The Impact of Multiple Intelligenceson Your Learning ByDr. Magda MadkourMagda at IT4ALL Global ExchangeMagda @ IT4ALL Dr. Magda’s Profile : The Impact of Multiple Intelligenceson Your Learning ByDr. Magda MadkourMagda at IT4ALL Global ExchangeMagda @ IT4ALL Dr. Magda’s Profile
Human Intelligence : Human Intelligence —“Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in culture” (Gardner,1983, p. 34).
—Your mind is not a tabula rasa (according to the philosophy of John Locke ) because you are born with innate multiple mental abilities and you can develop them.
Three Aspects About Human Intelligence : Three Aspects About Human Intelligence —Gardner (1983, 1999, 2004) developed his theory using brain-research, psychology research, and anthropology studies.
—Human beings do not possess the same types of minds.
—Humans can develop intelligence through education.
—Cultural setting is an integral component of intelligence development.
Multiple Intelligences: Definition : Multiple Intelligences: Definition Gardner (1999,2004) defined human intelligence as multiple mental abilities, which include linguistic, musical, logical-mathematical, bodily-kinesthetic, visual-spatial, interpersonal, intrapersonal, naturalistic, existentialist, laser, and mental-search light.
These mental abilities are a combination of physical, biological, and social domains.
Three Categories of Human Intelligence : Three Categories of Human Intelligence •Physical Ability
•Logical Ability
•Sociocultural Ability
Two Views of Human Intelligence : Two Views of Human Intelligence •Traditional view of Human intelligence is based on using only linguistic and logical-mathematical tests of intelligence to measure the Intelligence Quotient (IQ) developed by Binet (1905) .
•Gardner’s view of Human intelligence is based on using a cognitive profile which consists of all the domains of multiple intelligences.
Points of Strength : Points of Strength —Gardner (1996, 2004 ) clarified that multiple intelligences are not learning styles but mental abilities that are innate and acquired.
—Dunn and Dunn (2008) defined learning styles as the preferable techniques or ways that people use in learning or processing information.
—Multiple intelligences are the intellectual profile of each individual that one uses to solve problems and develop authentic products.
Bodily-kinesthetic Intelligence : Bodily-kinesthetic Intelligence —The mental ability for controlling physical motion, and using various physical skills.
—Physical activities can provide a parallel approach to the cognitive features of problem solving.
—In language learning, you sit by the table, you put the books on the table, you move the chair…etc.
Learners use a microphone, for example, in new learning activities.
—In using the computer, you type, click, move files…etc.
Existentialist Intelligence : Existentialist Intelligence —The ability for understanding the inner states and reflecting on the outer world to expand comprehension of the universe.
—Learners use existential intelligence to enhance metacognitive abilities.
—Using existentialist intelligence enhances creativity since it involves profound mental experiences in the form of art, music, or writing .
—Using technology is existential because it revolves around how people understand their minds (McCoog, 2007).
Technology users use the Internet to search how online collaboration is changing the world around the learners.
Interpersonal Intelligence : Interpersonal Intelligence —The capacity to develop social skills and interact with people in a successful way.
—Learners use interpersonal intelligence to identify specific moods, intention, and motivation.
—In language learning, you need to communicate and interact socially to practice the language.
—Using dialogues can solidify the learning process (Larrotta, 2008).
—Using emotions in making decisions, interacting with daily problems is
important for achieving social and academic success (Goleman , 1985, 2006).
—Using Web2.0 is an example of using interpersonal intelligence to connect, communicate, and collaborate in social networking.
Intrapersonal Intelligence : Intrapersonal Intelligence —The ability to understand oneself and develop self- reflection, and awareness.
—Intrapersonal intelligence enables people to understand internal knowledge, emotions, and expressions, which are helpful for personal development.
—Learners can assess their own learning and become engaged in the learning process (Armstrong, 2005).
Laser Intelligence : Laser Intelligence —The mental ability that people use for creating and generating inventions.
—Specialists in science, arts, and business have a strong laser intelligence which helps them to generate new ideas, products, or inventions.
—Learners use technology to create new products such as digital curriculum, websites, or blogs.
Logical-mathematical : Logical-mathematical —The capacity for inductive and deductive thinking, and the ability to solve mathematical operations and use abstract thinking.
—Mathematicians, statisticians, engineers, and scientists have high mathematical intelligence.
—Language learners use logical intelligence to understand the logic of various sentence structures.
—Learners use logical intelligence to understand how software applications are put together.
Mental-search light Intelligence : Mental-search light Intelligence The mental ability that human beings use for searching and scanning information.
—According to Gardner, learners use mental-search light intelligence to search for information, scan resources, and analyze different search sources.
—Integrating technology into learning, teachers can engage students in using mental- searchlight intelligence while analyzing and scanning various resources in creating a blog, website, webQuest, or other tools of social networking.
Musical-rhythmic Intelligence : Musical-rhythmic Intelligence —The capacity to understand different sounds, pitch, rhythm, tones and timbres, and compose and appreciate music. —People can develop musical abilities through listening to music or engaging in cultural festivals.
—Language learners use musical intelligence to practice voiced and voiceless sounds, diphthongs, and phonemes .
—Learners use musical intelligences when creating audio files.
Naturalistic Intelligence : Naturalistic Intelligence —The ability for interacting with nature, recognizing and classifying plants, minerals, animals, and rocks.
—Biologists and botanists use naturalistic intelligence extensively.
—Learners need to interact with the external environment to expand the learning environment beyond the classrooms.
—Using observation and classifications enhance analytical thinking.
Using a taxonomy such as Bloom’s (1956) can engage students in enhancing abilities for classifications
Verbal-linguistic Intelligence : Verbal-linguistic Intelligence —The capability of using the language effectively.
—Recognizing the phonology of sounds, the semantic and syntactic constructions of different linguistic communications, and forms.
—Speakers, poets, novelists, playwrights, short-storywriters, screenwriters, journalists, and lawyers use high linguistic intelligence.
—People use intrinsic abilities to learn a language (Chomsky 1957).
—Chomsky’s (1965) explained the theory of syntax in three components:
Syntactical, Phonological, and Semantic.
•Chomsky argued that syntax is the core of grammar, and that syntax is generated from Universal Grammar (UG).
Visual-spatial Intelligence : Visual-spatial Intelligence —The ability for understanding and using spatial dimensions, visualizing objects, interpreting two-dimensional representations, and creating art.
—Using shapes or forms with three linear dimensions , or four dimensions continuum, cognitive maps, and graphs.
—Architects, engineers, graphic writers, or chess players demonstrate spatial intelligence.
—Learners use spatial intelligence to manipulate information or patterns of dimensions.
—Pike’s (1971) theory of tagmemics is based on involving language learners to understand structure of the language units in terms of units,
visualization, and spatial information.
—Acquiring writing skills, learners begin with small language units to construct bigger syntactical structures.
Multiple Intelligences and Learning English : Multiple Intelligences and Learning English —Students use musical intelligence in listening and speaking.
—Students use linguistic intelligence to read and write.
—Students use mathematical-logical-intelligence to solve linguistic problems in grammar, syntax, and semantics.
—Students use bodily- kinesthetic intelligence to learn new language skills through using microphones, downloading audio files or using computers.Students use visual intelligence to create mind maps , graphs, and different dimension pictures when completing some learning activities.
Multiple Intelligences and Learning English : Multiple Intelligences and Learning English —Students use interpersonal intelligence to communicate and interact with their peers or when engaging in discussions or debate.
—Students use intrapersonal, naturalistic, existentialist, and laser intelligences to observe, reflect, search for information, and create a useful product such as a webQuest, website, a digital story, a poem, or ebook .
The Impact of Multiple Intelligences on Learning : The Impact of Multiple Intelligences on Learning —The cognitive approach is most appropriate for improving the learning environments as it helps in increasing intrinsic motivation.
—Learners can develop new perspectives using multiple intelligences through learning and interactions with diverse social and cultural settings to acquire language skills, cultural literacy, interpersonal skills, and technology skills.
—Teachers address the individual needs of each student such as readiness levels, and learning styles.
—Educators can change assessment to integrate multiple intelligences fully in the learning environments.
References : References —Armstrong, T. (2005).Special education and the concept of neurodiversity. New Horizons for Learning Online Journal, XI(3), 1. Retrieved from the ProQuest database.
—Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
—Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
—Dunn, K., & Dunn, R. (2008). Teaching to at-risk students’ learning styles: Solutions based on international research. Insights on Learning Disabilities, 5(1), 89-101. Retrieved from the EBSCOhost database.
—Gardner, H. (1983). Mind frames. New York: Basic books.
—Gardner, H. (2004). Audiences for the theory of multiple intelligences. Teachers College Record, 106, 212–220. Retrieved from the ProQues database.
References : References —Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.—Gardner, H. (1995). A cognitive view of leadership. Education Week,15(2), 34. Retrieved from the EBSCPhost database.
Gardner, H. (1996). Probing more deeply into the theory of multiple intelligences. NASSP Bulletin, 80(583), 1-6. Retrieved from the ProQuest database.
—Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
—Goleman, D. (1985). Emotional intelligence:. Why it can matter
more than IQ. New York: Bantam Books.
References : References —Larrotta, C. (2008). Weritten conversation with Hispanic adults developing English literacy. Adult Basic Education & Literacy Journal, 2 (1), 13-23. Retrieved from the EBSCOhost database.
—McCoog, I. J. (2007). Integrating instruction: Multiple intelligences and technology. Clearing House, 81(1), 25-28. Retrieved from the EBSCOhost database.
McKenzie, W. (1999). Multiple intelligences inventory. Retrieved from the URL http://surfaquarium.com/MI/inventory.htm
Multiple Intelligences and Adult Literacy and Education. (2010). Assessment. Retrieved from the URL http://literacyworks.org/mi/assessment/index.htmlPike, K. L. (1971). Language in relation to a unified theory of the Sstructure of human behavior. The Hague: Mouton.