Multiple Intelligences Method is not a language

teaching method, yet its principles can be

integrated into English Language classroom.
Explain how this may affect the teacher's
perceptions of students, the teaching and
learning activities, the instrumental materials, and
assessment.
Various theories on learning have been developed with increasing frequency in

the last few decades. Multiple Intelligences Theory is one of the effective and

applicable theory. The theory of multiple intelligences was developed in 1983

by Dr. Howard Gardner, professor of education at Harvard University. It

suggests that the traditional notion of intelligence, based on I.Q. testing, is far

too limited. Instead, Dr. Gardner proposes eight different intelligences to

account for a broader range of human potential in children and adults.

According to Gardner, an intelligence must fulfil eight criteria: potential for

brain isolation by brain damage, place in evolutionary history, presence of core

operations, susceptibility to encoding (symbolic expression), a distinct

developmental progression, the existence of savants, prodigies and other

exceptional people, and support from experimental psychology and

psychometric findings. For Dr. At-Tayar's, raised question regarding Multiple

Intelligences Theory; "How MI's principles integrated into English class may

affect the teacher's perceptions of students, the teaching and learning activities,

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the instrumental materials, and assessment?". The Multiple Intelligences may

have somehow effectiveness over many integrated factors such as;

1- Teachers' perceptions:

Teacher plays an important role in the responsibility of educating children. The

greatest impact of the theory in the process of teaching is to increase the

creativity of teachers in developing teaching strategies. Because, when teachers

and planners think activities for each intelligence type, they inevitably enlarge

their method and technique repertoire, reveal different and original techniques.

Classrooms are a small reflection of a larger and more diverse society. Within

that society lays stereotypes about race and cognitive abilities that continue to

affect how teachers interact with students in the classroom. The perception

teachers have about themselves and students are greatly influenced by the

race/ethnicity they belong to as well as the race and ethnicity of the student . In

an effort to discover what factors influence teacher perceptions of childrens

multiple intelligences, race as a function of perception has been added for

discovery. Race has not been added to somehow provide ethnic multiple

intelligence labelling. Instead, it has been added as a variable to identify its

relationship with perceptions of children intelligences and abilities, which

continue to be a problem in schools and society. Teachers are hard-working to

provide a well-rounded educational experience for the child which can enhance

that role. However, if teachers do not have confidence in the ability of

themselves , the school, or does not believe that they will be likely to

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communicate to the students, teachers should have an inner perception

involved with the educational process. Furthermore, parents are more likely to

be involved if teachers make a continuous effort to communicate and provide

outreach (Patrikakou & Weissberg, 1998). The teachers can recognize dominant

intelligences in both himself/herself and the students Application: The teacher

should utilize his/her own intelligence to guide students in their learning and

encourage their strengths. Stimulation: The teacher should constantly stimulate

students dominant intelligences and multiple intelligences.

2- Instrumental Materials:

Regarding the fact that the intelligences are potentially available in every

learner, offering an instructional material for a foreign language should consist

all or most of the multiple intelligence. According to Snider (2001) MI theory-

related materials have the strong potential to improve foreign language (FL)

instruction because the theory engages learners innate abilities. Additionally,

teachers should first evaluate their own intelligence before carrying out

multiple intelligences teaching, and use their dominant intelligence in planning

materials and lesson plans. They should also keep track of student

performances with observations and written records. This can help to assess

each students intelligence and provide support accordingly. Gardner thought

physics, biology, humans, products, self-understanding and understanding of

the world are very important educational objectives. Therefore teachers should

make clear the lessons key points and contents and teach with practical and

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interesting material to enrich the lessons and reinforce learning. Lastly, there is

neither right nor wrong with the multiple intelligences theory itself; the key is

to understand and adopt the most beneficial method for students. (Seefchak,

2008).

3- Teaching and Learning Activities:

Language Teaching and learning activities are more consistent with verbal-

linguistic intelligence beside other kinds of intelligences. Farjami (2002) has

investigated the effect of utilization of Multiple intelligence activities and

content instructional passages on general English of university learners. He has

pointed out that students performances have approved the hypotheses that

using content passages in line with MI activities have improved general English

performance in students compared with using general passages and traditional

activities. Motallebzadeh and Manoochehri (2008) also tried to determine the

amount of relationship between MI and reading comprehension in international

IELTS in Iranian participants .They came to this understanding that for Iranian

participants the only kind of significant relationship observed was between

logical mathematical and reading comprehension from among the intelligences.

The reason for this relationship is supposed to be the common nature of this

kind of intelligence and the required activities involved in reading

comprehension in second language. It can be inferred that one of the reasons for

effectiveness of this program on achievement in English is the fact that in this

method learning activities are in line with each of the Multiple intelligence.

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Moreover Abdolkader and Gundogdu (2009) have indicated the effectiveness of

the MI-based programs on reading comprehension and vocabulary of students.

Shearer (2004) in a research regarding the application of Multiple intelligence

theory in English as a second language classrooms for university levels came to

this conclusion that blending language courses with multiple intelligence

caused autonomy in English learning for learner. Concerning the role of

multiple intelligence approach in memorizing vocabulary Anderson (1998)

indicated that the subjects scores improved in vocabulary tests which were

administered every other week. Moreover, both teacher and students awareness

of learning styles and vocabulary memorization skills increased. Halls research

(2004) shows that teachers who have utilized multiple intelligence-based

instruction in second or foreign language classrooms have observed students

been more satisfied and had more positive attitudes towards learning English in

experimental than the control group. To elaborate on why MI is an effective

method of instruction and is able to solve instructional problem, Moran,

Kornhaber, and Gardner (2006) have given the following example: Think about

Lego building blocks. If we have only one Lego, we can build just a limited

structure of Lego. However, if we have different types and shapes of Lego, we

would be able to build a network of connected structures. These structures

make up various patterns and finally we can build complete plans. Multiple

intelligence do the same in practice. it can be concluded that multiple

intelligence-based teaching has been more effective than traditional way of

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teaching in the students' attitude toward learning English. Results gained from

the effect of multiple intelligence-based teaching on the attitude towards

English course among students show that there is a significant difference

between the mean score of experimental group and that of the control group in

the post test. To put it in another way, it can be said that multiple intelligence-

based teaching has been more effective than traditional way of teaching in the

students' attitude toward learning English.

4- Assessment:

Assessment takes place throughout the learning period and not just at the end

of the module or the course. Assessment is considered as a forecasting means

that warns the teacher and the student as well. Formative as well as summative

assessment is essential to inform the teacher of a students progress and also to

provide students with an opportunity to reflect upon their learning. Formative

assessment is where performances of understanding can be measured and

provides the opportunity for intervention should it be necessary. Multiple

intelligences assessment emphasizes learn by doing, assess in learning. In

order to stay unbiased, as stated by the theory, the assessments should be done

according to the students knowledge and performance. Multiple intelligences

assessments are usually done by the instructor, the collaborative teachers, and

students. This makes the assessments more interactive and unbiased than

traditional assessments, which are done by the instructors alone. The

assessment of multiple intelligences should be Forming: Designed to unfold,

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entice, or rouse strengths in students. Variety: Offering students all kinds of

opportunities to demonstrate what they know. Substantially beneficial: Through

evaluations, help students improve intrinsic quality or enhance understanding

in both themselves and the academic subjects. Mutually corresponding: Allow

students to choose means of expression based on their learning experience and

preferences and fully demonstrate their academic strengths. There are eight

forms of assessing and evaluating multiple intelligences: Linguistic intelligence:

Oral reports, writing presentations are used. Logical-mathematical intelligence:

Problem-solving task, cause-effect inference. Visual-spatial intelligence: Can use

charts, photographs and slideshows. Intrapersonal intelligence: Some type of

record of introspecting ones own learning experiences. Musical intelligence:

Music appreciation, musical performances. Interpersonal intelligence:

Collaborative learning, peer reviews. Naturalist intelligence: Can ask students

to make observations or classification reports. Bodily-kinesthetic intelligence:

Acting or dancing. (Furnham & Mkhize, 2003; Strecker, 2008). Drawing on

Howard Gardners entry points to learning creates a variety of opportunities in

which a students expression of knowledge can be nurtured and assessed.

Variety and flexibility in assessment practice helps address a wide spectrum of

learners and gathers valuable feedback data to help address any issues learners

may have. Also, peer and self-assessment can be used, once clear criteria of

assessment are laid down, and this helps take undue pressure off the teacher.

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 Dr: Marwan At-Tayar

Prepared by: Hisham Ali Abdu Alwrafy