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Linguistic Intelligence: )he ability to use language effecti!ely both orally and in writing. Logical/Mathematical Intelligence: )he ability to use numbers effecti!ely and reason well. Visual/Spatial Intelligence: )he ability to recogni+e form space color line and shape and to graphically represent !isual and spatial ideas. Bodily/Kinesthetic Intelligence: )he ability to use the body to e*press ideas and feelings and to sol!e problems. Musical Intelligence: )he ability to recogni+e rhythm pitch and melody. Naturalist Intelligence: )he ability to recogni+e and classify plants minerals and animals. Interpersonal Intelligence: )he ability to understand another person,s feelings moti!ations and intentions and to respond effecti!ely. Intrapersonal Intelligence: )he ability to 'now about and understand oneself and recogni+e one,s similarities to and differences from others.
*roadly spea+in , teachers have developed four $ays of usin M" theory in the classroom& 1. As a tool to help students develop a etter understanding and appreciation of their own strengths and learning preferences. Christison !1999a# has developed an inventory to identify the preferred intelli ences of adult 'n lish lan ua e learners& )earners are as+ed to respond to si, statements about each of ei ht intelli ences& An e,cerpt follo$s&
Multiple Intelligences Inventory for ESL/E L !dults 5irections: -ate each statement 6 $ or 7. 6 means you strongly agree. $ means you are in the middle. 7 means you disagree. )otal the points for each intelligence. .ompare your scores on the different intelligences. Ver"al/Linguistic Intelligence $. ______ I li'e to read boo's maga+ines or newspapers. 6. ______ I often write notes and letters to my friends and family. &. ______ I li'e to tal' to people at parties. 8. ______ I li'e to tell 9o'es. :. ______ I li'e to tal' to my friends on the phone. ;. ______ I li'e to tal' about things I read. Logical/Mathematical Intelligence $. ______ I can do arithmetic easily in my head. 6. ______ I am good at doing a budget. &. ______ I am good at chess chec'ers or number games.
8. ______ I am good at sol!ing problems. :. ______ I li'e to analy+e things. ;. ______ I li'e to organi+e things. <. ______ I li'e crossword pu++les. Naturalist Intelligence $. ______ I li'e houseplants. 6. ______ I ha!e or would li'e to ha!e a pet. &. ______ I 'now the names of many different flowers. 8. ______ I 'now the names of many different wild animals. :. ______ I li'e to hi'e and to be outdoors. ;. ______ I notice the trees and plants in my neighborhood.
Teachers may adapt the lan ua e and accompanyin activities to suit the needs of the lan ua e learners in their classes& -ord finds, pair dictations, dictionary and spellin $or+, focused listenin , and rammar activities can help learners become comfortable $ith the inventory lan ua e even $hile they are en a ed in s+ills $or+& Teachers may choose to let the students decide $hether or not to score the inventory& .ther activities, such as dialo /ournals, murals or bulletin boards, and small roup conversations also offer adult '() learners opportunities to reflect on their o$n stren ths& The ideas and information that come from these activities can inform learner needs assessment and oal0settin processes& !. As a tool to develop a etter understanding of learners" intelligences. An understandin of M" theory broadens teachers1 a$areness of their students1 +no$led e and s+ills and enables them to loo+ at each student from the perspective of stren ths and potential& Teachers also become a$are of the different $ays in $hich students may demonstrate their understandin of material& M" theory provides a structured $ay of understandin and addressin the diversity that '() instructors often encounter in the classroom !Christison, 1992#& .n a iven topic or s+ill, teachers can brainstorm $ith learners a list of activities to practice& 3or instance, be inners can learn about consumerism by ma+in and labelin colla es of merchandise, readin ne$spaper ads, developin dialo ues, or oin on a scaven er hunt to the store& "n this $ay, each learner can ac4uire lan ua e s+ills by employin individual stren ths or preferences& #. As a guide to provide a greater variety of ways for students to learn and to de$onstrate their learning. "dentification of personal stren ths can ma+e students more receptive to nontraditional learnin activities and can ive students a successful e,perience that builds their confidence as learners& As learners and teachers $or+ to ether, intelli ences can emer e naturally throu h partner intervie$s, preference rids !" can5, " li+e to5#, and needs assessments& 6o$ever, some teachers have encountered at least initial resistance to this process of describin intelli ences amon students $hose cultural or educational bac+ rounds emphasi7e more traditional modes of teachin and learnin !Costan7o 8 9a,ton, 1999#& "n this case, teachers may choose to focus learners1 attention on the lan ua e they are practicin throu h these activities
rather than on the theory& !More challen es to usin M"0based activities in the adult '() classroom are described in the upcomin study on M" from the :ational Center for the (tudy of Adult )earnin and )iteracy ;<iens 8 Kallenbach, in press=&# Teachers have noted other positive effects of applyin M" theory& A curriculum informed by M" theory provides a $ay of handlin differin lan ua e s+ill levels $ithin one class0a very common situation in adult '() classes !Costan7o 8 9a,ton, 1999#& -hen multiple activities are available, more students can find $ays to participate and ta+e advanta e of lan ua e ac4uisition opportunities& -ith an M" curriculum, students become a$are that different people have different stren ths and that each person has a substantive contribution to ma+e !Kallenbach, 1999#& This fits in $ell $ith pro/ect0 based learnin $here students in a roup can divide tas+s based on individual stren ths& 3or e,ample, one learner mi ht feel confident about plannin , another mi ht prefer to do the $ritin , and a third mi ht feel able to present the pro/ect to the $hole class& %. As a guide to develop lesson plans that address the full range of learner needs. An M"0informed readin lesson may be in $ith typical prereadin activities !revie$in earlier material, predictin $hat $ill happen ne,t#, follo$ed by silent readin or readin aloud $ith discussion of vocabulary and te,t meanin & )earners can then complete a pro/ect, individually or in roups, to demonstrate their understandin of the te,t& The teacher offers a choice of pro/ects, such as descriptive $ritin , map dra$in , illustration, creation of a dialo ue or s+it, ma+in a timeline, son $ritin , and retellin & The ob/ective is not to teach to specific intelli ences or to correlate intelli ences $ith specific activities, but rather to allo$ learners to employ their preferred $ays of processin and communicatin ne$ information !Coustan 8 Roc+a, 1999#& Teachers usin this type of lesson report that students become more en a ed in and enthusiastic about readin > the students ain reater understandin of material $hen they e,press $hat they have read in $ays that are comfortable for them> and their readin strate ies improve as readin becomes a tool for completion of pro/ects they are interested in !Coustan 8 Roc+a, 1999#&
&onclusion
Teachers $ho use M" theory to inform their curriculum development find that they ain a deeper understandin of students1 learnin preferences and a reater appreciation of their stren ths& (tudents are li+ely to become more en a ed in learnin as they use learnin modes that match their intelli ence stren ths& "n addition, students1 re ular reflection on their learnin broadens their definitions of effective and acceptable teachin and learnin practices& (tudents1 increased en a ement and success in learnin stimulates teachers to raise their e,pectations, initiatin a po$erful e,pectation0response cycle that can lead to reater achievement levels for all&
'eferences
Christison, M&A& !1992#& Teachin and learnin lan ua es throu h multiple intelli ences& TESOL Journal, 6!1#, 1?01@& Christison, M&A& !1999a#& A guidebook for applying multiple intelligences theory in the ESL/E L classroom! *urlin ame, CAA Alta *oo+ Center&
Christison, M&A& !1999b#& Multiple intelli ences& ESL "aga#ine, $!B#, 1?01C& Costan7o, M&, 8 9a,ton, D& !1999#& Multiple assessments for multiple intelli ences& ocus on %asics, &!A#, D@0DE& Coustan, T&, 8 Roc+a, )& !1999#& 9uttin theory into practice& ocus on %asics, &!A#, D10D@& Fardner, 6& !199C#& rames of mind' The theory of multiple intelligences !1?th anniversary ed&#& :e$ Gor+A *asic *oo+s& Fardner, 6& !1999#& Are there additional intelli encesH The case for naturalist, spiritual, and e,istential intelli ences& "n I& Kane !'d&#, Education, information and transformation !pp& 11101C1#& 'n le$ood Cliffs, :IA 9rentice 6all& Kallenbach, (& !1999#& 'mer in themes in adult multiple intelli ences research& ocus on %asics, &!A#, 120D?& <iens, I&, 8 Kallenbach, (& !in press#& "( gro)s up' "ultiple intelligences in adult education sourcebook! *ostonA :ational Center for the (tudy of Adult )earnin and )iteracy&
)his document was produced at the .enter for (pplied 2inguistics (8;8; 87th 4treet => >ashington 5. 677$; 6760&;607<77) with funding from the ?.4. 5epartment of 3ducation (35) @ffice of Aocational and (dult 3ducation (@A(3) under .ontract =o. 350%%0.@0777B. )he opinions e*pressed in this report do not necessarily reflect the positions or policies of 35. )his document is in the public domain and may be reproduced without permission.