Second Semester 2010/2011 Year

I am back for the second semester after a 6 month break in Kenya and throughout Europe. I will now be with you all at SEEU for the next 3 -5 years. Our schedules will be posted later this week and I encourage you all to register. I will list my classes once I know them.

This year I will be starting a debate club and hope that our team will be able to participate in the University Debate Championships both around Europe and the world. Currently no Macedonian University is participating at the international level so this will be a goal for us all. Johana and Andrew will be helping me from the university as well as a good friend and experienced debate coach and judge Mite from Skopje.

OK, looking forward to seeing everyone.

Multiple Intelligences in the ESL Classroom

Faculty of Teacher Training / English Department

Course Title: MA – ESP 4+1 and 3+2

By Kenneth Beare, About.com Guide

Reference: http://esl.about.com/od/teachingenglish/a/l_multiple.htm

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class.

Verbal / Linguistic

Explanation and understanding through the use of words.

This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English.

Example Lesson Plans

(re)Introducing Phrasal Verbs to ESL Students
Comparative and Superlative Forms
Countable and Uncountable Nouns - Noun Quantifiers
Reading - Using Context

Visual / Spatial

Explanation and comprehension through the use of pictures, graphs, maps, etc.

This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English.

Example Lesson Plans

Business Lesson Describing Trends
Using Colored Pens Drawing in the Classroom - Expressions
Finish the Alphabet - Adjective Recognition
Vocabulary Charts

Body / Kinesthetic

Ability to use the body to express ideas, accomplish tasks, create moods, etc.

This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating "I'd like to pay by credit card." in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, "I'd like to pay by credit card."

Example Lesson Plans

Lego Building Blocks
Young Learner's Games for ESL Classes - Simon Says
Telephone English

Interpersonal

Ability to get along with others, work with others to accomplish tasks.

Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an "authentic" setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities.

Example Lesson Plans

Conversation Lesson: Multinationals - Help or Hindrance?
Creating a New Society
Guilty - Fun Classroom Conversation Game
Let's Do Tourism

Logical / Mathematical

Use of logic and mathematical models to represent and work with ideas.

Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has it's place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom.

Example Lesson Plans

Match-up!
English Grammar Review
Different Uses of "Like"
Conditional Statements - Reviewing the First and Second Conditional

Musical

Ability to recognize and communicate using melody, rhythm, and harmony.

This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, you'll recognize that music plays a role in the classroom as well.

Example Lesson Plans

Grammar Chants
Music in the Classroom
Practicing Stress and Intonation
Tongue Twisters

Intrapersonal

Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses.

This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage.

Example Lesson Plans

Setting ESL Objectives
English Learning Goals Quiz

Environmental

Ability to recognize elements of and learn from the natural world around us.

Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment.

Example Lesson Plan

Global English

Multiple Intelligence Theory and the ESL Classroom -- Preliminary Considerations

Karen L. Currie
currie@terra.com.br
Federal University of Espírito Santo, Brazil

An attempt to identify diversity in the ESL classroom using a Multiple Intelligence Theory questionnaire.

Introduction

Many teachers know something about the Multiple Intelligence Theory(MI) proposed by Howard Gardner in his book "Frames of Mind", published in 1983, and subsequently developed by his team at Harvard University through Project Zero. But it is not always clear as to how this theory could be used in the classroom in order to improve the learning of English as a second language.

In one of his more recent books, The Unschooled Mind (1991), Gardner presents the basis of his theory as follows:

"I have posited that all human beings are capable of at least seven different ways of knowing the world -- ways that I have elsewhere labelled the seven human intelligences. According to this analysis, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences -- the so-called profile of intelligences -- and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." (p12)

Teachers are well aware of the fact that every classroom is full of students who are different from each other in many different ways. Each student comes from a different social, economic and cultural background, each one has different areas of interest, different ways of expressing themselves, different strengths and weaknesses, and now the teacher is being asked to be aware of the fact that each student also has their own individual intelligence profile. Obviously all of these factors can affect the student's learning process but how should the teacher face such diversity in the classroom?

The 'traditional' classroom tends to treat students as a homogeneous group, with the teacher presenting the same exercises to all students at the same time, and expecting the same answers to be produced within similar time limits. Students are expected to absorb the knowledge presented by the teacher with a strong emphasis on the use of language and logical-mathematical analysis. Most academic knowledge is presented for learning by means of an extremely limited (or limiting) methodology and the acquisition of that knowledge is evaluated by means of rote tests, whereby the best grades are assigned to students who demonstrate the greatest ability for memorization. As Gardner says on the same page of the book quoted above:

"... some acknowledgement that people do learn, represent and utilize knowledge in many different ways is important to my argument (...) these differences challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. (...) I argue that a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students -- and perhaps the society as a whole -- would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means." (Ibid, p12-13)

Teachers are aware of the diversity in their classrooms. They know it is important to learn something about their students in order to invest more efficiently in the teaching-learning process, but it is not always clear what kind of knowledge would be most relevant and in what way this knowledge can be acquired. In this paper, I would like to propose that Gardner's MI Theory could be used as an initial step in order to investigate the diversity which exists in every classroom, to find out more about students' strengths and weaknesses as related to the learning process.

Collecting MI Data in the Classroom

In order to investigate this possibility, I gave a very simple MI questionnaire to a group of students who had enrolled for a first semester Reading class in English at the Federal University of Espírito Santo in Brazil. This questionnaire can be found on Internet at the following address http://www.ascd.org/pdi/inven.html . It presents 10 statements related to each of the 7 Intelligences proposed by Gardner (Linguistic; Mathematical-Logical; Visual-Spatial; Bodily-Kinaesthetic; Musical; Interpersonal, and Intrapersonal). Each student was required to tick the statements with which they strongly agreed. For example, some of the statements related to spatial intelligence are:

• I often see clear visual images when I close my eyes.
• I'm sensitive to colour.
• I enjoy doing jigsaw puzzles, mazes and other visual puzzles.

According to the number of statements ticked in each category, it is possible to produce an initial intelligence profile for each student and of course an overall view of the differences between the students. However, it should be emphasized that this kind of questionnaire should only serve as a starting point for the process of getting to know the students in any classroom. Constant observation and evaluation should be regarded as two of the most important factors in the teaching-learning process, factors which should be essential to the teacher's attitude in the classroom at all times. In his book The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom (1988), Brian Cambourne compares the literacy teacher to a classical anthropologist, saying the following:

"... the teacher becomes like a classical anthropologist. Like an anthropologist, she alternates between participant observer, detached observer and collector of artefacts. At times she observes the 'members of the tribe' from a distance, recording her observations for later analysis. At other times she asks questions of various informants about what they know and think and about the ways they produce their artefacts, all the time recording their responses. Her records become her store of knowledge. From this store of knowledge she tries to construct what reality is for the tribe or culture she's observing. In the case of the teacher building a store of knowledge about literacy development, the reality she is trying to construct is how each one of her pupils' knowledge and skill in literacy and all that it entails is changing and developing over time.." (p122)

Analysis of the Data

An analysis of the data obtained from the questionnaire is presented in Table 1, where the highest scores obtained by each student have been marked in green and the lowest in red. From this data it is possible to identify not only individual strengths and weaknesses but also group tendencies. First of all, it is interesting to note that individual students marked a different number of statements overall. For example, student number 23 only marked a total of 16 statements, scoring a maximum of 5 points for Bodily-Kinaesthetic and a minimum of 1 for Mathematical-Logical Intelligence. Whereas student number 5 marked a total of 43 statements altogether, scoring a maximum of 9 points for Musical and a minimum of 2 points for Bodily-Kinaesthetic Intelligence, demonstrating a much wider range of scores than student 23.

Despite the different range of scores for each student, it is nevertheless possible to identify the highest and the lowest scores for each student, then compare the groupings for maximum and minimum scores within the class. The two Intelligences which seem to be most highly developed by the class as a whole are Linguistic Intelligence and Musical Intelligence. Both areas have 8 students registering their maximum scores in this area. Linguistic Intelligence totalling 123 points for the class and Musical Intelligence totalling 127 points __ the maximum score obtained by the class. This result might be considered surprising since the students are studying language, not music. But if we analyse both disciplines we discover that they have a lot in common. The study of language does involve the study of rhythm, stress, accent and melody, which are also fundamental concepts in the study of music. So perhaps language teachers should be more aware of the importance of music and the study of music as it relates to the acquisition of language.

Teaching Implications

Another extremely important point which teachers should be aware of when trying to relate MI theory to their practise in the classroom is that students should be encouraged to use their strengths in order to make the learning process more accessible. Thus, students who have one area of intelligence which is more fully developed than the others should be encouraged to approach their learning using that particular intelligence as an entry point. For example, student number 7 demonstrates strength in Musical intelligence, scoring 10 points for that area, whereas his next highest score is 7 points in Interpersonal Intelligence. This student should be encouraged to use his knowledge and interest in music to develop his knowledge of the English language. Whereas student number 19 scored 10 points for Interpersonal Intelligence, with his next highest score registered as 6 points for both Linguistic and Bodily-Kinaesthetic Intelligence. This student should therefore have opportunities to develop his knowledge of English using his Interpersonal strength.

Gardner believes that the learning process will function more effectively if several points of entry are used in order to explore specific content. Therefore, teachers must learn to be flexible in the presentation of the material which is being studied in order to create opportunities for all of the students in the class to use their different strengths. It is obviously not the case that the teacher should try to involve all of the intelligences at all times in every lesson. This would be an extremely difficult thing to do. But if the teacher is aware of the intelligence profile of the class, strategies can be developed in order to use the students' intelligence strengths to acquire knowledge more effectively. Thus, according to the preliminary data obtained from this initial questionnaire, the class teacher should be aware of the fact that the group as a whole is strong in linguistic and musical intelligence.

However, it is also extremely important to bear in mind that there is a small group of students who do not demonstrate specific strengths in linguistic or musical intelligence, and these students must be given the chance to use their individual strengths at some point during the course.

Teachers should not only observe the highest scores registered by each of their students in order to discover appropriate entry points for effective learning, they should also examine the lowest scores obtained by their students in order to discover which areas of intelligence need to be developed during the course. As Gardner sates in his book The Unschooled Mind (1991):

"Not only are chances of acquiring understanding enhanced if multiple entry points are recognized and utilized, but in addition, the way in which we conceptualize understanding is broadened. Genuine understanding is most likely to emerge, and be apparent to others, if people possess a number of ways of representing knowledge of a concept or skill and can move readily back and forth among these forms of knowing." (p13)

The lowest scores obtained by the majority of the students are registered in the area of mathematical-logical intelligence, with 11 students registering their minimum scores for this intelligence. However several areas present scores below five for many students. More than 16 students scored less than 5 points in mathematical-logical intelligence, visual-spatial, bodily-kinaesthetic, intrapersonal intelligence and interpersonal intelligence.

What are the implications of these low scores for the teaching-learning process in this particular classroom? Well the most important implication is that there seems to be plenty of room for development. All of the students have registered at least 2 low scores, with 17 out of 25 registering less than 5 points in at least 4 different areas of intelligence. This information can play an extremely important role in the development of the students' attitude towards the learning process. It is often the case that students will identify a small number of 'elite' students in the classroom who are considered the 'best' students. But if the data elicited by the multiple intelligence questionnaire is discussed by the whole group, it should be obvious to all of the students that each and every one of them has areas of strength and areas of weakness. Some of these strengths and weaknesses might not normally be obvious in a traditional language learning classroom, but if the teacher tries to flexibilise her approach to the learning process and uses as many different entry points as possible, then the students soon begin to appreciate that the best students have weaknesses and the apparently weak students have strengths. It should therefore be possible to build a much more cooperative approach to the learning process.

References

• CAMBOURNE, Brian. The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom, Ashton Scholastic, Auckland, New Zealand, 1988.
• GARDNER, Howard. Frames of Mind, Paladin Books, London, 1985.
• __________________ The Unschooled Mind, Basic Books, New York, 1991.

TABLE 1 - Student Profile

(See original article for table)

 

The Internet TESL Journal, Vol. IX, No. 4, April 2003
http://iteslj.org/

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http://iteslj.org/Articles/Currie-MITheory.html

Multiple Intelligences in Communication

Faculty of Teacher Training - English Department

Course Title: Applied Communication Skills (Elective)

Instructor: Dr. Rod

Multiple Intelligences in Communication

Preparation: Go to the following web site and complete the assignment there. Print out YOUR individual Multiple Intelligence chart and bring to class: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm

Above is the chart for Dr. Rod. What does it tell you about how he learns?

Note: This is an interactive worksheet which produces a Multiple Intelligences wheel based upon Gardner's eight multiple intelligences. With thanks to Jean Maund from whom this idea originated and colleagues in the University of the First Age who helped develop the questionnaire.

To start the activity, sign in and fill in a little bit of information about yourself. You can then begin to answer the questions. When you have finished, click on the submit button. If you have not filled in all the questions you will get a warning sign telling you what questions need answering. You can print the intelligences wheel and the unique number printed on the sheet will allow you to re-visit your wheel at any time.

Now try this one:

http://literacyworks.org/mi/assessment/findyourstrengths.html

Again, here are the results from Dr Rod.

Dr Rod’s top three intelligences:

Intelligence	Score (5.0 is highest)	Description
	4.86	Social: You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as: Reading a dialogue or a play with other people Doing team learning/investigating projects Setting up interview questions and interviewing your family, and writing down the interview Writing notes to another instead of talking.
	4	Self: You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas: Go on "guided imagery" tours. Set aside time to reflect on new ideas and information. Encourage journal writing. Work on the computer. Practice breathing for relaxation. Use brainstorming methods before reading. Listen to and read "how to" tapes and books. Read cookbooks.
	3.43	Language: You enjoy enjoy saying, hearing, and seeing words. You like telling stories. You are motivated by books, records, dramas, opportunities for writing. Effective techniques of enhancing your learning using your language intelligence include reading aloud, especially plays and poetry. Another idea is to write down reflections on what you've read. You may also enjoy exploring and developing your love of words, i.e., meanings of words, origin of words and idioms, names. Use different kinds of dictionaries. Other ideas: Keep a journal Use a tape recorder to tape stories and write them down Read together, i.e., choral reading Read a section, then explain what you've read Read a piece with different emotional tones or viewpoints — one angry, one happy, etc. Trade tall tales, attend story-telling events and workshops Research your name

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The scores for your other five intelligences:

3.29	3.14	3.14	2.86	1.57

Just because these five are not in your top three doesn’t mean you’re not strong in them. If your average score for any intelligence is above three, you’re probably using that intelligence quite often to help you learn.

OK, So now you know how I learn from two different online assessments. What are your strengths and weaknesses. For the next session you need to have completed the above two tests and print for me the results.

Look at the results and see if you have the same strengths on both charts, if not how would you explain the differences? (DO NOT retake the tests to manipulate your scores.)

Example 2: Alex (15 yrs Old)

Alex top three intelligences:

Intelligence	Score (5.0 is highest)	Description
	4.71	Body Movement: You like to move, dance, wiggle, walk, and swim. You are likely good at sports, and you have good fine motor skills. You may enjoy taking things apart and putting them back together. Incorporating body movement into your learning will help you process and retain information better. Here are some ideas. Trace letters and words on each other's back. Use magnetic letters, letter blocks, or letters on index cards to spell words. Take a walk while discussing a story or gathering ideas for a story. Make pipe cleaner letters. Form letters out of bread dough. After you shape your letters, bake them and eat them! Use your whole arm (extend without bending your elbow) to write letters and words in the air. Change the place where you write and use different kinds of tools to write, ie., typewriter, computer, blackboard, or large pieces of paper. Write on a mirror with lipstick or soap. Take a walk and read all the words you find during the walk. Handle a Koosh ball or a worry stone during a study session. Take a break and do a cross-lateral walk.
	4.43	Spatial: You remember things visually, including exact sizes and shapes of objects. You like posters, charts, and graphics. You like any kind of visual clues. You enjoy drawing. Effective techniques of enhancing your learning using your spatial intelligence include creating and/or using pictures, maps, diagrams, and graphs as you learn things. Other suggestions: Write a language experience story and then illustrate it. Color code words so each syllable is a different color. Write a word on the blackboard with a wet finger. Visualize the word as it disappears. See if you can spell it afterwards. Take a survey. Put the information in a chart. Write words vertically. Cut out words from a magazine and use them in a letter. Visualize spelling words. Use colorful newspapers like USA Today. Use crossword puzzles.
	4.29	Social: You like to develop ideas and learn from other people. You like to talk. You have good social skills. Effective techniques of enhancing your learning using your social intelligence include taking part in group discussions or discussing a topic one-to-one with another person. Find ways to build reading and writing exercises into your group activities, such as: Reading a dialogue or a play with other people Doing team learning/investigating projects Setting up interview questions and interviewing your family, and writing down the interview Writing notes to another instead of talking.

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The scores for your other five intelligences:

4	3.57	3.43	3.29	3.14

Question:

How would you describe the differences between Alex and Dr Rod?

What would be the best learning environment for Alex?

How would you express that in a language arts situation?

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Introduction to the multiple intelligences

According to multiple intelligence theory, there are seven basic types of intelligence.

• Visual-spatial
• Verbal-linguistic
• Logical-mathematical
• Bodily-kinesthetic
• Musical-rhythmic
• Interpersonal
• Intrapersonal

Visual-spatial

This area deals with the ability to visualize with the mind's eye, so to speak and spatial judgement. Careers which is suit those with this intelligence include, architects.

Verbal-linguistic

This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

Careers that suit those with this intelligence include writers, lawyers, philosophers, journalists, politicians, poets, and teachers.

Logical-mathematical

This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.

Careers which suit those with this intelligence include scientists, mathematicians, engineers, doctors and economists.

Bodily-kinesthetic

In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory or images.

Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence

Musical-rhythmic

This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn and memorize information.

Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

Interpersonal

This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Careers that suit those with this intelligence include sales, politicians, managers, teachers and social workers.

Intrapersonal

This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, can you predict your own reactions/ emotions.

Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

Naturalistic

This area has to do with nature, nurturing and relating information to one’s natural surroundings. They learn best by collecting and analyzing.

Careers which suit those with this intelligence include naturalists, farmers, and gardeners.

Existential

This area has do to with philosophical issues of life. The learn best by thinking analytical questions.

Careers which suit those with this intelligence include readers, religious speakers.

Use in education

Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). In fact, IQ tests (given to about 1,000,000 students each year) focus mostly on logical and linguistic intelligence. While many students function well in this environment, there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence.

Many teachers see the theory as simple common sense. Some say that it validates what they already know: that students learn in different ways. On the other hand, James Traub’s article in The New Republic notes that Gardner's system has not been accepted by most academics in intelligence or teaching.

George Miller, the esteemed psychologist credited with discovering the mechanisms by which short term memory operates, wrote in The New York Times Book Review that Gardner's argument boiled down to "hunch and opinion" (p. 20). Gardner's subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law devoted to the study of intelligence contained virtually no reference to Gardner's work. Most people who study intelligence view M.I. theory as rhetoric rather than science, and they're divided on the virtues of the rhetoric.

The application of the theory of multiple intelligences varies widely. It runs the gamut from a teacher who, when confronted with a student having difficulties, uses a different approach to teach the material, to an entire school using MI as a framework. In general, those who subscribe to the theory strive to provide opportunities for their students to use and develop all the different intelligences, not just the few at which they naturally excel.

A Harvard-led study of 41 schools using the theory came to the conclusion that in these schools there was "a culture of hard work, respect, and caring; a faculty that collaborated and learned from each other; classrooms that engaged students through constrained but meaningful choices, and a sharp focus on enabling students to produce high-quality work.”

Of the schools implementing Gardner's theory, the most well-known is “New City School”, in St. Louis, Missouri, which has been using the theory since 1988. The school's teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School as well as many articles on the practical applications of the theory. The school has also hosted four conferences, each attracting over 200 educators from around the world and remains a valuable resource for teachers interested in implementing the theory in their own classrooms.

See also http://www.miinstitute.info/ Multiple Intelligence Institute. - The Multiple Intelligences (MI) Institute is committed to the understanding and application of Multiple Intelligences Theory in educational settings, from pre-school through adult education. Through our online course and support channels, face to face professional development, consulting services, and curriculum and resource development offerings, we support programs and educators seeking to tap into Multiple Intelligences and pedagogical framework to create and provide learner-centered, goal-driven applications of Multiple Intelligences Theory in any learning context.

Sources: http://www.miinstitute.info/ Multiple Intelligence Institute

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences Wikipedia - Theory of Multiple Intelligence

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm Birmingham Grid for Learning.

http://literacyworks.org/mi/assessment/findyourstrengths.html - Literacy Works

Skills IV Reading: KES extract

 

Faculty of Teacher Training - English Department

Course Title: Advanced English Language IV

Instructor: Dr. Rod

E-mail: sjrod55@gmail.com

The following I recommend reading and we will discuss it in class on Tuesday.

Optional readingFor Tuesday 16th March.

BARRY HINES: Kes

Barry Hines (1939- ) was born in Yorkshire into a working-class family. After finishing school, he had various jobs, among them as a teacher, before he started his career as a writer. He has written a number of novels and short stories which are all set in Yorkshire. The following extract is taken from his most popular novel, Kes (1969), which has also been made into a film. It deals with a working-class boy called Billy Casper, who comes from a fatherless family and is unloved and neglected both at home and at school. At the beginning of the extract, five pupils, including Billy, are standing in front of the headmaster's study, awaiting some sort of disciplinary measures.

When you read this text, observe the attitudes of the headmaster towards his pupils and note them down for yourself and later use.

"I'm sick of you boys, you'll be the death of me. Not a day goes by without me having to deal with a line of boys. I can't remember a day, not one day, in all the years I've been in this school, and how long's that? ... ten years, and the school's no better now than it was on the day that it opened. I can't understand it. I can't understand it at all." ...

"I've taught in this city for over thirty-five years now; many of your parents were pupils under me in the old city schools before this estate was built; and I'm certain that in all those years I've never encountered a generation as difficult to handle as this one. I thought I understood young people, I should be able to with all my experience, yet there's something happening today that's frightening, that makes me feel that it's all been a waste of time. ... Like it's a waste of time standing here talking to you boys, because you won't take a blind bit of notice what I'm saying. I know what you're thinking now, you're thinking, why doesn't he get on with it and let us go, instead of standing there babbling on? That's what you're thinking, isn't it? Isn't it, MacDowall?"

"No,sir."

"O yes it is. I can see it in your eyes, lad, they're glazed over. You're not interested. Nobody can tell you anything, can they, MacDowall? You know it all, you young people, you think you're so sophisticated with all your gear and your music. But the trouble is, it's only superficial, just a sheen with nothing worthwhile or solid underneath. As far as I can see there's been no advance at all in discipline, decency, manners or morals. And do you know how I know this? Well, I'll tell you. Because I still have to use this every day."

He brought the stick round from behind his back for the boys to have a look at.

"It's fantastic, isn't it, that in this day and age, in this super-scientific, all-things-bright and-splendiferous age, that the only way of running this school efficiently is by the rule of the cane. But why? There should be no need for it now. You lot have got in on a plate."

"I can understand why we had to use it back in the 'twenties and 'thirties. Those were hard times; they bred hard people, and it needed hard measures to deal with them. But those times bred people with qualities totally lacking in you people today. They bred people with respect for a start. We knew where we stood in those days, and even today a man will often stop me in the street and say 'Hello, Mr Gryce, remember me?' - And we'll pass the time of day and chat, and he'll laugh about the thrashings I gave him."

"But what do I get from you lot? A honk from a greasy youth behind the wheel of some big second-hand car. Or an obscene remark from a gang - after they've passed me. 'They took it then, but not now, not in this day of the common man, when every boy quotes his rights, and shoots off home for his father as soon as I look at him. ... No guts... . No backbone ... you've nothing to commend you whatsoever. You're just fodder for the mass media!"

He slashed the stick in front of their chests, making the air swish in its wake, then he turned round and leaned straight-armed on the mantelshelf, shaking his head. ...

"So for want of a better solution I continue using the cane, knowing full well that you'll be back time and time again for some more. Knowing that when you smokers leave this room wringing your hands, you'll carry on smoking just the same. ...

"Now get that other junk back into your pockets, and get your hands out."

He picked his stick up from his desk and tested it on the air. The first smoker stepped out and raised his right hand. He proffered it slightly cupped, thumb tucked into the side, the flesh of the palm ruttled up into soft cushions.

Gryce measured the distance with the tip of his stick, settled his feet, then slowly flexed his elbow. When his fist was level with his ear, the hinge flashed open swish down across the boy's palm. The boy blinked and held up his left hand. The stick touched it, curved up and away out of Gryce's peripheral vision, then blurred back into it and snapped down across the fingers.

"Right, now get out."

White-faced, he turned away from Gryce, and winked at the others as he passed in front of them to the door.

"Next."

They stepped forward in turn, all adopting the same relaxed hand position as the first boy. Except for the messenger. He presented his hands stiff, fingers splayed, thumbs up. The full force of both strokes caught him thumbs first, cracking across the side of the knuckle bone. The first stroke made him cry. The second made him sick.

Difficult words:

 

sophisticated

(here) trendy

gear

(here) clothes

all-things-bright-and-splendiferous:

allusion to children's hymn "All things bright and beautiful"

splendiferous

(infml. or humorous): splendid

cane

stick for beating

thrashing

(here) beating

guts

(infml.): courage

mantelshelf

(old-fashioned) = mantelpiece: shelf above a fireplace

junk

(infml.): useless things

proffer sth.

offer sth.

SEEU Advanced Skills IV and Applied Communications Skills Classes

Welcome SEEU students. There is a lot of information on this site and even more on the links that are here. Try out the vocabulary especially and work towards improving your skills. Also as we look at Lord of the Flies read through the notes and background information. I will be interested in your comments as potential English Teachers!

Dr. Rod