LS and MI in the Language Classroom

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LS and MI in the Language Classroom

• Andrea Honigsfeld, Ed.D.
• Fulbright Guest lecturer, KHÍ

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What is the difference?

• Learning Style Preferred way of learning
  (processing and retaining new and difficult
  information)
• Multiple Intelligences Potentials or capacities
  that are geared to particular content

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WHY MI AND LS?

• No one best language teaching method
  (post-method era)
• No one set of teaching strategies will work best
  for all students at all times
• Diversity of students
• Our job as teachers is 'to catch them at their
  best

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Procrustes offered his victims hospitality on a
magical bed that would fit any guest. He then
either stretched the guests or cut off their
limbs to make them fit perfectly into the bed.
ONE SIZE FITS ALL???
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Building Excellence (Rundle Dunn, 1996-2002)
www.building-excellence.com
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BE Part 1 Perceptual Elements
Elements that play an important role in the
quality of communication and how effectively new
information is received, retained, and retrieved
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BE Part 2 Psychological Elements
Preferences for processing information, making
decisions, and solving problems
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BE Part 3 Environmental Elements
The stress-related elements that affect ones
ability to concentrate and focus on tasks which,
if not managed properly, lead to decreased
productivity
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BE Part 4 Physiological Elements
The conditions that control the ability to
concentrate for extended periods which, if not
managed properly, lead to decreased productivity
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BE Part 5 Emotional Elements
The elements of self-leadership and preferred
methods for completing tasks effectively and
efficiently
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BE Part 6 Sociological Elements
Preferences for learningand working
productively while interacting with others
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PRACTICAL IMPLICATIONS

• Allow learners to feel physically comfortable
• Respond to perceptual preferences

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PRACTICAL IMPLICATIONS

• Respond to processing-style differences.
• Establish routines and patterns or offer
  alternativesfor those who need them.

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PRACTICAL IMPLICATIONS

• Respond to sociological needs.
• Capitalize on students fluctuating energy levels
  and sources of motivation.

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Multiple Intelligences

• Howard Gardner jokes that his theory can now be
  discussed Fellinian style 8 ½ intelligences.
• In addition to thinking of intelligence as
  involving linguistic and logical-mathematical
  abilities, we need to consider naturalist,
  bodily- kinesthetic, musical, spatial,
  interpersonal, and intrapersonal intelligences as
  well.

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Gardners famous saying

• Its not how smart you are that matters, what
  really counts is how you are smart.

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The MI pizza

• Linguistic Intelligence Word Smart
• Logical-Mathematical Intelligence Number
• Smart or Logic Smart
• Spatial Intelligence Picture Smart
• Bodily-Kinesthetic Intelligence Body Smart,
• Sports Smart or Hand
  Smart
• Musical Intelligence Music Smart
• Interpersonal Intelligence People Smart
• Intrapersonal Intelligence Self Smart
• Naturalist Intelligence Nature Smart

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http//www.acceleratedlearningnetwork.com/images/b
rainwheel.jpg
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David Lazears Interpretation of Working
with MI
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What are the possibilities of teaching for, with,
and about MI?

• Intelligence as a subject unto itself
• Intelligence as a means to acquire knowledge
• Metaintelligenceteaching students about their
  own MI how to access them, how to strengthen
  them, and how to use them in learning and in
  everyday life

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FOUR STAGES
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FOUR STAGES
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FOUR STAGES
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FOUR STAGES
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The MI Teacher ....

• Draws pictures and engages students in artistic
  expression
• Shows a videotape
• Plays music and songs
• Provides hands-on experiences
• Gets students up and moving about
• Passes an artifact or realia around
• Brings nature into the classroom
• Has students build or create something
• Has students interact with each other
• Has students engage in self-reflection and
  self-assessment
• Has students link their personal experiences and
  feelings to the material being studied

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Curriculum development using MI theory

• A possible way to approach curriculum development
  using the theory of multiple intelligences is by
  thinking about how we can translate the material
  to be taught from one intelligence to another
• Example How can we translate language into
  pictures, physical or musical expression, logical
  symbols or concepts, social interactions and
  intrapersonal connections?

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Know Thyself
And know your students
Socrates