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APLICATION OF MULTIPLE INTELLIGENCE
THEORY IN TEACHING AND LEARNING OF
MAJOR SUBJECT ( ENGLISH )


              HIEW WEI MENG
                    &
              HAMIZAH JAFFAR

             TUTORIAL WEEK 14
         MADAM VASUKI A/P MUNIANDY
WHY NEED TO USE MULTIPLE INTELLIGENCES?

   All human beings possess all nine intelligences in
    varying degrees.
   Each individual has a different intelligence profile.
   Education can be improved by assessment of
    students' intelligence profiles and designing activities
    accordingly.
   Each intelligence occupies a different area of the
    brain.
   The nine intelligences may operate in consort or
    independently from one another.
   These nine intelligences may define the human
    species.
HOW CAN WE ADAPT MULTIPLE INTELLIGENCES
IN ENGLISH
   The multiple intelligences can be integrated into the
    teaching of ESL by preparing specific intelligence-
    based lessons for language taught.

   The idea is to adapt the theme to suit the
    intelligences of three or four intelligence-based types
    of learners in a class group. This should quite
    effectively cover the multiple intelligences of all the
    ESL learners in even the largest English as a Second
    Language student groups.
MULTIPLE INTELLIGENCES SKILLS THAT CAN BE
TOUGHT DURING ENGLISH LESSON
   Visual – Spatial intelligence by means of which learners primarily process
    information by sight and in three dimensions
   · Verbal – Linguistic intelligence by means of which learners primarily
    process information
   · Logical – Mathematical intelligence by means of which learners primarily
    process information
   · Bodily – Kinesthetic intelligence by means of which learners primarily
    process information
   · Musical – Rhythmic intelligence by means of which learners primarily
    process information
   · Intra-Personal intelligence by means of which learners primarily process
    information
   · Inter-Personal intelligence by means of which learners primarily process
    information
   · Naturalist intelligence by means of which learners primarily process
    information
   · Spiritual intelligence
VERBAL LANGUAGE-LINGUISTIC
 Is the use of both written and spoken language
  for the purpose of communication. Those
  possessing the verbal-linguistic intelligence are
  sensitive to the meanings, sounds, and rhythms
  of words. They love reading, poetry, tongue
  twisters, puns, humor, puzzles, and riddles.
 Example of activities:
-keep a diary
-get together with friends and take turns to read
  the parts of a play.
-play word game.
THE LOGICAL-MATHEMATICAL
 The use of abstract relationships presented in terms
  of either numbers or symbols. It also includes the use
  of logic and analysis in the sense of logically
  organizing an essay or analyzing poetry. Those
  possessing the logical-mathematical intelligence
  enjoy number games, problem solving, pattern
  games, and experimenting. They also do well with
  writing that involves exposition, argumentation,
  definition, classification, and analysis.
 Example of activity:
-sequence events into story line
THE SPATIAL
 The manipulation of objects within a given
  space, whether that space is the size of a piece
  of paper, a room, a building, or a town. Those
  possessing the spatial intelligence respond to
  visual cues and they like to invent and design.
 Example of activities:
-cut out favourite pictures from magazine and
  make a collages
-create a story by sketching a series of pictures or
  by using magazine pictures.
-work on Jigsaw puzzle involving language,
THE BODILY- KINESTHETIC
 The ability to use the body effectively to solve
  problems. Those possessing the bodily-
  kinesthetic intelligence enjoy dramatics, role-
  playing, dancing, and physical expression.
 Example of activities:
-mime or act out a story
-enroll in a dance, drama or poetry class.
-put on music with songs and make up creative
  dance to reflect words.
THE MUSICAL
  The ability to make use of the relationship
   between pitch, rhythm, and timbre. Those
   possessing the musical intelligence enjoy
   playing instruments, singing, and drumming,
   and they like the sounds of the human voice,
   environmental sounds, and instrumental
   sounds. It has been described as hearing
   patterns.
 Example of activities:
-Join a chorus group or choir
-turn some of the learning into a song or ryhthmic
   chants.
THE INTERPERSONAL
  The ability to understand the thoughts, beliefs, and
   intents of others and the ability to respond
   appropriately. Those possessing the interpersonal
   intelligence are social and are in tune with the
   feelings of others. They make excellent leaders, can
   help their peers, and work cooperatively with others.
 Example of activities:
-interact with at least one person (out of class) in
   English each day.
-watch an English movie or two people interact with one
   another in English.
THE INTRAPERSONAL
  A sense of self-awareness used to guide
  individual behavior. Those possessing the
  intrapersonal intelligence like to work
  independently. They are self-motivated and self-
  aware.
 Example of activities:
- Think and dream about hopes for the future.
- Reflects on the future ambition.
- List the strength of language learning and areas
  in which students need assistance.
THE NATURALIST
 an understanding of the natural world and the
  ability to use that understanding productively.
  Those possessing the naturalist intelligence can
  recognize and classify elements from the
  natural world (e.g. farming or biological
  science).
 Example of activities:
-Show the pictures of natural beauty of the world
  and animals.
-Read books or magazines and movies that
  features nature.
REFERENCES

 http://www.brighthub.com/education/languag
  es/articles/65066.aspx#ixzz1arHbY4JN
 http://projects.coe.uga.edu/epltt/index.php?tit
  le=Multiple_Intelligences_and_Learning_Styl
  es
 http://www.learnenglish.de/Teachers/multiplei
  ntelligences.htm

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Aplication of multiple intelligence theory in teaching and

  • 1. APLICATION OF MULTIPLE INTELLIGENCE THEORY IN TEACHING AND LEARNING OF MAJOR SUBJECT ( ENGLISH ) HIEW WEI MENG & HAMIZAH JAFFAR TUTORIAL WEEK 14 MADAM VASUKI A/P MUNIANDY
  • 2. WHY NEED TO USE MULTIPLE INTELLIGENCES?  All human beings possess all nine intelligences in varying degrees.  Each individual has a different intelligence profile.  Education can be improved by assessment of students' intelligence profiles and designing activities accordingly.  Each intelligence occupies a different area of the brain.  The nine intelligences may operate in consort or independently from one another.  These nine intelligences may define the human species.
  • 3. HOW CAN WE ADAPT MULTIPLE INTELLIGENCES IN ENGLISH  The multiple intelligences can be integrated into the teaching of ESL by preparing specific intelligence- based lessons for language taught.  The idea is to adapt the theme to suit the intelligences of three or four intelligence-based types of learners in a class group. This should quite effectively cover the multiple intelligences of all the ESL learners in even the largest English as a Second Language student groups.
  • 4. MULTIPLE INTELLIGENCES SKILLS THAT CAN BE TOUGHT DURING ENGLISH LESSON  Visual – Spatial intelligence by means of which learners primarily process information by sight and in three dimensions  · Verbal – Linguistic intelligence by means of which learners primarily process information  · Logical – Mathematical intelligence by means of which learners primarily process information  · Bodily – Kinesthetic intelligence by means of which learners primarily process information  · Musical – Rhythmic intelligence by means of which learners primarily process information  · Intra-Personal intelligence by means of which learners primarily process information  · Inter-Personal intelligence by means of which learners primarily process information  · Naturalist intelligence by means of which learners primarily process information  · Spiritual intelligence
  • 5. VERBAL LANGUAGE-LINGUISTIC  Is the use of both written and spoken language for the purpose of communication. Those possessing the verbal-linguistic intelligence are sensitive to the meanings, sounds, and rhythms of words. They love reading, poetry, tongue twisters, puns, humor, puzzles, and riddles.  Example of activities: -keep a diary -get together with friends and take turns to read the parts of a play. -play word game.
  • 6. THE LOGICAL-MATHEMATICAL  The use of abstract relationships presented in terms of either numbers or symbols. It also includes the use of logic and analysis in the sense of logically organizing an essay or analyzing poetry. Those possessing the logical-mathematical intelligence enjoy number games, problem solving, pattern games, and experimenting. They also do well with writing that involves exposition, argumentation, definition, classification, and analysis.  Example of activity: -sequence events into story line
  • 7. THE SPATIAL  The manipulation of objects within a given space, whether that space is the size of a piece of paper, a room, a building, or a town. Those possessing the spatial intelligence respond to visual cues and they like to invent and design.  Example of activities: -cut out favourite pictures from magazine and make a collages -create a story by sketching a series of pictures or by using magazine pictures. -work on Jigsaw puzzle involving language,
  • 8. THE BODILY- KINESTHETIC  The ability to use the body effectively to solve problems. Those possessing the bodily- kinesthetic intelligence enjoy dramatics, role- playing, dancing, and physical expression.  Example of activities: -mime or act out a story -enroll in a dance, drama or poetry class. -put on music with songs and make up creative dance to reflect words.
  • 9. THE MUSICAL  The ability to make use of the relationship between pitch, rhythm, and timbre. Those possessing the musical intelligence enjoy playing instruments, singing, and drumming, and they like the sounds of the human voice, environmental sounds, and instrumental sounds. It has been described as hearing patterns.  Example of activities: -Join a chorus group or choir -turn some of the learning into a song or ryhthmic chants.
  • 10. THE INTERPERSONAL  The ability to understand the thoughts, beliefs, and intents of others and the ability to respond appropriately. Those possessing the interpersonal intelligence are social and are in tune with the feelings of others. They make excellent leaders, can help their peers, and work cooperatively with others.  Example of activities: -interact with at least one person (out of class) in English each day. -watch an English movie or two people interact with one another in English.
  • 11. THE INTRAPERSONAL  A sense of self-awareness used to guide individual behavior. Those possessing the intrapersonal intelligence like to work independently. They are self-motivated and self- aware.  Example of activities: - Think and dream about hopes for the future. - Reflects on the future ambition. - List the strength of language learning and areas in which students need assistance.
  • 12. THE NATURALIST  an understanding of the natural world and the ability to use that understanding productively. Those possessing the naturalist intelligence can recognize and classify elements from the natural world (e.g. farming or biological science).  Example of activities: -Show the pictures of natural beauty of the world and animals. -Read books or magazines and movies that features nature.
  • 13. REFERENCES  http://www.brighthub.com/education/languag es/articles/65066.aspx#ixzz1arHbY4JN  http://projects.coe.uga.edu/epltt/index.php?tit le=Multiple_Intelligences_and_Learning_Styl es  http://www.learnenglish.de/Teachers/multiplei ntelligences.htm