TC_sample4-6.pdf

Szkoła podstawowa

klasy 4 – 6

wiosna 2006

Multiple Intelligences

MI theory

MI stands for ‘Multiple intelligences’, a concept introduced by the Harvard psychologist Howard Gardner. In his book Frames

of Mind , he suggested that as humans we do not possess a single intelligence, but a range of intelligences (Gardner 1983).

He listed seven of these:

1. Musical/Rhythmic,

2. Verbal/Linguistic,

3. Visual/Spatial,

4. Bodily/Kinaesthetic,

5. Logical/Mathematical,

6. Intrapersonal,

7. Interpersonal.

All people have all of these intelligences, he said, but in each person one (or more) of them is more pronounced. This allowed

him to predict that a typical occupation (or ‘end state’) for people with a strength in logical/mathematical intelligence is that

of the scientist, whereas a typical end state for people with strength in visual/spatial intelligence might well be that of the

navigator. The ‘athlete’ might be the typical end state for people who are strong in bodily/kinaesthetic intelligence, and so

on.

Gardner has since added an eighth intelligence which he calls Naturalistic intelligence (Gardner 1993) to account for the

ability to recognise and classify patterns in nature.

Daniel Goleman has added a ninth Emotional intelligence (Goleman 1996). This includes the ability to empathise, control

impulse, and self-motivate.

If we accept that different intelligences predominate in different people, it suggests that the same learning task may not

be appropriate for all of our students. While people with a strong logical/mathematical intelligence might respond well to

a complex grammar explanation, a different student might need the comfort of diagrams and physical demonstration

because their strength is in the visual/spatial area. Other students who have a strong interpersonal intelligence may require

a more interactive climate if their learning is to be effective.

Murray Loom, a teacher at the Giralang primary school in Canberra, Australia, produced the following chart to show what

the original seven intelligences might mean for his students.

What the original seven intelligences might mean for students

Armed with this information, teachers can look at the right-hand column and see whether they have given their class a

variety of activities to help the various types of learner described here. Although we cannot teach directly to each individual

student in our class all of the time, we can ensure that we sometimes give opportunities, during our language programme,

for visualisation, for students to work on their own, for sharing and comparing, and for physical movement. By keeping our

eye on different individuals, we can direct them to learning activities which are best suited to their own proclivities.

Taken from:

Harmer, J 2001 The Practice of English Language Teaching Pearson Education Ltd

Last column in the table taken from:

Brewster, J, Ellis, G 2002 The Primary English Teacher’s Guide Pearson Education Ltd

You can read more on MI in:

Gardner, H 1983 Frames of Mind: The Theory of Multiple Intelligences Basic Books

Gardner, H 1993 Multiple Intelligences: The Theory of Practice Basic Books

Goleman, D 1996 Emotional Intelligence. Why Can it Matter More than IQ? Bloomsbury

Free Resources for Your Class!

Multiple Intelligences

TYPE

LIKE TO

IS GOOD AT LEARNS BEST BY

LANGUAGE

ACTIVITES

Linguistic Learner

‘The word player’

Read, write, tell stories

Memorising names,

places, dates and trivia

Saying, hearing and

seeing words

Word games

Reading games

Writing games

Storytelling

Show and tell

Role-play

Using puppets

Tongue twisters

Crosswords/anagrams

Logical/ Mathematical

Learner

‘The questioner’

Do experiments, igure

things out, work

things out, work with

numbers, ask questions,

explore patterns and

relationships

Maths, reasoning, logic

and problem solving

Categorising,

classifying, working

with abstract patterns /

relationships

Word puzzles

Reading puzzles

Writing puzzles

Logical problem solving

Computer games

Number puzzles

Classifying

Ranking

Sequencing/Ordering

Spatial Learner

‘The visualiser’

Draw, build, design

and create things,

daydream, look at

pictures, watch movies

play with machines

Imagining things,

sensing changes, mazes,

puzzles, reading maps,

charts

Visualising, dreaming,

using the mind’s eye,

working with colours

and pictures

Shape puzzles

Mind Maps

Drawing

Visualisations

Diagrams

Constructing models

Maps and coordinates

Drawing

Learning from videos

and CD-ROM-s

Musical Learner

‘The music lover’

Sing, hum tunes,

listen to music,

play an instrument,

respond to music

Picking up sounds,

remembering melodies,

noticing pitches and

rhythms, keeping time

Rhythm, melody, music

Songs

Action rhymes

Chants

Bodily/ Kinaesthetic

Learner

Move around, touch

and talk, use body

language

Physical activities

(sport/dancing/acting)

Touching, moving,

interacting with space,

processing knowledge

through bodily

sensations

TPR

Craftwork

Dancing

Physical activities

Action rhymes, songs

and games

Interpersonal Learner

‘The socialiser’

Have lots of friends, talk

to people, join groups

Understanding

people, leading

others, organising,

communicating,

manipulating, mediating

conlicts

Sharing, comparing,

relating, cooperating,

interviewing

Pair work

Group work

Brainstorming

Peer Teaching

Dialogues

Interviews

Surveys

Intrapersonal Learner

Work alone, pursue

own interests

Understanding self,

focusing inward on

feelings/dreams,

following instincts,

pursuing interests/goals,

being original

Working alone,

individualised projects,

self-paced instruction,

having own space

Learning Diaries

Relection

Creative writing

Project work

Personal goal-setting

Taken from How to Use Gardner’s seven intelligences in a class program , presented by M Loom at the Internet site for the University of Canberra in Australia

Easter Teacher’s Notes

Verbal/Linguistic

1. How to make an Easter egg?

Before reading, pupils try to match the colours with their natural pigments:

Answer Key:

pink beetroot juice

blue grape juice

yellow onion skins

brown cofee

Ask pupils to read the text and check their answers to the pre-reading exercise.

Worksheet A

Visual/Spatial

2. Ask pupils to draw a mind map. Pupils write down as many words as they can connected with Easter. You can divide your class

into groups and turn the activity into a competition. The group with the largest number of words on the mind map wins.

You can help your students by eliciting answers to the following questions:

¡ What days of the week do you associate with Easter?

¡ What do you eat at Easter?

¡ What do you do on Easter Saturday?

¡ What do you do on Easter Sunday?

¡ What do you do on Easter Monday?

¡ What symbols are connected with Easter?

Catkins

Daffodils

Easter bunny

Good

Friday

Easter

Monday

Easter

Sunday

Ham

Easter

Days

Cakes

Lambs

Painted eggs

Easter

Symbols

Easter

Food

Eggs

Chicks

Mayonnaise

EASTER

Activities

on Easter

Monday

Activities

on Easter

Saturday

Cook with Mum

Sprinkle water on my family and friends

Activities on

Easter Sunday

Clean the house

Visit my aunt

Eat breakfast with my family

Bodily/Kinaesthetic

3. Egg restaurant

Ask pupils to imagine an restaurant in which all the dishes are made of eggs. Revise the names of the dishes and add more.

Then divide pupils into pairs (waiter and customer) and ask them to act out the dialogue.

Vocabulary input: a hard-boiled egg, a soft-boiled egg, omelette, scrambled eggs, fried eggs

Logical/Mathematical

Worksheet B

5. Egg recipes

Pre-teach the following words:

break

mix

pour

pot

pan

boil

Worksheet C

Ask pupils to match the recipes with the dishes.

Answer Key:

omelette, a hard-boiled egg, scrambled eggs

Free Resources for Your Class!

Easter Worksheet

A. How to make an Easter egg?

Try to match the colours with their natural pigments:

pink

onion skins

blue

coffee

yellow

beetroot juice

brown

grape juice

Now read the text and check your answers.

You can use different methods to dye eggs.

You can put some yellow or red onion skins into the water and boil them, and then put the eggs in the water and simmer for 5-10 minutes

to dye the eggs yellow or deep gold. You can wrap the eggs in the skins, and use white thread to keep them on for a deeper colour.

You can soak a hard-boiled egg overnight in beetroot juice to dye it pink.

For blue eggs, simmer them in red cabbage leaves. If you want your eggs to be a deep blue colour, simmer them in grape juice or frozen

blueberries (pale grey-blue).

For a brown egg, boil it, and then soak it overnight in a glass of water with two tablespoons of instant coffee and one teaspoon of vinegar.

How do you dye or colour your eggs?

B. Egg restaurant

Imagine an restaurant in which all the dishes are made of eggs. Add some more dishes to the menu.

With a friend, act out a dialogue similar to the one given.

CUSTOMER: Good morning. May I have the menu, please?

WAITER: Yes, here you are. Ready to order? We have …......................................…

CUSTOMER: I’ll have …....................................…., please.

WAITER: Good choice, here you are.

CUSTOMER: Thank you.

C. Egg recipes.

Match the recipes with the dishes.

omelette hard-boiled egg scrambled eggs

1. Take 2 eggs, break them into a pot. Add 2 spoonfuls of lour, 2 spoonfuls of water, and mix. Fry the mixture

on both sides. ......................................................................

2. Take an egg. Put it into a pan and boil for 5 min. ............................................................................

3. Take 2 eggs, break them into a bowl, add salt, and mix. Pour into a frying pan, fry and stir for a minute.

........................................................................................................

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