?
Step 2 -- Interpretative Qs
e.g. What in your opinion does the picture represent?
Use Abstract Pictures
Step 1 -- Factual Qs• e.g. What can you see
in the picture? Step 2 -- Interpretative Qs• e.g. What in your
opinion does the picture represent?
Step 3 -- Judgmental Qs• e.g. Do you like it?
Why? Why not?
Bodily-Kinesthetic Intelligence
Do you know how to ride a bike? touch type? parallel park your car?
(I know we’re in Italy, but I didn’t say double-park!!!!)
Do you enjoy ‘learning by doing?’
Yes? So you probably …
like physical movement like making and inventing things with your
hands: hands-on activities enjoy role-playing; mime; one-act plays;
charades may find it difficult to sit still & stick with one
activity for long periods of time are easily bored or distracted if you are not
actively involved in what is going on around you
Modern Research indicates that after sitting on one
place for about 20 minutes, the brain starts getting starved of
oxygen and attention starts to wander.
Yeah!!
“What I hear, I forget,
What I see, I remember,
What I do, I understand.”
Confucius551 – 470 B.C.
Find someone who?
has been laid off takes after either of their parents has had their flat/house broken into can put you up for a couple of nights feels they should settle down in another country has children to look after likes to lie in on Sundays would like to see the death penalty done away with has been ripped off as a tourist on a holiday has walked out of a job
tolerate, condone, accept, encourage, condemn, excuse
l------------l------------l------------l------------l------------l
Verbal-Linguistic Intelligence
do you speak more than two languages?
do you easily learn through reading, speaking, listening and writing?
are you very articulate and precise in expressing yourself and irritated when others are not!
Do you have a knack for languages?
If you answered ‘Yes’, then you
tend to think in words & love learning new words
probably enjoy reading various kinds of literature
enjoy playing word games, making up stories enjoy debating, creative writing, and telling
jokes have a high comprehension of anything you
read do well with written assignments
Deja vu As Emma climbed the creaking staircase,
hardly daring to breathe, there was something about the dusty paintings, the dark antique furniture, the blood-red curtains, that convinced her that once, in the not long-distant past, she had been there before. With a sharp intake of breath, she turned the rusty door handle and there, in front of her, hanging on the peeling wall, there was a portrait of a handsome man staring at her…. It was her grandfather!
Logical-Mathematical Intelligence
do you love numbers, mathematics and logic?
do you tend to think more conceptually and abstractly than others?
are you often able to see patterns and relationships that others miss?
If you’re a logical-mathematically inclined person …
You probably like to observe, hypothesise and conduct
experiments (OHE) to solve puzzles and other problems benefit from the use of colours &
colour patterns impose order on ‘chaos’ and
meaningless situations
Jazzing up boring vocabulary listsAdapted from How to Teach English (Jeremy Harmer, Longman – 1998)
Our students often end up with long lists of words – unrelated words in isolation
‘collected’ during a whole week of lessons.
> How can we make such lists dynamic, less boring and therefore memorable
for them?
This is a typical vocabulary listAdapted from How to Teach English (Jeremy Harmer, Longman – 1998)
admire exciting killer professorattendant experience leader protectionattractive factor lovely recordbeautiful fair-skinned lover ruggedboring fantastic magnificent sceniccute fascinating memorable skin
cancerdangerous freckles motorway strikingdark-haired good-looking moving stunningdark-skinned handsome newscaster sunburntdramatic impressive picturesque sun-tannedelegant interesting pretty ultravioletevent victim
Put a tick [ √ ] where relevant
Adjective ♀ ♂ Bothattractive
beautiful
good-looking
handsome
pretty
stunning
How much do you know about?
The Articles
Decide whether the following statements are true or false and give reasons for the
choices you make:
True or false?
2. Titles such as Mr are never preceded by articles.
False
“I met a Mr Brown at the meeting yesterday.”
“ I finally got to know who the Mr Brown is.”
True or false?
3. Words starting with a consonant are never preceded by the indefinite article AN.
False
What about “an honest person”, “an hour” ?
True or false?
4. Both the indefinite and definite article are among the 10 most frequently used words in English.
True or false?
4. Both the indefinite and definite article are among the 10 most frequently used words in English.
True
True or false?
5. Nouns that are uncountable in English are often countable in other languages.
True
‘furniture’ and ‘advice’, for e.g., are uncountable in English but countable in French, Italian, Spanish...
True or false?
6. There are 3 articles in English – A, AN and THE.
False
What about the zero article?
Naturalist Intelligence
are you ‘green’? do recognise, appreciate, and understand
the natural environment around you? are you keen on the outdoors, animals,
plants, and almost any natural object?are you affected by such things as the
weather?
Yes? Then you love to….
impose order on seemingly ‘disordered things’
categorise
classify
notice relationships
What is the odd one out?1 a) She paid her employees well.
b) She paid her bills promptly.
c) She paid for a round of drinks.
d) She paid a high price for her mistake.
2 a) Tom never changes his clothes.
b) It’s about time he bought a new pair of trousers.
c) These scissors are useless.
d) Meg bought some new shirts.
What is the odd one out?3 a) poached b) fried c) boiled
d) scrambled e) roasted
4 a) I must have something to drink.
b) She must have lost the address.
c) Jean must have been here too.
d) That must have been awful.
e) The thieves must have got in through the window.
What’s the problem here?
1.Yesterday, I ate some lovely chips and fish.
2.On New Years Eve, we drank champagne from some expensive crystal mugs.
3.I prefer white and black photography.
Musical-Rhythmic Intelligence
This is the ‘knowing’ that happens through sound and vibration.
You will, of course, love music…
But it is not limited to music and rhythm; it deals with the whole realm of sound,
tones and beats.
If you are strong in this intelligence area, you may
be very sensitive to sounds in the environment
often reproduce a rhythmic pattern after hearing it only once
study and work better with music in the background
skilled at mimicking sounds, language accents, and others’ speech patterns
Colours, sounds & letters
Grey/ eɪ /
Green/ iː /
Red/ e /
Blue/ uː /
Yellow/ əʊ /
White/ aɪ /
dark red/ ɑː /
Colours, sounds & letters
Grey/ eɪ /
Green/ iː /
Red/ e /
Blue/ uː /
Yellow/ əʊ /
White/ aɪ /
dark red/ ɑː /
a, h, j, k b, c, d, e, g, p, t, v,
f, l, m, n,s, x, z
q, u, w o i, y r
What’s the problem here?
• Last day of the course; a Korean student says ‘Thank you’
Sun Yung Lee: “Mr. Louis. My last day. Good school. Learn a lot. Teachers very good! You do great job.
You must be IMPOTENT man!”
Word Stress TaskStress Patterns
1.1hbn□□█ 2. 3. 4. 5.
█ ▄ █ ▄ █ ▄ █ ▄ █ ▄ ▄Names Louis Jean
KarlIrene Daniela Jennifer
Countries
Food
Sounds Vocabulary(adapted from Pronunciation Games –
T. Bowen & J. Marks Longman)
Sound Food Language Parts ofthe body
Sport Animal
/ i: / cheese Chinese knee frisbee bee
/ aɪ /
/e/
/ɑ:/
Emotional Intelligence
The so-called 9th intelligence.
It simply incorporates & expands Inter- and Intrapersonal Intelligences, and highlights the importance students’ emotions have
on the whole learning process.
You cannot teach a language …
You can only create the conditions…
Under which it can be learnt.
(Von Humboldt – 19th century)
How?
creating rapport and a warm atmosphere accepting students as people accepting their mistakes as something
positive moving away from ‘the tyranny of
correctness’
This is much more important than any teaching model(s) we choose to adopt.
Conclusion
... So, do we
• put our learners in categories?
• plan individual lessons for everyone in class to take into account the unique profile of each of our learners?!
That’s impractical…
• … just include materials & activities designed to appeal to each of the 8 types of MIs in every lesson we give.
• That way, we reach and engage all of our students.