Instructor: PhD Nguyn Th Mai Hng

Have you ever thought about why your students react

in different ways to the activities you do in the class?

Or even why different groups react differently to the

same activity?
Why do some students really enjoy working in groups
whilst others are much more productive working alone?

Why do some learners draw pictures in their

vocabulary books while others seem to need to just
hear a word to be able to use it themselves?
The theory of Multiple Intelligences was developed in
1983 by Dr. Howard Gardner, professor of
education at Havard University, and it was first
published in the book Frames of mind: The Theory
of Multiple intelligences.

=> Gardner defined that: Intelligence is the ability to

solve problems or to create products, that are valued
within one or more cultural settings. In addition, human
talents and intelligences are so much more than the
old IQ tests had shown ((persons IQ is not a true
reflection of a persons intelligence).
Dr. Howard Gardner developed the Multiple intelligences (
-8 main intelligences:
1) Verbal Linguistic Intelligence
2) Logical Mathematical Intelligence
3) Visual Spatial Intelligence.
4) Bodily Kinesthetic Intelligence.
5) Musical Intelligence.
6) Interpersonal Intelligence.
7) Intrapersonal Intelligence.
8) Naturalist Intelligence.
Now, they are considering about the ninth:
Existentialist Intelligence.
 2.1. LINGUISTIC INTELLIGENCE

Definition
Linguistic intelligence - also known as verbal-
linguistic - is one of the many types of intelligence
described in multiple intelligence theory. People
with significant linguistic intelligence are often
good at languages and enjoy reading and writing.
For example: A student with strong linguistic
intelligence may remember new words very easily
and use them quickly.
 2.1. VERBAL LINGUISTIC INTELLIGENCE
In the classroom: Supporting and developing linguistic
intelligence involves:
-Encourage learners to enjoy real communicating through
reading and writing, and speaking and listening. This allows
learners to see the purpose of language, and helps them
take an interest in it.
-Write and receive real letters or emails from classmates or
e-pals is motivating, as are any group communicative
speaking activities.
 2.2. LOGICAL - MATHEMATICS
INTELLIGENCE
Definition:
Logical-mathematical intelligence consists of the
capacity to carry out mathematical operations,
analyse problems logically, and investigate issues
scientifically.
 2.2. LOGICAL - MATHEMATICS
INTELLIGENCE
Developing logical mathematical intelligence
Create a maths lab with calculators, manipulatives, maths
software, objects to measure and graph, etc.
Establish a science center with simple hands-on experiments,
recording materials, science software and books.
Create a logic-challenge center.
(Armstrong, 2000, pp. 70-71 and Nelson, 1995, pp. 26-32)
 2.2. LOGICAL - MATHEMATICS
INTELLIGENCE
Activities in the classrooms:
Talk about numbers both inside and outside of maths and
science.
In subjects such as history and geography, focus on
important statistics- lives lost in wars, populations of
countries, etc.
In literature, there are some poems, novels, and short
stories that make reference to numbers
Organizing information around central themes or ideas
make them easier to remember and discuss
(Armstrong, 2000a, pp. 52-65 and Campbell, 1997, pp. 14-20)
 2.3. VISUAL SPATIAL INTELLIGENCE

Definition:

Visual/spatial intelligence is one of the many types of

intelligence described in multiple intelligence theory.
People with strong visual/spatial intelligence often have a
strong visual memory and are artistic.

Example: A student with strong visual/spatial

intelligence may respond well to organizing vocabulary
using a mind-map or spidergram.
 2.3. VISUAL SPATIAL INTELLIGENCE

In the classroom: Teachers interested in

developing visual/spatial intelligence try to use
colours, pictures, diagrams and realias in their
classes.
 2.4. BODILY KINESTHETIC INTELLIGENCE

Definition
Bodily kinesthetic intelligence is the capacity to
manipulate objects and use a variety of physical skills.
This intelligence also involves a sense of timing and the
perfection of skills through mindbody union. Athletes,
dancers, surgeons, and crafts people exhibit well-
developed bodily kinesthetic intelligence.
 2.4. BODILY KINESTHETIC INTELLIGENCE

Examples
Create a drama center with a stage for performances, a
puppet theatre, play scripts and ideas for student
performances.
Establish an open space for creative movement
Put together a hands-on center with materials such as clay,
carpentry, blocks, and craft materials. (kind of project)
 2.5. MUSICAL INTELLIGENCE

Definition:
Musical intelligence is a separate intellectual
competence whose function can be located to a
particular area of the brain.(Howard Gardner
Frames of Mind).
Developing musical intelligence:
Create a music performance center with musical
instruments, a tape recorder, a metronome, and
music software. Invite students to compose and
perform their own songs.
Create a listening lab with sound, bottles,
stethoscope, walkie-talkies.
Display song lyrics for students to analyse.
(Armstrong, 2000, pp. 70-71 and Nelson, 1995, pp.
26-32)
 2.5. MUSICAL INTELLIGENCE
Activities in the classroom:
Take the essence of whatever you are teaching and put it
into a rhythmic format that can be either sung, rapped, or
chanted
Examples include spelling words to the rhythm of a
metronome; singing the times tables to a song; identifying
the main idea of a story or central theme of a concept by
placing it in a rhythmic format
Teachers could also encourage students themselves to
create songs, raps, or chants that summarise, synthesise, or
apply meanings from subjects they are studying.
 2.6. INTERPERSONAL INTELLIGENCE
Definition

Interpersonal intelligence is the ability to understand and

interact effectively with others.

It involves effective verbal and nonverbal communication,

the ability to note distinctions among others, sensitivity to
the moods and temperaments of others, and the ability to
entertain multiple perspectives.
 2.6. INTERPERSONAL INTELLIGENCE
Examples
Teacher can:
Create a round table to encourage group
discussions.
Provide curriculum-based discussion ideas on
cards and place them on the table or allow
students to choose their own topics.
Join desks together for peer teaching.
Create a social area with board games and
comfortable furniture for informal social
gatherings.
 2.6. INTERPERSONAL INTELLIGENCE
Examples
Establish a debate center where students
form teams and debate on a topic.
Give students a common school-related
problem such as bullying and challenge them
to work in a group to come up with solutions.
 2.7. INTRAPERSONAL INTELLIGENCE
Definition
Intrapersonal intelligence is one of the many types
of intelligence described in multiple intelligence theory.
People with strong intrapersonal intelligence are often
introspective, prefer working alone, and are very self-
aware.
Example: A student with strong intrapersonal
intelligence may not like working in groups, or save
certain kinds of work for home.
 2.7. INTRAPERSONAL INTELLIGENCE

In the classroom:

Teachers interested in developing intrapersonal

intelligence often :
try to encourage their learners' self-awareness and
autonomy.
develope learning skills such as dictionary use and
effective recording of vocabulary are ways to help
this.
 2.8. NATURALIST INTELLIGENCE

Definition:
Naturalist intelligence is one of Howard Gardner's
ninemultiple intelligences. It involves how sensitive
an individual is toward nature and the world around
her.
 2.8. NATURALIST INTELLIGENCE

Developing naturalistic intelligence:

Holding class outside
Giving lessons on weather and nature
Performing skits about nature and cycles
Observing nature
Keeping a nature journal
Activities in the class: Working outside and observing
nature, environmental projects.
 2.9. EXISTENTIALIST INTELLIGENCE

Definition
Ability to:
View the big picture of how the world works.
Ask questions that go beyond our normal
sensory experience.
Make connection between broad concepts
and minute details.
 Examples

Existential learning styled people enjoyschool

activitiesthat allow them a choice of activities. They

prefer to express themselves and their opinions as

opposed to memorizing facts and information.

 Learning Effect on Teaching
Style
The This teacher stresses a curriculum
Verbal/Lingui based on languagereading,
stic Learner writing, and speaking.

Stay alert to students with more concrete learning

styles.
Learning Style Effect on Teaching
The This teacher tends to
Logical/Mathematic concentrate on concepts
al Learner that are both logical and
abstract.

Make a deliberate effort to focus on the fact that it

is appropriate for students to be artistic and to
think in intuitive leaps.
Learning Style Effect on Teaching

The Visual/Spatial This teacher will provide a

Learner great learning environment
for visual learners. The
artistic students will do well
in this classroom.

Build in adequate opportunities for students who are

linguistic learners and for those who feel artistically
inhibited.
Learning Style Effect on Teaching
The This teacher will encourage
Bodily/Kinesthetic experiential learning and have
Learner lots of movement in class. It
may be a challenge to both
the logical learner and the
intrapersonal learner.
Learning Style Effect on Teaching
The This teacher will tend to have a
Musical/Rhythmic relaxed classroom but may find
Learner it harder to relate to those
students who are not in tune
with music.
Learning Style Effect on Teaching
The This teacher generally uses
Interpersonal cooperative learning in the
Learner classroom. Students will feel free
to interact and are expected to do
so; perfect for the extrovert.

Be sensitive to the students who need to be

alone in order to create, to learn, or just to be.
Learning Style Effect on Teaching

The This teacher will be a great support

Intrapersonal for the student who has trouble
Learner functioning in groups.
Implications for FL teaching and assessment
Teaching must recognise the diversity of intelligences
and abilities within the classroom
Presentation and practice of contents should engage
all or most of the intelligences
Teachers should become aware of their students
intelligence profile (through on-going assessment,
intensive interaction, observation, gathering and
analysis of tasks, etc.)
Implications for FL teaching and assessment

Although you can't please all the students all the time, it's just
good to bear in mind that there are many different ways of
learning.
If you try an activity with one group and it falls flat, it may well
be worth trying it again as it may work really well with another
set of students.
If you can identify the loner of the class or the one who is
always up and out of his seat, try and put activities into your
lesson plan that you think will suit them from time to time.
Finding out my own intelligence type has helped me to better
understand how I learn. I now sit in my Catalan class and as we
get told to copy lists of random vocabulary off the board I think
to myself, 'This won't work for me - I don't learn like this. I need
to see some pictures of these things, I'm a visual learner!
DIFFERENTIATION IS THE BEST WAY TO
LINK LEARNERS TO ACTIVITY TYPES
Learner type Is good at Learns best by Activities
Memory games
Saying, hearing and seeing
Linguistic Reading, writing and stories Trivia quizzes
words
Stories.

Solving puzzles, exploring Asking questions, categorising Puzzles

Logical / mathematical
patterns, reasoning and logic and working with patterns Problem solving.

Flashcards
Colours
Visual / Spatial Drawing, building, arts and crafts Visualising, using the mind's eye Pictures
Drawing
Project work.

Using songs
Singing, listening to music and
Musical Using rhythm, with music on Chants
playing instruments
Drilling.

TPR activities
Action songs
Moving around, touching things
Bodily / Kinaesthetic Moving, touching and doing Running dictations
and body language
Miming
Realia.

Mingle activities
Mixing with others, leading
Co-operating, working in groups Group work
Interpersonal groups, understanding others
and sharing Debates
and mediating
Discussions.

Working alone and pursuing own Working individually on

Intrapersonal Working alone
interests personalised projects
Working outside and observing
Naturalistic Nature Environmental projects.
nature
References:
Armstrong, Thomas.In Their Own Way:
Discovering and Encouraging Your Childs
Multiple Intelligences, New York:
Tarcher/Putnam, 2000.

Gardner, Howard. Intelligence Reframed:

Multiple Intelligences for the 21st Century.
New York: Basic, 2000

Gardner, Howard. Frames of Mind: The

Theory of Multiple Intelligences. New York:
Basic,1983