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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Multiple Intelligence
The theory of multiple intelligence was developed in the early 80s by Howard Gardner, a developmental psychologist and professor of Cognition and Education at Harvard University. In brief, the theory claims that there is no 'one' intelligence and, contrary to popular belief, intelligence cannot be measured by standardized IQ tests, as these only take into account logical/mathematical and verbal/linguistic skills. Instead, Gardner views intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). Different types of intelligence Based upon a set of criteria established in order to validate existence of 'an intelligence', Howard Gardner identified eight types of intelligence including: 1. Spatial Linguistic Logical-mathematical Bodily-kinesthetic Musical Interpersonal Intrapersonal 2. Naturalistic Originally these included the first seven, with 'naturalistic' added in 1991. Brief description of each intelligence Spatial Intelligence is defined as the ability to visualize with the mind's eye and to see visual patterns. Linguistic Intelligence is defined as sensitivity to language, ability to learn languages and to use language effectively to achieve one's goals. Logical-mathematical intelligence is the ability to think logically, to have good numerical skills. Bodily-kinesthetic is a type of intelligence relating to the body and movement and coordination of thereof. Musical intelligence entails sensitivity to music, ability to recognize musical pitches, rhythms and tones. It is said to often coincide with linguistic intelligence. Interpersonal intelligence is connected with the ability to communicate and work with other people. Intrapersonal intelligence is the ability to understand and know yourself. Naturalistic intelligence involves being connected to nature and one's surroundings. Currently Gardner is working on validating two other intelligences: moral and existential. Critique Gardner's theory has generally been disputed for a number of reasons, including lack of supporting empirical intelligence (some studies claiming that intelligence is in fact connected not separate, as Gardner says), tautology accusation (Perry D. Klein claimed that Gardner's MI types are unclearly defined and are tautologous and thus unfalsifiable, i.e. 'having a high musical ability means being good at music while at the same time being good at music is explained by having a high musical ability') and the fact that he hasn't developed a diagnostic test to assess MI. DEFENSE DEFENDERS OF MI THEORY ARGUE THAT THE TRADITIONAL DEFINITION OF INTELLIGENCE IS TOO NARROW, AND BROADER DEFINITION MORE CLOSELY REFLECTS THE DIFFERENT WAYS IN WHICH HUMANS THINK AND LEARN. FURTHERMORE, GARDNER ARGUES THAT LOGICAL-MATHEMATICAL AND LINGUISTIC INTELLIGENCE ARE OVERVALUED AND, ARTISTIC, MUSICAL, ATHLETIC ABILITIES, SOCIAL SKILLS, OR BEING IN-TUNE WITH NATURE ARE EQUALLY IMPORTANT. HE SAID: "I BALK AT THE UNWARRANTED ASSUMPTION THAT CERTAIN HUMAN ABILITIES CAN BE ARBITRARILY SINGLED OUT AS INTELLIGENCE WHILE OTHERS CANNOT". RECOGNITION BY EDUCATORS THE THEORY OF MULTIPLE INTELLIGENCE STATES THAT IF A STUDENT IS HAVING A HARD TIME GRASPING A CONCEPT BEING TAUGHT, IT DOES NOT NECESSARILY MEAN THAT THAT SUCH STUDENT IS LESS INTELLIGENT THAN ANOTHER. THE THEORY STATES THAT THE STUDENTS' DIFFICULTY MIGHT BE CAUSED BECAUSE OF THE WAY/MANNER THE GIVEN CONCEPT IS BEING TAUGHT, OR PERHAPS THE STUDENT IS IN FACT TRYING TO THOROUGHLY UNDERSTAND THE CONCEPT, HENCE IT IS TAKING HIM/HER MORE TIME, OR MAYBE HE/SHE IS JUST GOOD AT SOMETHING ELSE. THE THEORY OF MULTIPLE INTELLIGENCE ENCOURAGES TEACHERS TO USE DIFFERENT TYPES OF APPROACHES AND METHODOLOGIES IN ORDER TO REACH ALL STUDENTS, NOT JUST THOSE WHO EXCEL AT LINGUISTIC AND LOGICAL INTELLIGENCE. APPLICATION IN EFL CLASSROOM TO BE IN LINE WITH MULTIPLE INTELLIGENCE THEORY, AN EFL TEACHER SHOULD PROVIDE HIS/HER STUDENTS WITH A VARIETY OF EXERCISES AND STIMULI. USING MUSIC AND VISUAL IMAGERY IN THE CLASSROOM IS HIGHLY RECOMMENDED. INCORPORATING SOME DEGREE OF PHYSICAL EXERCISE (DRAMA, RUNNING DICTATION), USING MUSIC IN THE CLASSROOM ARE ALL DIFFERENT WAYS TO REACH DIFFERENT LEARNERS. SUMMARY WHETHER OR NOT THE THEORY OF MULTIPLE INTELLIGENCE HAS SCIENTIFIC VALIDITY OR NOT, IT HAS MANY PROPONENTS AND HAS GAINED RECOGNITION ESPECIALLY AMONG EDUCATORS. MANY SEE THE FINDINGS CONVEYED IN MI AS AS INTUITIVE AND 'COMMON SENSE' FOR ANY EMPATHETIC TEACHER. IN ACCORDANCE WITH THIS THEORY, THERE ARE NO 'STUPID PEOPLE' AND EVERYONE IS GOOD AT SOMETHING IN THEIR OWN WAY. SUCH APPROACH HELPS SUPPORT EQUAL OPPORTUNITY AND FOSTER DEMOCRACY IN A CLASSROOM SETTING.
The theory of multiple intelligence was developed in the early 80s by Howard Gardner, a developmental psychologist and professor of Cognition and Education at Harvard University. In brief, the theory claims that there is no 'one' intelligence and, contrary to popular belief, intelligence cannot be measured by standardized IQ tests, as these only take into account logical/mathematical and verbal/linguistic skills. Instead, Gardner views intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). Different types of intelligence Based upon a set of criteria established in order to validate existence of 'an intelligence', Howard Gardner identified eight types of intelligence including: 1. Spatial Linguistic Logical-mathematical Bodily-kinesthetic Musical Interpersonal Intrapersonal 2. Naturalistic Originally these included the first seven, with 'naturalistic' added in 1991. Brief description of each intelligence Spatial Intelligence is defined as the ability to visualize with the mind's eye and to see visual patterns. Linguistic Intelligence is defined as sensitivity to language, ability to learn languages and to use language effectively to achieve one's goals. Logical-mathematical intelligence is the ability to think logically, to have good numerical skills. Bodily-kinesthetic is a type of intelligence relating to the body and movement and coordination of thereof. Musical intelligence entails sensitivity to music, ability to recognize musical pitches, rhythms and tones. It is said to often coincide with linguistic intelligence. Interpersonal intelligence is connected with the ability to communicate and work with other people. Intrapersonal intelligence is the ability to understand and know yourself. Naturalistic intelligence involves being connected to nature and one's surroundings. Currently Gardner is working on validating two other intelligences: moral and existential. Critique Gardner's theory has generally been disputed for a number of reasons, including lack of supporting empirical intelligence (some studies claiming that intelligence is in fact connected not separate, as Gardner says), tautology accusation (Perry D. Klein claimed that Gardner's MI types are unclearly defined and are tautologous and thus unfalsifiable, i.e. 'having a high musical ability means being good at music while at the same time being good at music is explained by having a high musical ability') and the fact that he hasn't developed a diagnostic test to assess MI. DEFENSE DEFENDERS OF MI THEORY ARGUE THAT THE TRADITIONAL DEFINITION OF INTELLIGENCE IS TOO NARROW, AND BROADER DEFINITION MORE CLOSELY REFLECTS THE DIFFERENT WAYS IN WHICH HUMANS THINK AND LEARN. FURTHERMORE, GARDNER ARGUES THAT LOGICAL-MATHEMATICAL AND LINGUISTIC INTELLIGENCE ARE OVERVALUED AND, ARTISTIC, MUSICAL, ATHLETIC ABILITIES, SOCIAL SKILLS, OR BEING IN-TUNE WITH NATURE ARE EQUALLY IMPORTANT. HE SAID: "I BALK AT THE UNWARRANTED ASSUMPTION THAT CERTAIN HUMAN ABILITIES CAN BE ARBITRARILY SINGLED OUT AS INTELLIGENCE WHILE OTHERS CANNOT". RECOGNITION BY EDUCATORS THE THEORY OF MULTIPLE INTELLIGENCE STATES THAT IF A STUDENT IS HAVING A HARD TIME GRASPING A CONCEPT BEING TAUGHT, IT DOES NOT NECESSARILY MEAN THAT THAT SUCH STUDENT IS LESS INTELLIGENT THAN ANOTHER. THE THEORY STATES THAT THE STUDENTS' DIFFICULTY MIGHT BE CAUSED BECAUSE OF THE WAY/MANNER THE GIVEN CONCEPT IS BEING TAUGHT, OR PERHAPS THE STUDENT IS IN FACT TRYING TO THOROUGHLY UNDERSTAND THE CONCEPT, HENCE IT IS TAKING HIM/HER MORE TIME, OR MAYBE HE/SHE IS JUST GOOD AT SOMETHING ELSE. THE THEORY OF MULTIPLE INTELLIGENCE ENCOURAGES TEACHERS TO USE DIFFERENT TYPES OF APPROACHES AND METHODOLOGIES IN ORDER TO REACH ALL STUDENTS, NOT JUST THOSE WHO EXCEL AT LINGUISTIC AND LOGICAL INTELLIGENCE. APPLICATION IN EFL CLASSROOM TO BE IN LINE WITH MULTIPLE INTELLIGENCE THEORY, AN EFL TEACHER SHOULD PROVIDE HIS/HER STUDENTS WITH A VARIETY OF EXERCISES AND STIMULI. USING MUSIC AND VISUAL IMAGERY IN THE CLASSROOM IS HIGHLY RECOMMENDED. INCORPORATING SOME DEGREE OF PHYSICAL EXERCISE (DRAMA, RUNNING DICTATION), USING MUSIC IN THE CLASSROOM ARE ALL DIFFERENT WAYS TO REACH DIFFERENT LEARNERS. SUMMARY WHETHER OR NOT THE THEORY OF MULTIPLE INTELLIGENCE HAS SCIENTIFIC VALIDITY OR NOT, IT HAS MANY PROPONENTS AND HAS GAINED RECOGNITION ESPECIALLY AMONG EDUCATORS. MANY SEE THE FINDINGS CONVEYED IN MI AS AS INTUITIVE AND 'COMMON SENSE' FOR ANY EMPATHETIC TEACHER. IN ACCORDANCE WITH THIS THEORY, THERE ARE NO 'STUPID PEOPLE' AND EVERYONE IS GOOD AT SOMETHING IN THEIR OWN WAY. SUCH APPROACH HELPS SUPPORT EQUAL OPPORTUNITY AND FOSTER DEMOCRACY IN A CLASSROOM SETTING.
