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UNIVERSIDAD DE MAGALLANES
FACULTAD DE CIENCIAS
Departamento de Educación
Pedagogía en Inglés
Multiple Intelligences and the Communicative Approach
Trabajo de titulación para optar al título de Profesor de Inglés para
Enseñanza básica y media.
Patricia Alejandra Arriagada Parada
Karla Andrea Ojeda Oyarzo
Orlando Andrés Valenzuela Vera
Profesor guía: Rodrigo Sirón R.
Punta Arenas, Chile
2008
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Table of Contents
i.- Abstract…….…………………………………………………………....4
ii.- Introduction……………………………………………………………..5
iii.- Objectives……………………………………………………………...6
iii.i.- General Objective…………………………………..…...6
iii.ii.- Specific Objectives………………………………….….6
iii.iii.- General Question……………………………………....8
iii.iv.- Specific Questions……………………………………..8
iv.- Theoretical Framework……………………………………………….10
iv.i.- Multiple Intelligences……………………………….....11
iv.i.i.- Bodily- Kinesthetic………………………….....11
iv.i.ii.- Interpersonal…………………………………..11
iv.i.iii.- Verbal- Linguistic…………………………....11
iv.i.iv.- Logical- Mathematical……………………….11
iv.i.v.- Naturalistic…………………………………....11
iv.i.vi.- Intrapersonal………………………………….12
iv.i.vii.- Visual- Spatial……………………………….12
iv.i.viii.- Musical……………………………………...12
iv.i.ix.- Existential…………………………………….12
iv.ii.- Multiple Intelligences in Education…………………...13
iv.ii.i.- The disadvantages of the Multiple Intelligences
theory……………………………………………………………………...13
iv.ii.ii.- The advantages of the Multiple Intelligences..15
iv.iii.- Communicative Approach……………………………17
iv.iii.i.- The Advantages of the Communicative
Approach………………………………………………………………….20
iv.iii.ii.- The Disadvantages of the Communicative
Approach………………………………………………………………….23
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iv.iv.- Multiple Intelligence and Communicative Approach
together…………………………………………………………………....24
iv.v.- The role of the teacher inside the classroom………….25
iv.vi.- A general view of Motivation in Education………….31
iv.vii.- Students’ roles and responsibilities………………….36
iv.viii.- Integrating Multiple Intelligences in an EFL
classroom………………………………………………………………….42
iv.ix.- Methodologies that can be implemented in a CA
classroom using the MI theory……………………………………………44
iv.x.- Assessment……………………………………………48
iv.x.i.- Different Assessment strategies………………49
iv.xi.- Interdisciplinarity…………………………………….52
v.- Field Work…………………………………………………………….57
v.i.- Multiple Intelligences Test……………………………..58
vi.- Analysis……………………………………………………………….62
vi.i.- General Analysis……………………………………….63
vii.- Conclusions and Recommendations…………………………………67
viii.- Bibliography……………………………………………………….. 71
ix.- Appendix……………………………………………………………..73
x.- Glossary……………………………………………………………….89
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i.- Abstract
The multiple intelligences theory includes nine different intelligences
every human being has developed at different levels which means that we
all are intelligent people in nine different ways. In Education this means
that every student has more chances to learn if the teacher implements
methodologies that include the different intelligences proposed by
Gardener. Along with that the Communicative Approach proposes that
students learn better if they are the main characters in the teaching-
learning process. Both theories complement each other and can really
make a big difference at the moment of teaching English.
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ii.- Introduction
Teaching a second language might be a huge challenge. The topic
of this work has been chosen in order to analyze two of the main
proposals ESOL teachers are implementing in Education nowadays.
The Multiple Intelligences theory and the Communicative Approach
put together present a not very well-known area that some teachers have
started to explore. These two approaches implemented in Education can
be the tools many professionals have been looking for. However, the
whole learning process is not only the teacher’s responsibility but the
students’ as well.
Another aspect to be considered when teaching English is
motivation. The way in which students see English and its importance for
them it is influenced by many factors and consequently affects their
attitude towards the subject.
This work pretends to be a tool teachers along with students can
use in order to see what to improve and how make English appealing to
the latter.
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iii.- Objectives
iii.i.- General Objective
- To identify the most effective ways for a teacher to promote each of the
Multiple Intelligences by means of the Communicative Approach.
iii.ii.- Specific Objectives
- To find out methodologies the teacher can make use of to work with the
Multiple Intelligences in a CA class.
- To point out the Multiple Intelligences as a powerful tool in the process of
teaching-learning.
- To identify the roles a teacher plays in a CA class promoting the Multiple
Intelligences.
- To highlight the importance of the students’ commitment in a CA class
- To understand the impact of a CA class promoting the multiple
intelligences in the teaching-learning process
- To describe the way in which the educational community can cooperate
to promote the Multiple Intelligences in a class, by making use of the CA
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- To identify the advantages and disadvantages of a CA class promoting
each of the Multiple Intelligences.
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iii.iii.- General Question
-What are the most effective ways for a teacher to promote each of the Multiple
Intelligences in a CA lesson?
iii.iv.- Specific Questions
- What methodologies can an ESOL teacher make use of to promote the
Multiple Intelligences in a CA class?
- What roles can an ESOL teacher play in a CA class promoting the
Multiple Intelligences?
- What is the impact of a CA class promoting the Multiple Intelligences?
- In what ways can the teacher motivate the students to work with the MI in
a CA class?
- Up to what extent are students and ESOL teachers responsible for what
the former learn in a CA class?
- What are the responsibilities of an ESOL teacher in a CA class
promoting the Multiple Intelligences?
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- Why can the multiple intelligences be considered a powerful tool for
teachers in the teaching-learning process?
- How can the educational community help in the process of using the
Communicative Approach to promote each of the Multiple Intelligences?
- What are the advantages and disadvantages of a CA class promoting the
Multiple Intelligences?
- In what way can the teacher motivate the students to work with the
Multiple Intelligences in a CA class?
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Theoretical Framework
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iv.i.- Multiple Intelligences
The term Multiple Intelligences was first used by Howard Gardner in his
book “Frames of Mind: The Theory of Multiple Intelligences” (1983) where he
proposed that there is not a single or traditional intelligence. For instance,
according to Gardner a boy who is good at Mathematics is not necessarily more
intelligent that the one who is not. He says that every single human being is
intelligent in his particular way. This psychologist presented nine different
intelligences that we all share but at different levels. The intelligences proposed
are:
iv.i.i.- Bodily-Kinesthetic: This intelligence is related to movement, the ability
that some people display while doing sports or dancing.
iv.i.ii.- Interpersonal: is the ability some people have when interacting with
others. Most of the time they are extrovert and easy going. They do not have
too many problems at establishing relationships.
iv.i.iii.- Verbal-Linguistic: this intelligence is connected to the use of words
either written or spoken. These people tend to be very good at reading and
writing.
iv.i.iv.- Logical-Mathematical: this intelligence has to do with the use of
numbers. Obviously they stand out in Mathematics and related subjects such as
Physics.
iv.i.v.- Naturalistic: this area is related to the natural environment. For
instance, the ability that some people have to grow vegetables, to recognize
different species of plants, trees or animals.
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iv.i.vi.- Intrapersonal: This intelligence has to do with knowing ourselves.
These sorts of people tend to be introvert and are completely aware of their
needs and deep feelings.
iv.i.vii.- Visual-Spatial: This intelligence has to do with the good use of the
space. This type of people is very good at remembering faces and objects they
see in general.
iv.i.viii.- Musical: A person who presents this kind of intelligence has the
facility not only to recognize certain musical patterns but also to create others.
iv.i.ix.- Existential: This intelligence has to do with the capacity some people
have to come up with deep questions related to our existence, what happens
when we die and the real meaning of life.
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iv.ii.- Multiple Intelligences in Education
Jamon Peariso (2008) states that the Multiple Intelligence theory “has
been widely accepted within the field of education today, but it is not
without criticism”. The biggest issue according to him is that “most teachers
new to the profession have gone through their pre-service credentialing
classes being extensively exposed to the MI theory, which has led to MI
being generally accepted in the field of education for the last two
decades”. The idea is to include every single student by means of activities
which stimulate the different intelligences they might have. However most of
the time these teachers do not actually know if what they are using (MI) is really
meaningful and useful for the students. That is why is so important to weigh up
the pros and cons this theory implies.
iv.ii.i.- The disadvantages of the Multiple Intelligence theory.
Even though, Howard Gardner's work around multiple intelligences has
had a profound impact on thinking and practice in education, there are several
people who think that that theory is not a useful one if we want to talk about the
theory of intelligences in general.
According to J.R. Sternberg, in his book “Death, Taxes, and bad
intelligences tests”, writes that bad intelligence tests seem as inescapable as
death and taxes. However, new theories of intelligence are resulting in some
promising developments. Sternberg describes thirteen approaches to the
measurement of intelligence; he divides them into the following categories:
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classical psychometric; developmental; culture-sensitive; cognitive; biological;
and systems. And, like others, Sternberg criticizes Howard Gardner for
confounding talents and abilities with intelligence.
According to Barbara Shafer, a teacher in Illinois, she argues that the
theory of M.I. (Multiples Intelligences) has several disadvantages such as:
1) It is difficult for parents to know the real achievement of their children at
school, due to the fact that some students can get good marks in different
types of work. I.e. an oral presentation versus a poster.
2) The use of Multiples increases the use of posters, songs, dance, videos
and minimizes the use of written reports and books reports
3) And the use of multiple intelligences needs the effort and involvement of
the parent. I.e. time at home for projects, buying materials, helping their
children with some projects. However there are some parents that love
doing this, but it doesn’t show the real effort of the child due to the fact that
almost the seventy percent of the work was made by the parents.
According to these arguments the theory of M.I. is seen as a new label to
the words “talents” or “abilities”, also is seen as an excuse of doing different
kind of works, and most of the parents help their children with it, and the
majority of them do almost all the work in order to have the best grade.
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iv.ii.ii.- The advantages of the Multiple Intelligence Theory.
Gardner’s theory has helped several teachers in the U.S; especially in
the process of incrementing children’s self esteem. We need to have in mind
that some people are better in understanding some things than others, for
some persons is really complex to understand how an engine works, or how
the nature create the wonderful flowers, but for some people these things
are really easy to have in clear in their minds.
For that reason, many teachers who have taught towards Gardner’s
theory realize the benefits of it, such as, active learners and successful
students. According to Maggie Meyer, author of the book “The greening of
learning: using the eighth intelligence” the mayor benefits of the multiple
intelligences are:
Help the students understand their abilities and the abilities of those
around them.
Shows the students how to use their strengths both to learn and to work
on their weaknesses.
Builds students’ confidence to begin taking risks.
Provides for unforgettable learning, thereby helping students learn more.
As a teacher and learner you realize that there are many ways to be
"smart"
All forms of intelligence are equally celebrated.
By having students create work that is displayed to parents and other
members of the community, your school could see more parent and
community involvement.
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A sense of increased self-worth may be seen as students build on their
strengths and work towards becoming an expert in certain areas
Students may develop strong problem solving skills that they can use
real life situations
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iv.iii.- Communicative Approach
The Communicative Approach emerged in the 1960’s and 70’s as a
replacement for traditional methods, such as, the audio-lingual and grammar-
translation, which are well known for being meaningless since they did not
promote real learning of the foreign language and, did not take into account the
idea that there are different students with particular necessities and interests.
Due to this fact, this approach began to be supported and accepted as an
appropriate teaching method by contemporary teachers.
The communicative approach, in itself, focused on teaching the language
by making use of relevant topics and activities where students can use the
target language in a real-life context, according to their needs and level; so the
relevance of meaningful topics to motivate them to participate.
These activities are useful since they provide opportunities for the
students to develop their communicative skills simulating real life situations that
involve the necessity of communication, as well as, make them realize the
benefits of learning it, for instance, asking for information, apologizing or
complaining.
In this way, the input and contact time with the language are primordial,
students are not passive but active producing and expressing themselves by
making use of the language, therefore, there is an emphasis on oral and
listening skills in the classroom, where authentic resources must be present to
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motivate students with material such as magazines, movies or discussion
programs.
Spontaneity and improvisation promote oral practice where they get the
chance to make mistakes and learn from them, too.
Nonetheless, reading and writing skills are also practiced to promote
confidence in the four skills, and at the same time, grammar can also be taught
but in a less systematic way; so the Communicative Approach is focused on
producing diverse opportunities for the students to express spontaneously
rather than being centered in accuracy.
In order to accomplish all this, teachers as well as students, play different
roles inside the classroom.
According to the former, they become active facilitators, supporters and
monitors in the student’s process of learning; teachers observe the students’
development and help them to improve not focusing on the mistakes but in the
whole process, they usually have to give feedback and corrections when the
tasks have been completed.
They are in charge of creating theme-based lessons where the target
grammar is implicit, they have to look for activities engaging the students in
authentic practice of the language, instead of repetitive phrases and grammar
patterns.
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In this way educators guide pupils, being their primarily role to facilitate
communication and give enough input using the target language fluently and
appropriately, rather than being the centre of the class.
According to the students, they are active entities in the process, being
the main responsible for what they learn; teachers give them the tools for them
to make use of, so as to construct their own knowledge based on their interests
and necessities.
The importance of the students’ commitment to the CA class is relevant
due to the fact that they are encouraged to speak and communicate to build
their language.
There are several activities to promote communication and group work in
a CA class, such as:
-Role playing
-Songs
-Games
-Dialogues
-Debates
- Oral Presentations.
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iv.iii.i.- The Advantages of the communicative approach.
Many Teachers that are interested in working with the communicative
approach or have worked with it show that they are very interested in the
needs and desires of their learners as well as the connection between the
language used inside the classroom and the language by means of
communication outside the classroom, i.e. real life. Any teacher that works
with the communicative approach helps to develop communication in an
authentic context, and it is a beneficial form of education.
In an ESOL class, the communicative approach often takes the
form of pair and group work requiring cooperation among classmates.
Fluency-based activities encourage the students to develop their confidence
as well as functions and grammar.
According to Dr. David Nunan a world-renowned linguist and
author of the ELT book “Go for it” the communicative approach have five
advantages:
An emphasis on learning to communicate through interaction in the target
language.
The introduction of authentic texts into the learning situation.
The provision of opportunities for learners to focus, not only on language
but also on the Learning Management process.
An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning.
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An attempt to link classroom language learning with language activities
outside the classroom.
According to Erick Hawkins, author of the book “Modern languages in the
Curriculum” the communicative approach has several advantages:
The communicative approach has mainly a social purpose it focuses
on language as a medium of communication.
In this approach the learner can find a whole range of functions such
as: seeking information, apologizing, expressing likes and dislikes,
etc.
The activities inside an ESL classroom enhance the use of the target
language in a communicative way for meaningful activities. It focuses
in fluency rather than accuracy.
Communicative approach is much more student-orientated, because
the teacher focuses more in the students’ needs and interests.
Emphasis on creative role-plays, simulations, surveys, projects, all
produce spontaneity and improvisation, not just repetition and drills.
The communicative approach has more emphasis on active modes
of learning, including pair work and group-work; often not use
enough by teachers fearful of a noisy class.
Errors are a natural part in the process of learning a language.
Students are encouraged to use the language creatively and
spontaneously and errors can be present. Constant correction is
unnecessary and does not help the student in their confidence.
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Communicative approach seeks to personalize language and adapt it
to the interests of pupils. Meaningful language is always more easily
learnt by the students.
The Communicative approach makes use of topics with which pupils
are already familiar in their own language for that reason it motivates
students’ interest and leads them to more active participation.
Communicative approach seeks to use authentic resources. More
interesting and motivating. The use of real material such as
newspapers, magazines, movies, etc. they can help in the motivation
of the students, and keep them involved and interested in the
activities.
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iv.iii.ii.- The Disadvantages of the Communicative Approach.
As many others approaches, the communicative approach has several
detractors who think that this approach is only a waste of time, due to fact that,
the communication in a foreign language can be understood only by a few
people.
Ton van Hattum, a teacher of English says” If the teacher understands
what the student says, we have communication. Great! Problem with this
interpretation is that teachers from the same region as the students,
understands the students' mistakes all to easily because they are used to
the typical mistakes and errors resulting from influence from the first
language. This reduces the student teacher interaction to an imitation of
communication”. According to this, the students are only concerned about
imitating the pronunciation of the teacher and the teacher is only aware of
understanding the message without correcting the pronunciation mistakes, this
kind of errors leads to a miscommunication between people.
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iv.iv.- Multiple Intelligence Theory and The Communicative Approach
together
As stated earlier MI theory proposes that every human has different
intelligences developed at different levels. Accordingly the way in which we
learn should be also unique, what might work with one student might not work
with another. Gardner (1997) suggested educators “view intelligence as the
capacity for solving the problems and fashioning products in context-rich
and naturalistic settings rather than place the traditional importance on
the ability to produce a large quotient”. In accordance with what was said
above the Communicative approach provides “context-rich and naturalistic
settings”. The aim of a class under a Communicative approach is to expose
students to a rich and meaningful “environment”. MI theory also mentions the
importance of the role of the teacher as a facilitator, which means that the
teacher will shift roles and activities in order to help his students, in order to
motivate them.
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iv.v.- The role of the teacher inside the classroom.
It can be said that the role of teachers inside the classroom is highly
relevant and complex, taking also into account the diversity of students they can
have and how to succeed imparting a meaningful class for each of them.
Due to this fact, this work will be focused on the different roles teachers can
play during the lessons according to the book “The Practice of English
Language Teaching” by Jeremy Harmer.
To begin with, teacher is defined as “someone whose job is to teach
in a school or college” (Cambridge Advanced Learner’s Dictionary, 2008).
It is quite clear it is more than that and, as a matter of fact, teachers are the
ones who are in charge of the education of our future children and, owing to this
and to the influence of communicative approaches, nowadays teachers are not
only expected to transmit information and knowledge to the students, but also to
develop their autonomy.
According to this, teachers should focus on the students as the main
actors in the class, and not they as the center of it, in this way, the learner-
centred teaching takes place as a powerful approach; where the students are in
charge of building their own knowledge with the help of their teachers, who will
act as facilitators of their work, instead of the controller of the classroom.
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Nonetheless, there are different perspectives in the educational culture
and, for this reason; critics have also emerged against this approach. One of
them is exposed by Robert O’Neill, who says that: “letting students to do
their learning on their own with teachers only intervening when and if
needed, might amount to a form of neglect”, he also added that: “It could
be tantamount to an abdication by the teacher of the knowledge- giving
role”
Naturally, there will be different opinions about the role a teacher should
play in the class, so the complexity of their work can be completely understood.
Some of them considered that there must be a change in the way professors
impart their classes and, there are others that believe, that the old-fashioned
teaching-fronting class still works with the students, such as the case of Robert
O’Neill.
In spite of the great diversity of arguments and opinions about the
teacher’s roles, it is clear that there are other kinds of demands in education
and, particularly, teachers are required not only to pass on information, but also
to adapt themselves to these never-ending changes.
Specifically, professors and roles are a relevant issue when talking about
meaningful learning and development of autonomy in the students; at the same
time, according to the Cambridge Advanced Learner’s Dictionary (2008) role
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can be defined as: “the position or purpose that someone or something
has in a situation, organization, society or relationship”
As stated above, we will focus on the different roles teachers can perform
in a class pursuing the main objectives, which are, the real learning in their
students and the development of their autonomy.
According to the book “The Practice of English Language Teaching” by
Jeremy Harmer, there are eight different roles a teacher can assume. These
are:
-Controller
-Organizer
- Assessor
- Prompter
- Participant
- Resource
- Tutor and
- Observer
In other words, this kind of teacher is the classic model for a teaching-
fronting class, that is to say, he/she is not only the controller but also the centre
of it.
There is no time or space for students to speak, to participate, to create, to
discuss, but instead, they are constantly controlled by the teacher.
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Unfortunately, this leads to a lack of activities for students to develop their
autonomy.
Nevertheless, there are certain times when teacher can act like a
controller, for instance, when they have to announce something or when they
have to keep the discipline in the classroom.
Regarding the teacher as an organizer, they always adopt this attitude
since they have to organize what is going to be done, at what times and how
the activities have to be carried out; naturally, keeping organized the class will
facilitate the succeed.
Otherwise, unclear instructions and objectives will lead to a lack of motivation
in the students, because they will not see the purpose of the activity, what is
more, the lack of attention leading to indiscipline.
According to the Cambridge Advanced Learner's Dictionary (2008),
Asses is:” to judge or decide the amount, value, quality or importance of
something”
Here is the time when teachers give feedback and correction to their
students, according to the way they perform a specific task, the objective is to
provide pupils the necessary information for them to improve their learning.
Therefore, they need to know how they will be assessed and what is going to be
considered when assessing, on the contrary, they will not know what they need
to be concentrated on.
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The teacher as a prompter is characterized for encouraging students to
participate, as well as, making suggestions about what they can do in a
particular situation, for instance, when they do not know how to solve a
problem, in this case, the teacher can suggest possible solutions.
Moreover, this role must be performed with discretion so as not to sound
aggressive and, at the same time, only when help in necessary.
One of the main advantages to participate together with the students is
that the activities can be lived and perceived from the inside, as well as,
creating a warm atmosphere between the teacher and the student, if the activity
works.
What is more, educators should be not afraid to participate together with
their pupils, because it is probable that their relationships will improve and,
besides that, students will feel more confident with them.
Teachers are indeed a resource of knowledge; nonetheless, the aim is
not to pass them the information directly, but guide them to look for it and offer
the tools for them to find it.
That is the objective of the educator as a resource, to give them the
appropriate element to improve in their process of learning.
Teachers acting as tutors have to guide their students; especially, when
they are involved in self-study or when they are doing a project work, one of the
aims is to develop their autonomy.
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Apart from this, they will feel supported and helped while doing their work,
because the teacher will be there to support them.
Educators are always observing during the class, whether it is because
of an assessment, to give feedback or just because they are interested in their
students’ behavior during the class.
It must be also consider that when acting as an observer, it has to be
carefully carried out so as not to give the impression of being intrusive.
As a conclusion, it must be highlighted the fact that being an educator,
itself, it is a complex and demanding job.
Nowadays, society is changing and so the education, therefore, teachers
have to adapt to the new demands and, in this way, they will be constantly
challenged to perform useful roles, in order to achieve the main goal, real and
meaningful learning, as well as, the autonomy of the students.
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iv.vi.- A general view of motivation in Education.
John Trimble (1900) affirmed : “Laurence Houseman once said, "A
saint is one who makes goodness attractive." Surely, a great teacher does
the same thing for education”
Unfortunately, nowadays it is not being an easy task for teachers and, as
a matter of fact, it is well known that motivation has become one of the biggest
issues in education all around the world. As Dt. P. Dhanavel states: “Motivation
has long been a major problem for most teachers of English as a Second
Language (ESL) not only in India but also elsewhere”
An interesting point to be mentioned is the one obtained from an article
called: “Minnesota education: Motivation matters” published by Kent Pekel
in Oct. 10, 2008. Here it is informed that two important proposals for improving
public education are released; a set of strategies to strengthen teacher quality
and a new plan for funding schools, nonetheless, it is also added , that for these
strategies to work it is necessary to increase students’ motivation to learn.
Moreover, technology appears as an influential element in the process of
learning to motivate students, as Kent Pekel says: “many of the technological
advances that have improved our lives in recent years have also led many
young people to expect rapid results and instant gratification in
everything they do”
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The Million Motivation Campaign in New York City is an example of this,
free cell phones are given to middle-school students with the chance to earn
minutes, music downloads and other kind of rewards, only if they meet
performance goals stated by their schools.
Nevertheless, and as Dr. P. Dhanavel (2002) states:” the task of
motivating the students becomes easier for the teacher who can teach the
lessons hour after hour and year after year with pleasure and profit”
So, if motivation plays a crucial role for real learning to take place it is
worthy to develop the concept and its implication in the teaching-learning
process.
First of all, according to the book The Practice of English Language
Teaching by Jeremy Harmer, motivation can be understood as: “some kind of
internal drive which pushes someone to do things in order to achieve
something”, on the other hand, Marion Williams and Richard Burden suggest
that: “motivation is a state of cognitive arousal which provokes a decision
to act as a result of which there is sustained intellectual and/or physical
effort so that the person can achieve some previously set goal”
In his book Jeremy Harmer distinguishes between extrinsic and
intrinsic motivation; regarding the former, it is caused by external factors, for
instance, the necessity to pass an exam, in contrast, intrinsic motivation comes
33
from within the person, for example, when s/he desires to make herself/himself
feel better achieving the task.
What is more, students play different roles in society and each one has
experienced life from their own surrounding, whether if it is being a son,
daughter, brother or friend.
Moreover, Jeremy Harmer states that: “the motivation that brings students to
the task of learning English can be affected and influenced by the attitude
of a number of people”
Taking this into account, he mentions four sources of motivation:
- The society we live in
- The significant others
- The teacher
- The method.
According to the first one, it has to do with the attitude our society has
towards learning English as a second language, whether if it is relevant to learn
English or if it is useless, this will definitely affect the students’ motivation in a
negative or positive way when they go to the school to learn this new language.
Therefore, it is the value society and the students’ surrounding give to English.
The significant others refers to people who are close and relevant to
the students such as parents or friends.
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Their view of English will influence their attitude toward language
learning, for example, parents may be more concerned about maths and not
English, or on the contrary, if their peers are more enthusiastic about learning a
language, naturally, this will motivate the students to work cooperatively.
The teacher is also one primordial element to keep students motivated,
they have to make use of different roles and strategies so as to get their
attention and keep them in that road, so in that way teachers will promote a
positive attitude toward learning English.
Closely connected with the above mentioned source of motivation is the
method, confidence about the way they are doing things is the main issue, so
as not to feel uncomfortable in the way teaching and learning is carried out in
the classroom.
It is also important to increase and direct students’ motivation, as Alan
Rogers suggests: “…we forget that initial motivation to learn may be weak
and die, alternatively it can be increased and directed into new channels”
On the other hand, Dick Allwright argues that: “we cannot be responsible for
all our students’ motivation. In the end, it is up to them” Nevertheless and,
as it was already stated, teacher’s roles and methodologies applied in
classroom play a crucial impact on the students’ learning of a new language.
35
Due to this fact, three elements involving teachers’ behavior to influence
their students’ continuing participation are introduced by Jeremy Harmer in his
book “The Practice of English Language Teaching”
-Goal and goal setting
-Learning environment and
-Interesting classes
Regarding the first one, teachers must recognize when long-term goals
and short-term goals can be considered in order not to affect the students’
motivation. It is already known this one is closely influenced with the person’s
desire to achieve a goal.
The learning environment created inside the classroom is a potential
tool to make the students feel confident. Naturally, they will feel more motivated
to work in warm, colorful classrooms rather than in unattractive ones and, even
they can decorate their own class. On the other hand, teachers must establish a
confident environment where students do not feel afraid to ask nor to make
suggestions.
Last but not least, one way to keep students engage and motivated is
through interesting classes. Topics, material and activities need to get their
attention and make them feel interested. Therefore, if a teacher gives creative
lesson with clear objectives for them to see that what they are learning is useful;
they, for sure, will continue motivated and willing to learn the language.
36
Finally, motivation is one of the most common problematic issues in
education, nowadays teachers find more difficult to get the students’ attention
and keep them concentrated in what they are doing during the class.
When talking about motivation, it can be inferred that not only the
educator is the one who plays the main role, but also the students and their
surrounding; these definitely, will influence their attitude toward the process of
learning.
And, as Kent Pekel (2008) says: “Everyone who has been a teacher or
a student knows that extraordinary things happen when motivated
learners meet great teachers and great ideas. But even though it's magic
when it happens, it doesn't happen by magic. We need to make matters of
motivation a major focus of our efforts to strengthen education in
Minnesota in the coming legislative session and beyond”
iv.vii.- Student’s roles and responsibilities.
When dealing with talking about educational institutions, it is already
known that there are several factors which lead the school to work properly and
succeed, and it is not only the leadership coming from the head of it, but also
the human resources employed in the institution.
37
Focusing specifically on the classroom, teachers and students play a
relevant role, and according to the latter, there are several responsibilities they
must take into account in their own process of teaching-learning.
Nonetheless, as M. Davis and Patricia Hillman Murrell state in their report
Turning Teaching into Learning: the Role of Student Responsibility in the
Collegiate Experience: “Institutions must work to create a climate in which
all students feel welcome and able to fully participate” Therefore, this
section is going to be focused on the learners as the main actors in the process
of teaching-learning, and the importance of being responsible inside the
classroom.
As it is already known, there are different kinds of learners and so
different ways to learn, specifically in the acquisition of a language, some
people think children learn languages faster than adults do; and such is the
belief of Steven Parker too, who thinks that: “acquisition…is guaranteed for
children up to the age of six, is steadily compromised from then until
shortly after puberty, and is rare thereafter In spite of these kinds of beliefs,
there have been attempts to establish a consensus on the importance of
engaged learning in schools and classrooms, and here is when Jones, Valdez,
Nowakowski, and Rasmussen (1994) developed several indicators so as to
make clear what engaged learning involves. Being focused on the students,
they say that engaged learners are understood as: “the ones responsible for
their own learning”. Self-regulation, capacity to set goals and evaluation of
achievement are outstanding characteristics of a student engaged in her/his
38
process of learning in a responsible way. What is more, being they aware of
their own development and progress, they become more motivated, due to the
fact that they realize it is the result of their own decisions, goals and work
throughout the process.
As Hom and Murphy state (1983): "A growing body of research
indicates that when students are working on goals they themselves have
set, they are more motivatived and efficient, and they achieve more than
they do when working on goals that have been set by the teacher"
Moreover, these kinds of students are not only conscious of self-directedness,
but also of the best strategies they can make use of so as to learn and solve
problems in an innovative way, as well as, being able to be involved and
collaborate with others.
When Covey (1989) refers and recognizes the importance of self-
directedness, he states that: "It means more than merely taking initiative. It
means that as human beings, we are responsible for our own lives. Our
behavior is a function of our decisions, not our conditions. We can
subordinate feelings to values. We have the initiative and the
responsibility to make things happen"
Taking into account all the above, it can be inferred that teachers not only
are in classrooms to present several contents and assess students’ work, but
also to teach and engage students in various strategies with the main aim of
offering the learners the opportunities for them to make decisions, to be
39
responsible and to be able to solve problems on their own. Moreover, as
educators, it is also relevant to make them believe and feel confident that they
have the appropriate abilities to succeed, and even more, to support them for
them to become reflective entities about their teaching-learning process.
In addition to this, the methodologist Tony Wright presents four different
learner styles within a group:
-the enthusiast
-the oracular
-the participator
-the rebel
According to the first one, s/he regards the teacher as a model; the
teacher becomes the point of reference and is aware and committed with the
goals of the learning group. The second one is also centered on the teacher but
tends and is more oriented towards the satisfaction of personal objectives and
aims.The third one is concentrated on the group goals and in the solidarity as a
group; while on the other hand, the rebel is only concerned with the satisfaction
of his/her own aims.
So, it can be also understood why teachers have such a hard work inside
the class, what is more, it is like a chain, where educators must take into
account the different kind of pupils and the most appropriate way for them to
learn, situation where multiple intelligences play an important role.
40
It is the way for teachers to reach every student and for the real learning to take
place through meaningful classes, and consequently, learners will feel
motivated, take the responsibilities and cooperate in the class.
Regarding this, M. Davis and Patricia Hillman Murrell emphasize: “the
importance of student effort and involvement in their academic and co-
curricular activities as the decisive elements in promoting positive college
outcomes” Nevertheless, students are not alone and they must be encouraged
to participate and be responsible for their own learning, as Robert Pace stated:
“all learning is the mutual responsibility of students, faculty, and
administrators. Student responsibility doesn't just happen”
Then, what can be understood as students’ responsibility?
It is the same Robert Pace who presents the College Student Experience
Questionnaire (CSEQ), where a set of scales are established in order to define
the dimensions of the students’ responsibilities. This College Student
Experience Questionnaire (CSEQ) is based on the premise that for learning and
development to take place, there must be time and effort invested by the pupil.
Known as "Quality of Effort" scales, they assess the degree to which students
are extending themselves in the school activities and, the domains include the
use of classrooms, laboratories, libraries, athletic facilities, among others; while
the social dimension is reflected in scales that tap contacts with faculty, clubs,
organizations, as well as, student conversations. In others words, there is a
correlation between success and the students’ involvement in a responsible
41
way at college. What is more, M. Davis and Patricia Hillman Murrell states that:
“the student responsibility is the key to all development and learning”.
Therefore, students as well as teachers play roles and responsibilities,
and according to North Central Regional Educational Laboratory, the student as
explorer becomes an outstanding role since encourages them to reflect upon
what they have discovered, and leads the learners to become their own
teachers due to the fact that they are themselves integrating what they have
learnt, therefore, they become the producers of their own knowledge.
And as it was previously mentioned, professors can provide strategies to
encourage students to set their own goals for personal development so as for
them to achieve those established goals, nonetheless, the learners are the ones
responsible for their learning.
So, who is responsible for student learning?
According to Null. J Wesley (2001), she proposes that: “teachers can,
should, and must influence student learning to a significant extent. They
cannot, however, completely control student learning and behavior.
Students, parents, and many other members of every community in our
nation must contribute to the overall education of children”
To certain point Goodlad (1995) states that: “schools are traditionally
dominated and controlled by adults, students seldom make decisions
42
about their own learning”, nonetheless, students are becoming more active in
their role as learners and are playing a major part in many aspects of the class,
which at the same time, demands more responsibilities for them to succeed, so
it is clear why the importance of being aware of their role as students inside an
educational institution. Finally, “effective learning is that students are in
charge of their own learning; essentially, they direct their own learning
processes” (North Central Regional Educational Laboratory)
iv.viii.- Integrating Multiples Intelligences in an EFL classroom.
Nowadays teaching English is becoming more and more important in our
society, which is why the Chilean Ministry of Education is working in increasing
the level of English in public schools, they created in the year 2003 the
program “English open doors” with the purpose of being a society with a good
level of English.
Teach English in not an easy task, especially if we talk about teenagers.
Nowadays is a requirement the need to find new approaches and funnier
activities. The work of teaching is becoming harder with the new generations.
That is why the approach of Multiple Intelligences is a very popular one. Many
teachers around the world are acquiring this new method in the teaching of
English.
Focusing specially on young children at the age of six till the age of 10,
they are facing a stage of their lives in which the game in an important process
43
in the way they learn. In this case the approach of Multiple Intelligences is
ideally for them, due to the fact that they can be taught in the different kind of
intelligences.
For kids words are not enough, they have the need to get involved in
what they are doing, i.e. if they are learning new vocabulary, they need
different activities such as, drawing, mimic. The teachers have to make use of
pictures, objects, in addition another very good idea is to make use of the
surroundings: a park, others rooms in the school
The children, as they get older, need different activities, but appealing to
the senses, colors, sounds, and movements will always help the pupils to learn.
That is the basis of the Multiple Intelligences approach.
The ideology of the theory of Multiple Intelligences is based on
"cooperation" not on competition. Due to this reason, the prizes and awards
need to be avoided in the class. In this regard, it is needed to make room for
shared experiences; they are an invaluable source of language work and create
an atmosphere of involvement and togetherness. Most of the students enjoy the
feeling of belonging and this is particularly true in young children. According to
Brewster, J., Ellis, G. and Girard, D in their book The Primary English Teacher's
Guide, they reinforce the idea of cooperation among classmates. They say that:
“Group the children together whenever and wherever possible. This does
not mean that they have to work in groups all the time, but most children
like to have other children around them, and also sitting with others
44
encourages cooperation. Genuine cooperative pair work or group work is
usually the result of a long process”. Another way to improve the
cooperative work in the students is working with dialogues or role playing in the
format of pair and group work.
iv.ix.- Methodologies that can be implemented in a CA classroom
using the MI theory
To find a specific methodology to apply the multiple intelligences in a
classroom where the communicative approach is being applied would be hard
to find. However if we put some different methodologies together everything is
different.
As stated earlier, a teacher should take into account the fact that every
student has his own particular way to learn and that they are the main
characters in their learning process as well. It might seem quite complex to put
into practice all of these, however there are many teachers who have actually
brought into their classrooms both the Multiple Intelligences theory and the
Communicative Approach. Teacher Bruce Campbell decided to innovate his
way of teaching by making use of both MI and the CA: “I have developed a
program to teach to the seven intelligences in my third grade classroom
of 27 students. The plan to engage the various intelligences involves the
use of learning centers and a thematic, interdisciplinary approach”. Every
student has the opportunity to build their own knowledge exploring the different
intelligences they have. It is an extraordinary opportunity for the pupils to see
45
their strength and weaknesses as well. In this respect Dee Dickinson (1999), co
author of the book “Teaching and Learning Through the Multiple Intelligences,
says that “when children have an opportunity to learn through their
strengths, they may become more successful at learning all subjects--
including the "basic skills "They will be learning the same unit by means
of different approaches. Campbell also mentions that he has “noticed that
my role as a teacher dramatically shifts as the students work at their
multiple centers. My role becomes that of a facilitator of learning”.
The objective of the Communicative Approach is to change the typical
teacher-centred class for one in which the students are the center. According to
what Campbell suggests this is possible if his methodology is applied in a
classroom. It grants the teacher the opportunity to be just a facilitator, a person
who helps the students by means of presenting a topic and giving to them the
tools so that they can acquire the new information using their own intelligences.
Another author called Thomas Hoerr (2006) assures that "an MI approach is
"child-centered"; educators begin by looking at how the child learns and
then work to develop curriculum, instruction, and assessment based on
this information”. In other words Hoerr suggests that implementing MI inside
the classroom will not only provide students with the opportunity to learn but
also the teachers as they observe the way in which each of the students learn.
This idea is well supported by Dickinson as she proposes that “when children
have an opportunity to learn through their strengths, they may become
more successful at learning all subjects--including the "basic skills."
46
The methodology mentioned previously requires a huge effort from the
teacher regarding planning and the material; however another approach that
can be brought into the classroom is working with one intelligence every class.
Gardner in his book “Multiple intelligences: the theory into practice” (1993)
states that “the eight intelligences he has identified are independent (...)
however, closely related, and many teachers and parents are finding that
when an individual becomes more proficient in one area, the whole
constellation of intelligence may be enhanced.” Having this view there is a
vast diversity of methodologies to be implemented by teachers in accordance to
the intelligence they pretend to reinforce in a particular class.
Having in mind the previous paragraph along with the description of the
nine different intelligences proposed by Howard Gardner, a few methodologies
exposed by Dee Dickinson can be presented for each intelligence.
Verbal / Linguistic intelligence can be worked through interesting “books
or articles, playing word board or card games, listening to recordings,
using various kinds of computer technology, and participating in
conversation and discussions”. (Gardner, 1993)
Logical/Mathematical intelligence can be “exercised through
classifying and sequencing activities, playing number and logic games,
and solving various kinds of puzzles”. (Gardner, 1993)
Visual /Spatial intelligence can be implemented “with experiences in
the graphic and plastic arts, sharpening observation skills, solving mazes
47
and other spatial tasks, and exercises in imagery and active imagination”.
(Gardner, 1993)
Bodily/ Kinaesthetic intelligence can be exercised “by playing with
blocks and other construction materials, dancing, playing various active
sports and games, participating in plays or make-believe, and using
various kinds of manipulatives to solve problems or to learn”. (Gardner,
1993)
Musical intelligence “may be exercised by listening to a variety of
recordings, engaging in rhythmic games and activities, and singing,
dancing, or playing various instruments.” (Gardner, 1993)
Interpersonal intelligence “may be exercised through cooperative
games, group projects and discussions, multicultural books and
materials, and dramatic activities or role-playing.” (Gardner, 1993)
Intrapersonal intelligence might “be exercised through participating in
independent projects, reading illuminating books, journal-writing,
imaginative activities and games, and finding quiet places for reflection.”
(Gardner, 1993)
Naturalistic intelligence “may be exercised by exploring nature,
making collections of objects, studying them, and grouping them”.
(Gardner, 1993)
48
Existential intelligence is a little more complex. This intelligence can be
exercised using some of the previous methodologies. For example, using a very
deep article or text with much content. This sort of exercise will provide the
student the opportunity to enhance his intelligence.
iv.x.- Assessment
The assessment is an important point to take into account in the process
of implementing the multiple intelligences in an EFL classroom, due to the fact
that assessment has been a difficult issue do deal with. Joseph Walters, a
professor of Harvard University, postulates that assessment in the work with
multiple intelligences and communicative approach needs to be done by
performance for the reason that it means monitoring the students own growth
over the time, the ideal to use in this case, are the portfolios due to the fact that
it encourages the growth of that deep self-knowledge. The portfolios worked out
the student’s own rhythms of productivity and of absorbed receptivity by
developing a critical awareness of their performances in classes.
Another important point to take into account is the fact that the
assessment can be done among classmates, due to the fact that Joseph
Walters (1992) said: “Self-knowledge depends upon interaction with
others, a seeming paradox that we rediscover whenever we study the
values of cooperation, collaboration, and communication of individual
achievements to a receptive audience”.
49
He also suggests that teachers need to be aware of the cultural pluralism
that students bring inside the classroom, they belong to different families,
different backgrounds not only cultural but also economic: “We are
encouraging these children to introduce into their school experience ways
of knowing already characteristic of their home experiences where they
frequently already share and represent knowledge across generations. We
are encouraging engagement with diversity”. Due to this the assessment
needs to be different too, using oral projects, written projects, web quests. The
students need to be challenged in a positive way, they need to show and be
proud of their background and their different ways of learning.
iv.x.i.- Different assessment strategies
When talking about assessment, it is relevant to consider different
strategies so as to get an authentic way to assess students, consequently, there
is not just one form and, due to this fact several strategies will be enumerated
and described.
Strategies such as the:
- Double-entry responses
- Observation Check Lists
- Observation note cards
- Likert scales
- Open-ended and guided responses
- Teacher-made tests and quizzes
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Regarding the first one, it can be said that as a tool, it grants the
instances to promote a two-way conversation between student and teacher. In
this case, working in projects combined with journals can be an option, owing to
the fact that while students work on it, the teacher can ask them to write
comments on what they are doing and submit samples, and at the same time,
teachers can use a rubric, as a guide, so as to comment on the indicators and
relate them to the students’ work. Therefore, the educator can give suggestions
from this rubric in relation to the students’ performance and how this can be
improved, moreover, the students are expected to react to these suggestions
and continue the mutual dialogue till the end of the project; so in others words,
there is a constant feedback between the students and the teacher.
In relation to the second one, Harold Gardner’s theory proposes that this
check lists need to be more focused on the process of learning rather than in
the final products, consequently, the professor can create a check list based on
a rubric so as to use it at specific intervals of time while students are working
and, having as main aim, to let the students know the relevance of their work
and how they make progress during their process instead of just asking for their
final result.
According to the observation note cards, it can be said that it is a good
option for teachers to carry a packet of index cards or adhesive notes in orders
for them to work in a selective way with different students at certain times, for
instance, they can select five to seven students per day to observe during the
class and use a rating scale (doing great, moving along and not yet), as well as
grades if a number scale is required. What is more, teachers can have more
51
standardized cards with space for the date, the student's name, and the
selected intelligence, so in this way they will be saving time focusing on
observing one specific intelligence at a time. Once the observation is done, the
students can read the comments and keep a record in their portfolios.
The Likert scales are known not only for being the most popular and
easy-to-.use measurement tool for a rubric, but also, because students can
make use of it in their self-assessment. Moreover, some teachers go further and
ask them to attach two Likert scales to every portfolio entry: one by the teacher
and one by them.
The open-ended and guided responses, not only lead to
encourage and help learner to think more on their own, but also reinforce the
idea that the student is the one in charge of their learning and, that they are not
expected to act like robots according to what the teacher wants to hear.
Besides, by modeling with the whole class how to use one of the models, the
teacher can "prime the pump" and make students more comfortable with the
idea that "what the teacher wants is insightful thinking."
Last but not least, the most helpful teacher-made tests prompt
students to display their knowledge while responding to higher-order thinking
prompts. Moreover, three story intellect models (Bellanca and Fogarty, 1991)
provides an easy-to-use reference for constructing challenging test questions in
middle and secondary grades; it can be also added that many teachers keep
this model handy when they are constructing written tests or giving surprise oral
quizzes.
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iv.xi.- Interdisciplinarity
According to Ania M. Carballosa González, Slava López Rodríguez and
Angela Paredes Marín, they state in their work The Interdisciplinarity in the
English Teaching with specific aims: Towards the development of professional
competences that: “nowadays we are living in a globalized world where
every country is interconnected, the economies are more interdependent,
the development in science and the constant interdependence of each
other, as well as, the advances in communication lead to think of the
interdisciplinarity in education as a powerful too”, therefore, taking this into
account, English as subject can be a relevant element when considering the
idea that educational institutions want to form integral people able to succeed in
society.
They also add that: “English, as a subject, will contribute to the
development of future competent professionals”
Being focused on interdisciplinarity, there is not an exact definition of it in
education, but several. For instance, Jantsch (1980) defines interdisciplinarity
as: “the interaction between two or more disciplines, which leads to an
intercommunication and reciprocal enrichment”, understanding
enrichments as a transformation in the way a subject is seen, for instance, a
specific topic can be seen from different focuses under this perspective.
According to its origin, Duguet (1975) believes that: “interdisciplinarity
emerges as an adequate principle to solve a variety of problems at
53
universities and in the society itself; it not only supports the scientific
movement and the research leading to a unity, but also it covers the gap
between the professional activities and the formation universities are
actually offering, it breaks with the rebellion coming from students and
instead presents an articulated work”
According to M.C Luz Maria Nieto Caraveo in her work, A vision about
the Interdisciplinarity and its construction in the professional curriculum,
she talks about the professional curriculum as a favorable place for
interdisciplinarity to take place, nonetheless, she argues that the traditional
curriculum tends to present the knowledge into individualistic disciplines, which
are frequently known as subjects.
Moreover, she adds that this tendency was taken from the pragmatic
North American pedagogy, which according to Diaz-Barriga A (1987), adopted
the model of a scientific administration for the industrial production and that
segmented the professional areas and disciplines.
Therefore, it can be understood why it is not easy to complement and
have an integral disciplinarity, as well as, the use of different methodologies
working with more than one area in education.
Regarding the above mentioned fact it is relevant to quote J. Torres
(1995) who says that: “the integrated curriculum is the product of a socio-
politic philosophy and a didactic strategy, having as principles the
conception of what means to socialize the new generations and the ideal
54
society based on a valuation of the knowledge, as well as, how the
process of teaching-practice can be facilitated”
Naturally, interdisciplinarity is not just the sum of multiple simple activities
neither interdisciplinary work carried out into the classroom, but as Dr Manuel
de la Rua states: “it is a process and a philosophy of work; it is a way to
think and proceed”
So, it can be inferred that, teachers working in an educational institution
must work in a collective and organized way so as to produce an impact on
education through a methodological and integral work.
According to The Interdisciplinarity in the English Teaching with specific
aims: Towards the development of professional competence by Ania M.
Carballosa González, Slava López Rodríguez and Angela Paredes Marín, there
can be indentified several advantages when applying an integral focus at the
educational institutions.
Some of them are:
- It shows the students the nature and society in their own integrity and
complexity
- It increases the motivation in students when they perceive the connections
and interrelations from different subjects at schools.
- It contributes to form the logical thought in the students.
55
- It also helps them to get a flexible and reflexive attitude when being exposed
to complex phenomenon and problems.
- It contributes to the formation of a materialistic conception of the world so as to
have an integral vision of it.
- It becomes an unequal form for the students to get values.
- No other curricular conception can grant so many possibilities for the union
among the educators when talking about methodological work, which at the
same time, leads to a conscious, coordinates and organized work.
- Each professor can open her/his horizons acquiring new knowledge about
other subjects and
- Increase the chances to work in researches and not only the professors but
also the students.
Consequently, it can be seen that interdisciplinary has become a
tentative proposal to work in schools owing to its multiple advantages.
Taking this into account, English as subject works perfectly with this concept
and the idea of globalization, due to the fact that it is a subject with certain
flexibility and through teaching a language many contents and skills can be
practiced according to the students’ necessities and level.
56
The aspiration of an interdisciplinary curriculum proposes a change in
conception about the actual pedagogical model; therefore, a methodological
preparation could become an appropriate beginning.
Regarding this, Manuel de la Rua, Doctor in Pedagogical Science,
proposes some essential aspects referring to conditions favoring the
interdisciplinary in the educator-educative process. Such as:
- the domain of the teachers own subject
- realization of an efficient methodological work among teachers
- programs that facilitate the interdisciplinary focus in the teaching-learning
process
- educators having knowledge of the objects of study
- methods and objectives of the related disciplines
- the definition of educational problems integrated and
- the interest coming from the educational institution to this focus.
To finish, The Interdisciplinarity in the English Teaching with specific
aims: Towards the development of professional competence by Ania M.
Carballosa González, Slava López Rodríguez and Angela Paredes Marín
proposes that interdisciplinarity has come as a curricular strategy with a new
didactic paradigm and philosophy of work, which look for an improvement of
motivation in students and teachers, as well as, the formation of skills and
professional competence.
57
Field Work
58
Multiple Intelligences
Body- KinestheticinterpersonalVerbal-linguisticLogical-MathematicalNaturalisticIntrapersonalVisual-spatialMusicalExistencial
v.i.- Multiple intelligences Test.
Date: November, 25th 2008.
Time: 9:00 to 9:30
Place: Villa las Nieves School.
The following analysis was made according to a test answered by a
group of students from a 2nd grade in primary school.
In the graphic shown, it can be seen that in this group of students the
most developed intelligence is the Body-Kinesthetic, followed by Visual-spatial.
The age ranges in this group of students are from 7 to 8 years old.
Body- Kinesthetic interpersonal
Verbal- Linguistic
Logical- Mathematical Naturalistic Intrapersonal
Visual-spatial Musical Existencial
18 0 3 1 0 0 5 4 0
59
Multiple Intelligences
Body-KinestheticInterpersonalVerbal-linguisticLogical-mathematicalNaturalisticInterpersonalVisual-spatialMusicalExistencial
It is observed also that this group of students have a high level of energy,
they love to play games and run around the classroom, however, the classes
can be taught in respectful environment.
Multiple intelligences Test.
Date: November, 26th 2008.
Time: 9:00 to 9:30
Place: Cardenal Raul Silva Henríquez high school.
The following analysis was made according to a test answered by a
group of students from a 1st grade in High school.
Body- Kinesthetic interpersonal
Verbal- linguistic
Logical- Mathematical Naturalistic Intrapersonal
Visual-spatial Musical Existencial
4 8 4 1 0 2 6 11 0
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In the graphic shown, it can be seen that in this group of students the
most developed intelligence is the musical, followed by Interpersonal. The age
ranges in this group of students are from 14 to 16 years old.
It is observed also that these groups of students are very responsible,
enthusiastic, and respectful.
According to both tests taken, it can be said that the kind of intelligences are
really different, that is because of the age range, when the students are in
primary school, and they are children, they tend to learn better doing Bodily-
kinesthetic exercises, due to that reason the kind of activities that a teacher
needs to do can be role playing, Using physical gestures to communicate an
idea, performing a play, making a board or floor game, Putting together a
puzzle, etc. Also according to what it has been said of the M.A. some good
ideas to asses in this kind of group can be Build or Construct a Model,
choreograph a dance to explain something, develop a Memory System based
on Movements, explain something using only movement, etc.
In the second graphic the students are only from a high school, at that age
their preferences change completely, and the way they learn too, in this specific
group they learn better using music, and for what it has been observed most of
the students participate in the school chorus, in this case what they love to do
are writing or singing a song, developing and/or using rhythmic patterns as
learning aids. Composing a melody, changing the words to a song, finding song
titles that help explain content, creating a musical game or collage, etc. some
ideas for assessing them can be lead a Choral Reading, make an Audio Tape,
61
sing or Rap a song that explains your topic, write a short musical about your
topic, write song lyrics for your content area, create a Radio Program
62
Analysis
63
vi.i.- General Analysis
According to what has been presented through this work there are
several ways in which teachers can promote and make use of the MI in a CA
lesson. Along with that, there are some other factors that must be considered
when planning. motivation is one of them and according to its level students will
feel more or less appealing to learn English or any other subject. Nevertheless,
and according to the filed work, young students tend to feel attracted to
activities that involve movement such as games.
The objective of the CA is to let the students be the main characters of
their own learning by means of taking risks, a game seems to be perfect. With
role-playing games, for instance, students will have fun as they develop
speaking abilities and they will be taking risks when using the language as well.
On the other hand, there is a great diversity of games and funny activities that
teachers can bring into the classroom so as to motivate their students.
Apart from what has been exposed above, the environment created by
the teacher plays a role of vital importance. Students who are corrected all the
time by the teacher will not feel encouraged to learn English as they might
develop a certain feeling of uselessness, low-self esteem, and some apathy
towards the new language. Obviously this will not help either the teacher or the
students.
64
Nowadays, we live in a society where everything must happen fast, we
want to get everything soon, and that can also be true in the case of Education.
There are many activities and methodologies we can turn to in order to apply
the MI in the classroom, however time is needed. As mentioned in one chapter
there are some teachers who have started to plan using all of the MI in their CA
classroom. The key of their success is the time they spend so as to prepare
their lessons. It must be taken into account that according to Gardner there are
nine intelligences that are present in all of us so there should be nine different
activities every class. The role of the teacher as the “organizer” is present in this
part. As a motivator, a teacher should show students what is the real
importance that English will have in their lives. In the case of the region of
Magellan and Chilean Antarctic tourism represent a good opportunity to find a
job. With the number of foreign people increasing everyday people who speak
English are more required than ever. Along with tourism, English is of vital
importance to have access to sources of knowledge such as internet.
Consequences of living in a globalized world are present everywhere. Most of
the technology and new devices that come out come with the instructions in
English.
The goals teachers set for their students are also very important. They
must be aware of the importance of making the difference between long and
short term goals so as not make students feel under pressure or frustrated. A
teacher must be realistic trying to recognize the weaknesses and strengths of
their students, and make them work accordingly.
65
One of the missions teachers have is not only to teach but also to form
integral persons, ready to live in this society. That is why teaching English is
also important. Students are expected to face the world in the best possible
ways, the more tools they have the better.
So far, we have been analyzing teachers quite deeply; nonetheless
students also have a big responsibility. Every single student assumes a different
role. Some of them are really engaged with the classes and the activities in it,
on the contrary there are some others who do not participate in any of the
activities. At the end the teacher will have the major responsibility anyway. It is
true that students adopt a certain role, however it is even “truer”, so to speak,
that their position regarding the lesson will depend on the activities and the
attitude the teacher has towards them.
Another important aspect to be taken into account it is the formation of
teachers. As explained in this work, many teachers support and try to apply the
MI in their CA classroom. However, when it comes to explain why they chose to
implement that theory, the answers are not very clear. It is of vital importance to
know the reasons of the choices we make. It is not enough to follow certain
theory or approach only because the majority of the people, in this case
teachers, use it. Moreover if a teacher does not know how the MI or the CA
works it will be almost impossible for him to plan. The MI and CA are really
important, they both have their pros and cons as any other theory or approach;
however the benefits make them worth using them. The fact that every student
66
is finally considered as a person with one intelligence more developed than
another is something that makes Education fairer.
This approach provides every student with the same tools and
possibilities to reach their best level in English.
Most of the time teachers tend to forget that students will pick the
information they feel is more relevant or important for them, which is why the
more appealing the activities, the more information or knowledge students will
take in.
67
vii.- Conclusions and Recommendations
It can be concluded through the investigation done in this thesis,
that students need something completely different to be motivated to learn,
especially if we are talking about a new language. The system of education has
changed over the years so the way teachers teach need to be innovative, for
that reason the M.A and the C.A. are ways in which teacher can help in the
process of learning of the students. Nowadays the role of the teacher is
completely different from the one ten years ago, now the teacher is the one who
helps the student not the one who does everything in the classroom.
We must consider that future teachers need to apply these approaches
since they start their professional practices, for the reason that is a good way to
have better results with your students, and also as this kind of teaching is
different as the one there are used to the personal relationships are going to be
better.
So, answering the question what are the most effective ways for a
teacher to promote each of the Multiple Intelligences in a CA class? First of all
is planning in an effective way, taking into consideration the kind of learners a
teacher has, applying tests to the students in order to identify the kind of
intelligences of the students. Assessing is really important, teachers need to let
the written tests go, and apply different kind of assessment according to the
different intelligences and highlighting the communicative part.
68
To be a teacher is a rewarding job, especially when an educator is aware
of the process of learning of his/her students, and to use the M.I. is a fun way to
teach and the student will be thankful for the effort of the teacher.
"I entered the classroom with the conviction that it was crucial for me and
every other student to be an active participant, not a passive consumer...[a
conception of] education as the practice of freedom.... education that connects
the will to know with the will to become. Learning is a place where paradise can
be created." 1 as Bell Hooks said in the quotation all the people involved in the
process of teaching-learning need to be active, and the most important
ingredient in this process in the will to learn. In the hands of the teachers is the
student’s will to learn and be a better person, the students needing inspiration
and the teacher is the one who can give them that.
As it was stated throughout the present investigation, the work of an
educator is not a simple task, but on the contrary, a difficult one where multiple
factors are involved, elements such as the roles that can be played, the
motivation and the methodologies, among others.
Nowadays it is well known that education demands a mayor challenge,
being one of them, as it was already said, to form autonomous people
responsible of their own development in the real world. Naturally, the school as
a mini culture needs to impart a meaningful education and where the teachers
are committed with the students’ interests and needs.
1 Bell Hooks, Teaching to Transgress, NY: Routledge, 1994.
69
Nonetheless, it is necessary to reaffirm that it is not only the educator
who has to be committed with the work, but also the learners, as it was said; the
learner’s motivation plays a relevant role for a real learning to take place and
that is the key to succeed in this process.
Consequently, every single factor is correlated In order to grant
meaningful knowledge, in other words, the leader at the school must be able to
work in a collaborative way with the people at the institution and create the
instances for them to participate and make proposals so as to work in an
interdisciplinary way.
It is outstanding that learners perceive the connection between the
subjects they are studying and how they can be applied to their realities, due to
the fact that in that way they will see that what they are doing it is relevant for
them.
As a matter of fact, working with the M.I in a CA class and, taking into
account all the above mentioned factors demands a lot of work and effort from
the educational institutions, even though, the result are more than positive
taking into account the effects on students, high self-stem, motivation and
willingness to learn.
Indeed, under this perspective, the learners are the ones who set the
goals and work for them and, being the teacher their facilitator, supporter and
resource, in this way, the students are the ones in charge of building their own
70
knowledge in an active way making use of the resources granted by the
educator and the school.
Therefore, even though the incorporation of new terms in education such
as Multiple Intelligence, Communicative Approach, Innovation and
Interdisciplinarity could produce contrasting reactions and views regarding the
new theories and methodologies, it is a reality that this is leading to a renovation
in the educational curriculum and, where the student becomes the center of the
teaching-learning process.
71
viii.- Bibliography
• Campbell, B., Campbell, L., & Dickinson, D. (1996). Teaching and
Learning through the Multiple Intelligences (1st Ed): Allyn & Bacon
• Campbell, B. (1995). Multiplying Intelligence in the classroom. Retrieved
September 3, 2008, from
http://www.newhorizons.org/strategies/mi/campbell3.htm
• Davis, M. and Hillman, P Turning Teaching Into Learning: The Role of
Student Responsibility in the Collegiate Experience. Retrieved
September 9, 2008, from http://www.ntlf.com/html/lib/bib/93-8dig.htm
• Dickinson, D. (1996). Learning through many kinds of Intelligence.
Retrieved October 6, 2008, from
http://www.newhorizons.org/strategies/mi/dickinson_mi.html
• Fritz, H. Motivation in Education. Retrieved September 9, 2008, from
http://www.gbt.org/text/motivation.html
• Hoer, T. (2002). Applying Mi in Schools. Retrieved September 11, 2008,
from http://www.newhorizons.org/strategies/mi/hoerr2.htm
• Jeremy,H. The Practice of English Language Teaching. Retrieved
August 28, 2008.
• Null, J. (2003) Who is responsible for student learning? Retrieved
October 28, 2008, from
http://findarticles.com/p/articles/mi_qa4009/is_200304/ai_n9210732/pg_3
?tag=artBody;col1
72
• Pekel, K. (2008) Minnesota education: Motivation matters. Retrieved
October 3, 2008, from
http://www.minnpost.com/community_voices/2008/10/10/3832/minnesota
_education_motivation_matters
73
Appendix
74
Useful tips for teachers
One of the most difficult things for a teacher to do is planning, especially
if we are talking about the incorporation of the multiples intelligences and the
communicative approach. Teachers need to take into account several things
when they start planning; they need to think firstly in the student’s needs, then
the topic and a funny way to present it. For that reason in this thesis several tips
are presented in order to facilitate the teachers work when they start planning
including the multiples intelligences and the communicative approach.
According to Rolf Palmberg the head of the
Department of Teacher Education, in the Abo Akademi University, Finland
Good ideas to take into consideration in the process of planning are the
following questions:
• The Topic
o What is the subject matter you are teaching?
o Do your students have any previous experience with this topic?
o How motivated are your students to learn about this topic?
o What connections can you make to the students' lives to help
motivate them about the topic?
• Your Goals and Objectives
o What do students want to learn about the topic?
o What do students need to learn based on the Chilean government
plan or the school plan?
• Available Time
75
o The amount of time that is needed to this subject affects how
much you will need to focus the topic. Since the goal of M.I.
theory is to help cultivate students' understanding, it is worth
thinking about how to make your lessons meaningful experiences
that connect to other things students have learned, and will learn.
• Assessment
o How will you know if students have an understanding of the
subject matter?
o To supplement traditional testing methods (written tests), what
other options can you give students to "show what they know?"
o What are some ways in which students can present their
knowledge to others?
o Will you prepare rubrics for students to help them set reasonable
goals and take the initiative in editing and producing their own
work? Rubrics may assist students in a public speaking course to
assure they have all of the components of a comprehensive
report.
• Supplies/Materials
o You might want to complete this section after you have figured out
the scope of your lessons.
• Topic Introduction
How will you introduce the subject matter to students? Some examples
are group discussion, watch video, read a story, brainstorm relevant questions,
etc.
76
Another thing that is important to take into consideration is how teachers
can identify the kind of intelligences his/her class have. As multiples
intelligences is a topic that has been grown in the last years, teachers can find
different kind of tests in the internet or magazines. In this part of the work,
different kind of tests are shown, one found in the internet and other found in a
popular teacher magazine. Also is important to mention that a student’s
assessment is also included. This assessment is made in order that the teacher
can assess the kind of intelligence that a specific student may have.
77
MULTIPLE INTELLIGENCES TESTS
Where does your true intelligence lie? This quiz will tell you where you
stand and what to do about it. Read each statement. If it expresses some
characteristic of yours and sounds true for the most part, write down a "T." If it
doesn't, mark an "F." If the statement is sometimes true, sometimes false, leave
it blank.
1. _____ I'd rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps fast.
7. _____ It's easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that come with new gadgets or
appliances.
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12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy.
14. _____ I am irritated when I hear an argument or statement that sounds
illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and
easier than others.
17. _____ I enjoy building models (or sculpting).
18. _____ I'm good at finding the fine points of word meanings.
19. _____ I can look at an object one way and see it sideways or backwards
just as easily.
20. _____ I often connect a piece of music with some event in my life.
21. _____ I like to work with numbers and figures.
22. _____ Just looking at shapes of buildings and structures is pleasurable to
me.
23. _____ I like to hum, whistle and sing in the shower or when I'm alone.
24. _____ I'm good at athletics.
25. _____ I'd like to study the structure and logic of languages.
79
26. _____ I'm usually aware of the expression on my face.
27. _____ I'm sensitive to the expressions on other people's faces.
28. _____ I stay "in touch" with my moods. I have no trouble identifying them.
29. _____ I am sensitive to the moods of others.
30. _____ I have a good sense of what others think of me.
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MULTIPLE INTELLIGENCE SCORING SHEET
Place a check mark by each item you marked as "true." Add your totals. A
total of four in any of the categories A through E indicates strong ability. In
categories F and G a score of one or more means you have abilities as well.
A
Linguistic
B
Logical-
Mathematical
C
Musical
D
Spatial
E
Bodily-
Kinesthetic
F
Intra-
person
al
G
Inter-
personal
7 ___ 4 ___ 2 ___ 1 ___ 6 ___ 26 ___ 27 ___
8 ___ 5 ___ 3 ___ 9 ___ 13 ___ 28 ___ 29 ___
14___ 12 ___ 10 ___ 11___ 15 ___ 30 ___
18 ___ 16 ___ 20 ___ 19___ 17 ___
25 ___ 21 ___ 23 ___ 22___ 24 ___
Totals: ____ ____ ____ ____ ____ ____ ____
81
82
CHECKLIST FOR ASSESSING STUDENTS' MULTIPLE INTELLIGENCES 2
Name of Student: ___________________________________
In each of the following categories, check all items that apply.
Linguistic Intelligence
_____ writes better than average for age
_____ spins tall tales or tells jokes and stories
_____ has a good memory for names, places, dates, or trivia
_____ enjoys word games
_____ enjoys reading books
_____ spells words accurately (preschool: does developmental spelling that is
advanced for age)
_____ appreciates nonsense rhymes, puns, tongue twisters, etc.
_____ enjoys listening to the spoken word (stories, commentary on the radio,
talking, books)
_____ has a good vocabulary for age
_____ communicates to others in a highly verbal way
Other Linguistic Strengths: 2 Excerpted from Armstrong, Thomas. Multiple Intelligences in the Classroom, Alexandria, Virginia, Association for Supervision and Curriculum Development (1994).
83
Logical-Mathematical Intelligence
_____ asks a lot of questions about how things work
_____ computes arithmetic problems in his/her head quickly (preschool:
math concepts are advanced for age)
_____ enjoys math class (preschool: enjoys counting and doing other things
with number)
_____ finds math computer games interesting (no exposure to computers:
enjoys other math or counting games)
_____ enjoys playing chess, checkers, or other strategy games (preschool:
board games requiring counting squares)
_____ enjoys working on logic puzzles or brain teasers (preschool: enjoys
hearing logical nonsense such as in Alice's Adventures in Wonderland)
_____ enjoys putting things in categories or hierarchies
_____ likes to experiment in a way that shows higher order cognitive thinking
processes
_____ thinks on a more abstract or conceptual level than peers
_____ has a good sense of cause-effect for age
Other Logical-Mathematical Strengths:
84
Spatial Intelligence
_____ Reports clear visual images
_____ reads maps, charts, and diagrams more easily that text (preschool:
enjoys visuals more than text)
_____ daydreams more than peers
_____ enjoys art activities
_____ draws figures that are advanced for age
_____ likes to view movies, slides, or other visual presentations
_____ enjoys doing puzzles, mazes, Where's Waldo? or similar visual activities
_____ builds interesting three-dimensional constructions for age (e.g., LEGO
buildings)
_____ gets more out of pictures than words while reading
_____ doodles on workbooks, worksheets, or other materials
Other Spatial Strengths:
85
Bodily-Kinesthetic Intelligence
_____ excels in one or more sports (preschool: shows physical prowess
advanced for age)
_____ moves, twitches, taps, or fidgets while seated for a long time in one spot
_____ cleverly mimics other people's gestures or mannerisms
_____ loves to take things apart and put them back together again
_____ put his/her hands all over something he/she's just seen
_____ enjoys running, jumping, wrestling, or similar activities (older: show this
in a more restrained" way, e.g., woodworking, sewing, mechanics) or good fine-
motor coordination in other ways
_____ has a dramatic way of expressing himself/herself
_____ reports different physical sensations while thinking or working
_____ enjoys working with clay or other tactile experiences (e.g., finger-
painting)
Other Bodily-Kinesthetic Strengths:
86
Musical Intelligence
_____ tells you when music sounds off-key or disturbing in some way other way
_____ remembers melodies of songs
_____ has a good singing voice
_____ plays a musical instrument or sings in choir or other group (preschool:
enjoys playing percussion instruments and/or singing in a group)
_____ has a rhythmic way of speaking and/or moving
_____ unconsciously hums to himself/herself
_____ taps rhythmically on the table or desks as he/she works
_____ sensitive to environmental noises (e.g., rain on the roof)
Other Musical Strengths:
87
Interpersonal Intelligence
_____ enjoys socializing with peers
_____ seems to be a natural leader
_____ gives advice to friends who have problems
_____ seems to be street smart
_____ belongs to clubs, committees, or other group organizations (preschool:
seems to be part of a general education social group)
_____ enjoys informally teaching other kids
_____ likes to play games with other kids
_____ has two or more close friends
_____ has a good sense of empathy or concern for others
_____ others seek out his/her empathy or concern for others
_____ others seek out his/her company
Other Interpersonal Strengths:
88
Intrapersonal Intelligence
_____ displays a sense of independence or a strong will
_____ has a realistic sense of his/her strengths and weaknesses
_____ does well when left alone or to play or study
_____ marches to the beat of a different drummer in his/her style of living and
learning
_____ has an interest or hobby that he/she doesn't talk much about
_____ has a good sense of self-direction
_____ prefers working alone to working with others
_____ accurately expresses how he/she is feeling
_____ is able to learn from his/her failures and successes in life
_____ has high self-esteem
Other Intrapersonal Strengths:
89
x.- Glossary
Accuracy: Accuracy refers to the ability to produce grammatically correct
sentences that are comprehensible. This is often contrasted with fluency.
Approach: A set of principles about teaching including views on method,
syllabus, and a philosophy of language and learning. Approaches have
theoretical backing with practical applications.
Brainstorm: is a group creativity technique designed to generate a large
number of ideas for the solution to a problem. The method was first popularized
in the late 1930s by Alex Faickney Osborn in a book called Applied Imagination.
Osborn proposed that groups could double their creative output by using the
method of brainstorming.
Although brainstorming has become a popular group technique,
researchers have generally failed to find evidence of its effectiveness for
enhancing either quantity or quality of ideas generated. Because of such
problems as distraction, social loafing, evaluation apprehension, and production
blocking, brainstorming groups are little more effective than other types of
groups, and they are actually less effective than individuals working
independently. In the Encyclopedia of Creativity, Tudor Rickards provides the
article on brainstorming, summarizing the controversies. He also indicates the
dangers of conflating productivity in group work with quantity of ideas.
90
Cognition: is a concept used in different ways by different disciplines, but is
generally accepted to mean the process of thought. For example, in psychology
and cognitive science it refers to an information processing view of an
individual's psychological functions. Other interpretations of the meaning of
cognition link it to the development of concepts; individual minds, groups,
organizations, and even larger coalitions of entities, can be modeled as
societies which cooperate to form concepts. The autonomous elements of each
'society' would have the opportunity to demonstrate emergent behavior in the
face of some crisis or opportunity. Cognition can also be interpreted as
"understanding and trying to make sense of the world".
ELT: English language teaching. Is a widely-used teacher-centered term, as in
the English language teaching divisions of large publishing houses, ELT
training, etc.
ESOL: English for Speakers of Other Languages. A term often used to describe
elementary and secondary English language programs. It is used sometimes to
distinguish ESL classes within adult basic educations programs.
Facilitator: is someone who helps a group of people understand their common
objectives and assists them to plan to achieve them without taking a particular
position in the discussion. The facilitator will try to assist the group in achieving
a consensus on any disagreements that preexist or emerge in the meeting so
that it has a strong basis for future action
91
Fluency: Fluency refers to the ability to produce rapid, flowing, natural speech,
but not necessarily grammatically correct speech. This is often contrasted with
accuracy.
Kinesthetic learning: is a teaching and learning style in which learning takes
place by the student actually carrying out a physical activity, rather than
listening to a lecture or merely watching a demonstration. Some people are
visual learners, some kinesthetic learners, some tactile learners, and some are
auditory learners. Students associated with this predominant learning style are
thought to be natural discovery learners; they have realizations through doing,
as opposed to having thought first before initiating action.
Methodology: it can properly refer to the theoretical analysis of the methods
appropriate to a field of study or to the body of methods and principles particular
to a branch of knowledge.
Prowess: a superior skill that you can learn by study and practice and
observation
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Psychometrics: is the field of study concerned with the theory and technique of
educational and psychological measurement, which includes the measurement
of knowledge, abilities, attitudes, and personality traits. The field is primarily
concerned with the study of measurement instruments such as questionnaires
and tests. It involves two major research tasks, namely: (1) the construction of
instruments and procedures for measurement; and (2) the development and
refinement of theoretical approaches to measurement.
Role playing: In role-playing, participants adopt and act out the role of
characters, or parts that may have personalities, motivations, and backgrounds
different from their own. Role-playing, also known as RP to some, is like being
in an improvisational drama or free-form theater, in which the participants are
the actors who are playing parts, and the audience.
TESOL: teaching English to speakers of other languages or teachers of English
to speakers of other languages.
M u l t i p l e I n t e l l i g e n c e s
a n d T h e C o m m u n i c a t i v
e a p p r o a c h
I n t r o d u c t i o n
Ge n e r a l Ob je c t i v e
Ge n e r a l Qu e s t i o n
M u l t i p l e I n t e l l i g e n c e s
M u l t i p l e I n t e l l i g e n c e s i n
E d u c a t i o n
M u l t i p l e I n t e l l i g e n c e s
a n d T h e C o m m u n i c a t i v e
A p p r o a c h t o g e t h e r
gt h e
C o m m u n i c a t i v e A p p r o a c h :
A d v a n t a g e s a n d D i s a d v a n t a g e s .
T h e r o l e o f t h e T e a c h e r
S t u d e n t s ’ r e s p o n s a b i l i t y
M o t i v a t i o n i n E d u c a t i o n
M u l t i p l e I n t e l l i g e n c e s i n
a n E F L c l a s s r o o m
B o d y -K in es th et i c
i n t e r p e r so n a l
V e r b a l-
l i n g u i st ic
L o g i c a l -M a t h e m a
t i c a l
N a t u ra li st ic
I n t r a p e rs o na l
V i s u a l-spat ial
M usical
E x i s tencial
4 8 4 1 0 2 6 1 1 0
B o d y -K i ne s th e t ic
i n t e r p e rs on a l
V e r b al-
L i n g u ist ic
L o g i c a l -M a t h e m a t
ic a l
N a t u r a l is t ic
I n t r a p e rs on a l
V i s ual-spatial
M u s i caal
E x i stencial
1 8 0 3 1 0 0 5 4 0
t h a t c a n b e i m p l e m e n t e d i n a
c l a s s r o o m
A s s e s s m e n t
I n t e r d i s c i p l i n ar y
Conclusions
