Multiple intelligences, Akram Jabar Najim Supervisor by Asst. Prof. Dr. Shaymaa Abdulbaqi. University of Baghdad

2. University of Baghdad
Collage of Education / Ibn Rushed for Human Sciences
Department of English
M.A. Study
Multiple intelligences
A Week Papers
Submitted by:
M.A Candidate : Akram J. N. Nasser
Methods Of Teaching English
Supersaver by Asst. Prof. Dr.
Shaymaa Abdulbaqi
2020 H.A 1441 A.H

3. Multiple Intelligences:-
Multiple Intelligences (MI) refers to a learner-based
philosophy that characterizes human intelligence as
having multiple dimensions that must be acknowledged
and developed in education.
This theory has emerged from recent cognitive research
and "documents the extent to which students possess
different kinds of Intelligences and therefore learn,
remember, perform and understand in different ways.
It developed by the psychologist Howard Gardner in
1983. There were many intelligences, not just linguistic
communication and logical reasoning abilities that were
traditionally considered only IQ indicators that are used in
IQ tests. He believes that all of them can be enhanced
through training and practice.

4. In 1990, Gardner pointed to several additional
abilities in addition to linguistic communication and
logical reasoning, visual intelligence, spatial and
musical intelligence, tonal and physical intelligence,
muscular and self-knowledge, self-knowledge and the
intelligence of others, and later, Gardner realized the
possibility of discovering intelligence for science.
Until 2016, Gardner added intelligence to theory
natural world intelligence and education intelligence.
He pointed to the possibility of considering existential
knowledge as a separate intelligence

5. Howard Gardner's theory is a useful theory in learning
and teaching methods. So, It detects the strengths
and weaknesses of the learner.
Gardner's view of intelligence is a set of skills that
enables a person to solve his problems and enable a
person to produce or the ability to add new
knowledge. Intelligence is not only one dimension but
several dimensions. Then, everyone is distinguished
from one to others and intelligence varies from
person to person.
Gardner claims that his view of intelligences is
culture-free and avoids the conceptual narrowness
usually associated with traditional models of
intelligence .

6. The goals of teachers who use MI method?
Teachers Should encourage to administer an Multiple
Intelligences inventory on themselves and thereby be
able to connect their life experiences to their concept of
Multiple Intelligences.
In Multiple Intelligence method the teacher try to Provide
a directed rich mix of learning activities variously calling
upon the eight different intelligences makes for an
interesting, lively and effective classroom for all students.
Also, teacher encourage not to think of themselves
merely as language teachers. They have the role that is
not only to improve the second language abilities of their
students but also to become major " contributors to the
overall development of students' intelligences".

7. The roles of teachers and of students:-
The role of the learner is not only to develop their language abilities but the
whole person. The role is therefore to use the knowledge of the MI to be
better learners.
The role of the teacher should be to use the MI model to adapt it to the
curriculum. To use the MI model to become better teachers. To be able to
understand the MI model fully and use it themselves to enhance themselves
and be able to relate the MI model to their own professional life. This to have
the ability to plan, lead and carry out lessons
Traditional school activities focus primarily on linguistic and logical-
mathematical intelligences. But here are some ways to reach any intelligence
type of our classroom:
1- Linguistic:- Using words effectively. These learners have highly developed
auditory skills and often think in words. They like reading, playing word games,
making up poetry or stories. They can be taught by encouraging them to say
and see words, read books together. Tools include computers, games,
multimedia, books, tape recorders and lecture.
2- Logical -Mathematical:- reasoning, calculating. Thinking conceptually,
abstractly and are able to see and explore patterns and relationships. They like
to experiment, solve puzzles, ask cosmic questions. They can be taught
through logic games, investigations and mysteries. They need to learn and
form concepts before they can deal with details.

8. 3- Visual-Spatial :- Thinking in terms of physical space, as
do architects and sailors. Very aware of their
environments. They like to draw, do jigsaw puzzles, read
maps and daydream. They can be taught through
drawings, verbal and physical imagery. Tools include
models, graphics, charts, photographs, drawings, 3-D
modeling, video, videoconferencing, television,
multimedia and texts with pictures/charts/graphs.
4- Musical:- show sensitivity to rhythm and sound. They
love music but they are also sensitive to sounds in their
environments. They may study better with music in the
background. They can be taught by turning lessons into
lyrics, speaking rhythmically and tapping out time. Tools
include musical instruments, music, radio, stereo, CD-
ROM and multimedia.

9. 5- Bodily-kinesthetic:- Use the body effectively, like a
dancer or a surgeon. Keen sense of body awareness.
They like movement, making things or touching. They
communicate well through body language and be
taught through physical activity, hands on learning,
acting out and role playing. Tools include equipment
and real objects.
6- Interpersonal:- Understanding Which refer to
interact with others. These students learn through
interaction. They have many friends, empathy for
others, street smarts. They can be taught through
group activities, seminars or dialogues. Tools include
the telephone, audio conferencing, time and
attention from the instructor, video conferencing and
writing.

10. 7- Intrapersonal:- Understanding one's own interests and goals.
These learners tend to shy away from others. They're in tune
with their inner feelings. They have wisdom, intuition and
motivation, as well as a strong will, confidence and opinions.
8- Naturalist:- the ability to understand and organize the
patterns of nature. The ability to understand nature and its
fauna and flora and the ability to classify. For example, the
farmers or the fishermen.
The idea of Multiple Intelligences has attracted the interest of
many educators as well as the general public. Schools that use
MI theory encourage learning that goes beyond traditional
books, pens and pencils. Teachers and parents who recognize
their learners’/children’s particular gifts and talents can provide
learning activities that build on those inherent gifts. As a result
of strengthening such differences, individuals are free to be
intelligent in their own ways.

11. 2. What are the goals of teachers who use MI method?
Teachers Should encourage to administer an Multiple
Intelligences inventory on themselves and thereby be
able to connect their life experiences to their concept of
Multiple Intelligences.
In Multiple Intelligence method the teacher try to Provide
a directed rich mix of learning activities variously calling
upon the eight different intelligences makes for an
interesting, lively and effective classroom for all students.
Also, teacher encourage not to think of themselves
merely as language teachers. They have the role that is
not only to improve the second language abilities of their
students but also to become major " contributors to the
overall development of students' intelligences".

12. There are some of techniques that we can use it , which
include the following :
Visuals: Visual media help students acquire concrete concepts, such as
object identification, spatial relationship or motor skills.
Printed words: While the printed word is the most common method of
dispensing information, some argue that audio is superior.
Sound: Sound media offer a stimulus for sound recognition or recall.
Audio narration is a useful tool for students who struggle with reading.
Motion: Motion depicts human performance so that learners can copy
the movement. This kinesthetic method can be essential for
understanding some subject matter.
Color: Choices on color display are required if it is essential to what is
being learned (such as, the sky is blue).
Realia: Realia teaches cognitive and motor skills with objects. Realia can
be used with individuals or groups, depending on the situation. Realia
may be used to present information realistically, or with the way
learners internalize information.

13. The Main Language Learning Activities That Could
Address Different Types Of Intelligences:-
MI has been applied in many different types of
classrooms. In some, there are eight self-access activity
corners, each corner built around one of the eight
intelligences. Students work alone or in pairs on
intelligence foci of their own choosing. Nicholson-Nelson
(1988: 73) describes how MI can be used to individualize
learning through project work. She lists five types of
projects:
1. Multiple intelligence projects: These are based on one
or more of the intelligences and are designed to stimulate
particular intelligences.
2. Curriculum-based projects: These are based on
curriculum content areas but are categorized according to
the particular intelligences they make use of.

14. 3. Thematic-based projects: These are based on a
theme from the curriculum or classroom but are
divided into different intelligences.
4. Resource-based projects: These are designed to
provide students with opportunities to research a
topic using multiple intelligences.
5. Student-choice projects: These are designed by
students and draw on particular intelligences.

15. Multiple Intelligences is an increasingly popular approach
to characterizing the ways in which learners are unique
and to developing instruction to respond to this
uniqueness. Multiple Intelligences is one of a set of such
perspectives dealing with learner differences and borrows
heavily from these in its recommendations and designs
for lesson planning. The literature on Multiple
Intelligences provides a rich source of classroom ideas
regardless of one’s theoretical perspective and can help
teachers think about instruction in their classes in unique
ways. Some teachers may see the assumptions of
identifying and responding to the variety of ways in which
students differ to be unrealistic in their own settings and
antithetical to the expectations of their students and
administrators. There are, however entire schools as well
as language programs being restructured around the
Multiple Intelligences perspective.