Multiple Intelligence (MI) Test for Primary School Students

Gardner's 9 intelligences

        According to Gardner – a     psychologist and Professor at Harvard University’s Graduate School of Education, intelligence is:

  • The ability to create an effective product or offer a service that is valued in a culture
  • A set of skills that make it possible for a person to solve problems in life
  • The potential for finding or creating solutions for problems, which involves gathering new knowledge

       MI is one of the most permanent theories in the field of education nowadays. There are many somewhat independent mental abilities in man based on brain-based research and personal interviews, developmental, cognitive and neural psychology.

       MI emerged as a major strategy for improving students’ achievement across the curriculum of learning abilities or underachievers. Students can use techniques that stimulate their minds in specific ways in different fields, including Arts, Manipulations, Music, Body tools, scientific stories, narratives, Trips…

       In addition, MI can help students to activate their latent abilities and find out which of the MI they are strongest in. For example, some students may have special abilities that do not emerge in the traditional educational system, so the MI test will search for solution strategies that can be used to help them. By this way, the students are able to display their strengths and interests.

        According to MI theory, indentifying each student’s intelligences has powerful influence in the classroom. If a child’s intelligence can be identified, the teachers can settle different children more successfully according to their orientation to learning. Therefore, giving children MI test is very necessary; that bases on nine intelligences, they are:

  1. “Existentialist: children who learn in the context of where human kind stands in the ‘big picture’ of existence. They ask ‘Why are we here?’ and ‘What is your role in the world?’ This intelligence is seen in a discipline of philosophy.
  2. Linguistic/Verbal: Children who demonstrate strength in the language arts: speaking, reading, writing, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to the traditional teaching.
  3. Mathematical/Logical: children who display an aptitude for numbers, reasoning and problem solving. This is other half of the students who typically do well in traditional classroom where teaching is logically sequenced and students are asked to conform.
  4. Bodily/Kinesthetic: Children who experience learning best through activities such as games, movement, hand-on tasks, building. These students were often labeled ‘overly active’ in traditional classroom where they were told to sit and be still.
  5. Musical/Rhythmic: children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
  6. Interpersonal: children who are noticeably people oriented and outgoing and do their learning in groups or with partner. These children may have typically been identified as ‘talkative’ or ‘too concerned about social’ in a traditional setting.
  7. Intrapersonal: children who are especially in touch with their own feelings, values and ideas. They may tend to be reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
  8. Naturalist: children who love the outdoors, animals, field trips. More than this, these students love to pick up on subtle differences in meanings. the traditional classroom has not been settling to these children.
  9. Visual/Spatial: children who learn best visually and organizing things spatially. They like to see what they are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costume – anything eye catching.”

Here is intelligence table with its Skills and Career Preferences:

http://web.cortland.edu/andersmd/learning/MI%20Table.htm

_nguyenthoa_

The Important of Multiple Intelligence Test In Primary English Language Teaching _Nguyễn Thị Phương Quý k33

Hello! My name is Quy. To day, I want to discuss multiple intelligence (MIs). Thank for  your reading and I hope that you can give some comments. Thank you! 

 What is intelligence? In my opinion, it is the capacity to learn and interact with the environment, is the ability to solve problems in the society. Moreover, it is also understanding about many different fields such as music, art, knowledge of mathematical and linguistic. The aim of multiple intelligences test is to find out where your true intelligence lie is and what your excellent field is. Garder choose eight intelligences consisting of logical –mathematical intelligence, linguistic intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence.

 Firstly, logical-mathematical intelligence is the capacity to detect patterns, reason deductively and think logically. This intelligence is often related to knowledge about science and math. Secondly, people with high linguistic intelligence have words and rich languages. These people are often good reading, writing, telling stories; especially; they also remember words and information along with dates. Next, spatial intelligence is the ability to image pictures in the brain. This intelligence is unlimited visual, and it can happen to blind children. The musical intelligence is associated with sounds, rhythms, tones, and music. People with high musical intelligence often good pitch, so they can sing, play musical instruments, and compose music very well. Bodily-kinesthetic intelligence is using brain to control of one’s bodily motions and the ability about physical actions skillfully. Generally, people who have bodily-kinesthetic intelligence are good at physical activities such as sports, acting, and dance. The careers suit with this intelligence include: athletes, dancers, actors, builders, musicians, police officers. Interpersonal intelligence is that to do interaction with others. People who have high interpersonal intelligence is normal their sensitivity to other’s feelings, motivations and mood.

These people are the capacity to communicate well and work as part of a group. The careers suit with these people is politicians, managers, social workers, teachers, sale persons. Intrapersonal intelligence is the capacity to understand one’s own feelings and capacities. These people can deeply understand about themselves, they know their strengths or weaknesses. Moreover, they able to value other attitude and predict one’s own emotions. Lastly, naturalist intelligence is the capacity to discriminate around live things such as plant, animal and natural world such as cloud, rain.

According to the ability intelligence, people can know their strength fields to develop talent and find out suitable works with them. For the teachers, especially, these intelligences can help them have suitable methods to teach their students. Everybody is born possessing all of intelligences. However, all students will come into the class with the different intelligences. It means that each student will have different strengths and weaknesses characteristic, so the teacher must combine all intelligences in a lecture to help student express their strengths.     For example, when teaching about revolution war, a teacher can give the students a battle maps, play revolution war songs, and organize revolution war games, or require the students read a novel about life during that period. By activating all of intelligences, the teacher not only excites students about learning but also help the students deeper understand about lesson.

 In short, the eight intelligences very rarely operate independently; moreover, the intelligences are often combined with each other, complement each other to develop skills and solve problems. Therefore, the duty of the teacher is to help the students develop completely. According to multiple intelligences, the teacher will choose suitable methods with each student and combine with many different methods in a lecture to teach the student better. 

 

 

why tell stories? (hà thị thanh hương)

Before learning this subject I have just studied language teaching English methodology for students (secondary school and high school), and now I find that there are a great deal of differences between them. In my opinion, I think that teaching language for children is more difficult and complex than adult/teenager because they do not have their own reasons for learning language (English). According to some researches, it is said that most of the decision to learn English is taken for children by a local educators or parents. Therefore, in teaching language classes, teachers must create a dynamic and funny environment to motivate children taking part in lessons.

Teachers who teach for children must have both good knowledge and firm teaching method. Why can I say that? A simple reason is that children can show their boredom or embarrassment by jumping, shouting, sleeping, ..so on . :V so the duties of the teachers are management class and motivation them participating in lesson directly and enthusiastically. Therefore most of the teachers often make a lesson plan with many games, songs, storytelling, and act role …in the warm up of each lesson. And the fact is that this thing is very effective and attacks a lot of children in lesson. Through looking for some videos to learn about the English class of the different countries in the world such as China; Thailand; Korea; Singapore…I found that their teachers and their teaching methods are wonderful, they used storytelling technique to motivate children. Most of the stories were rehearsed by teachers but it was not monotonous because of having a connection among pictures, real objects, gestures and teachers’ voice .all of them are making a dynamic and noisy learning class .In that class, children join directly in playing role as a real character in stories. They can speak and listen anything they hear or see from real object and teachers will correct and help them develop skills. Children can learn vocabularies and structures quickly and comfortably. They are easy to understand the content of the lesson and like to accept foreign language directly. Why??? Do you know? Hihi, and in my own opinion, I think “practice makes perfect “let’s trying.

I think that I will try to apply this teaching method in each lesson in the future although it is not easy. I will try my best. “ try my best the rest will come”.

Lê Thị Hoài Thu – Group 03

The implication of multiple Intelligences _ Lê Thị Hoài Thu DTF1057010081

Hello everyone! My full name is Le Thi Hoai Thu of group 3 of the primary training subject. Today I post my writing on this page to share my understanding about the topic “Multiple Intelligences”.

The multiple intelligences (MI) which were purposed by Howard Gardner in his 1983 book “Frames of Mind” talk about seven kinds of intelligence. They are verbal/linguistic intelligence, logical/mathematical intelligence, spatial/visual intelligence, bodily-kinaesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence. Thanks to the division of multiple intelligences, it brings many achievements in different fields of our society especially education. In education, basing on seven kinds of multiple intelligences teacher can find out the strong points and weak points of their student is his/her class. Teacher can use multiple intelligences test to ask students share their opinion about themselves. Teacher provides a sequence of questions relating many kinds of intelligence then students read and tick in their suitable statements. Teacher can base on students’ answers and find out which kind of intelligence their students belong to. This MI test is very useful for a teacher because it can help his or her have a good orientation. For example in an English learning class with majority of students belong to verbal or linguistic intelligence, teacher should involve student into the lesson with linguistic activities. Teacher can ask student to role play in the class or tell story,…etc to help them use their language more effectively. Furthermore, students can avoid being bored with simple lessons in the class before. Besides, students also have many chances to develop their ability more deeply. In fact, almost people loves doing something which they are good at and hate doing something which they are bad at. This requires teacher to design a list of multiple intelligence questions to find out which aspect their students belong to. Basing on the finding of strong points and weak points of students, teacher can provide the useful lessons in the class. It is easy for them to help their students because they know their students’ weak points and strong points then they know which activity their students are interested in.

In conclusion, my writing mainly talks about the seven kinds of intelligence and its applications in teaching. I hope that I can receive many comments to make my writing more perfectly

The important of Multiple Intelligences in PELT

  done_001       originals 

Hello everybody!. My name’s Hoai. Today, i am very glad to share my journal about multiple intelligences for PELT.

Before studying this subject – “Primary training course”, i don’t know exactly what MIs are. I thought that people who good at Math, Physics and chemistry are intelligent; otherwise, people who good at literature, history, geography are not. However, i changed my mind after the first lesson. I knew more about multiple intelligences. In the book “Frames of Mind”, Howard Gardner (1983) divided intelligence into eight components including: verbal/ linguistic, logical/ mathematical, spatial/ visual, bodily- kinesthetic, musical, naturalistic, interpersonal and intrapersonal intelligence.

The first type is verbal/ linguistic; they are people who are good at speaking, listening, story telling and analyzing language usage. Therefore, teachers should give children chances to show pomes, songs, make some short conversations, dialogues, discussions, crossword puzzles and games. The 2nd type is logical/ mathematic; they are peple who good at working with number, classifying and categorizing information. With these children, teachers can make sequencing activities, puzzles, categorizing things, doing experiment. The 3rd type is spatial/ visual; people in this group are good at understanding the visual world and responding well to it. Thus, teacher can give some activities such as drawing, doing art activities, imagination games, story books with pictures, creating mind maps. Teacher’s lesson should use pictures, slides, colour to illustrate. The 4th type is bodily- kinesthetic; this group consists of people who can control the body and use their postures to express. This type is suitable with role play, drama, physical/action games. The next type is musical; they are good at hearing and making sounds and rhythm in music. They can sing, play musical instruments. The 6th type is naturalistic intelligence, people who can identify or have a sensitivity or natural forms such as: animals, flowers, etc.The 7th type is interpersonal; children of this type can understand and work well with other people. Therefore, teachers can organize group activities to help children corporate with other childrens. The last type is intrapersonal; children with intrapersonal intelligence can understand themselves so that they can control their own behavior. To help these children, teachers help them analyze what they have leant or give them private space through learning process.

In facts, after doing a multiple intelligence test, I realized that I had high levels of intelligence in musical. I was not surprise with these results because I always like singing a song. Moreover, I also can play some instrument like guitar and piano and i have perform with my friends. I joined in guitar club of school of foreign language- Thai Nguyen University. That is also the reason why I can remember the lyric and the rhythm of song easier.

We are teacher in the future, so what should we do?  I think that when we teach children, especially children in primary school, the understanding of the multiple of intelligences is so important. Teachers can recognize the ability of each student in order to have the suitable methods in teaching. From that, we can get the good results as well as reveal special ability of each student to hepl them develop in all sides. Besides, in a lesson, we should encourage children to develop their intelligences and combine intelligences together instead of using only intelligence for all students. For instance, when you teach new words about topic: weather, you can use many activities such as singing a weather song, playing a game (matching) relating weather words, using pictures, visuals or painting of cloud, sun. .

The fact, everyone has their own intelligences; teacher can use as tools to discover and develop students’ abilities with suitable learning methods. Teachers should also consider and realize what they need what they want or what they are good at and then choose the activities suitably children’s concer and interest.

Reference:

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences, Basic Books.

Effectives of Multiple Intelligence in Teaching English for Primary School – Nguyễn Thị xuân- SPAK33

Multiple Intelligence has 8 aspect : Verbal Intelligence, Logical, Visual, Bodily-Kinaesthetic , Musical, Interpersonal, Intrapersonal. Pupils tend to learn English through a meaningful approach to English rather than by a mechanical process. In order to make children learn effectively the teacher has to adopt the right method of teching. for choosing right methods for a given situation, the teacher must be familiar with different methods of teaching. since multiple intelligence open the door to a wide variety of teaching strategies. Base on the core activities, more number of Intelligence activities can be generate teach a particula content. Forexample , in the linguistic Intelligence, the teacher ask Ss to write the pfoblem and ask SS read the problem. with the logical, the teacher ask SS to find the reason and analyse the problem. After that, I ask the SS sovle the problem. the T ask the SS to find the solution for a puzzle. With Spatial, I ask SS to draw a picture. The T asks SS arrange the zigzag picture. Teacher aslo make use of classroom learning center base on the different intelligences- particulary teachers who specialize in the early chilhood year. Teacher encourage students to share the responsibility for designing and maintain the material. teacher work cooperatively and regrouptheir Ss into intelligence focus group. teacher also design a range of activities for each intelligence with Ss rotating through intelligences over a number of week. Teacher should embraced multiple intelligence because it provide a manageable framework for obseving and evaluating Ss. forexample, teacher comment that this approcher has help her get to known her SS better, and she particularly valued the ability to see their streng
in different area. through activities such as these, school can adopt a multiple intelligence approch that is not theaening to teachers who are entrenched in more traditional ways of thinking. Noting their student enthusiasm, these teacher begin to in corporate some of multiple inteligence strategies.

Implication of Multiple Intelligences Test in Primary English Language Teaching

After learning English Teaching for High school and Primary English Language Teaching subjects, I can know clearly about the concept of Multiple Intelligences (MIs) and get some methods for teaching students in the future.
As we can see that the brain is the important part which is indispensable in the process of human life. When we are born, the brain is fully developed, just like one’s heart or stomach. The human brain is divied into two parts which called the right hemisphere and the left hemisphere. It was previously thought that the right brain and the left brain develop with the same principles, but it is not so. In fact, the right brain and the left brain have different functions because we have ways to process information differently. The left brain process information throght the language and the right brain thought images. Moreover, when you are born, the brain’s development depends on the genes and a toddler’s brain is less active than the brain of a college student. Therefore, the first three years of life the left brain is not working well and the right is dominant. The children need special help and specific educational to develop their brainpower. So education, family, environment and language are important factor which helps to develop for children. It is really good if the children have loving care and new experiences that helps them in learning and entertainment. Experiences the brain can impact directly learning to involve feelings or emotions. Furthermore, multiple intelligences test consist of linguistic, musical, mathematic logical, bodiling, visual spacial, intrapersonal and interpersmal which expresses some characteristic of the children a good way. The children realize that they will have ability about anything and then they can develop them better. The choosen will be suitable if the children understand it exactly and they can learn what they want more easily. However, the children often learn mainly through imitation so multiple intelligences test can be difficult method to know ability of the children.
To sum up, MIs is the good way for teacher to decide what ways teacher should use in teaching English in primary school. The teacher also should use some effetive method such as games, songs,…in class to create interest child’s learning.

Multiple intelligence in children

People said that someone who has high intelligence is more flexible than the others. However; in fact, each person owns strengths which are mathematical, visual, kinesthetic, musical, interpersonal, intrapersonal and linguistic. Considering children’s IQ, Teachers should pay attention to their own strengths and find out some activities which are suitable with their abilities.

Firstly, Teachers need to recognize student’s strengths during the process of teaching. Clearly, each child makes a difference in learning and cognitive styles. For example, some children are better mathematics than language; they not only utilize the number effectively but also are able to solve all problems faster than the others. In addition, children possessing to the mathematical intelligence are capable of connecting logical events, imaging abstract objects and using symbolic thought.

Nonetheless, the others who belong to linguistic intelligent are the ability to express language effectively. They can understand what someone is saying and complex meanings better than the others .Moreover, linguistic intelligence permits them to develop communication skill as well as extend their social relationship. Some activities concerning with writing, reading, telling should be developed for children with this kind of intelligence .Obviously,it is not certain that all kids only take advantage of a kind of intelligence. Some can posses all types of intelligence. Thus, teachers need to realize their student’s strength to help kids develop their talent and recognize what their real potential is.

Secondly, Teachers should design various activities to suit to children’s abilities. Each of distinct activities allows children to improve their different abilities. This asks educators to know how to group students with the same type of intelligence into a group, then create diverse activities in the class and categorize them replying on intelligence types. For instance, children loving numbers can participate in some activities which are detective, strategy, arithmetic. Some games like Sudoku, Rubik, Chess are useful for them. In contrast, drawing, analyzing chart and grid and designing seem to be suitable with children who are good at visual activities. Beside, singing and playing music are considered as the strength of students who have musical intelligence. On the other hand, children who own the potential of using the body should join in physical activities like Hard-on activities, field trips and pantomime and so on. However, the fact is that teacher can’t organize all activities in a lesson. Sometimes, they need to combine in variety of activities in order to attract student to their lesson.

In conclusion, multiple intelligence requires teacher to design their lesson with  a lot of  effective activities. Recognize children’s strengths can help them develop their talent as well as orient the career in the future. Generally, every activities should organize to provide a good background to student .This will give their a good chance to realize their full potential in studying .

p/s: Hong son

Results of some brain-based researches & implication in teaching English for primary school students

Hello. My name is Nhu. This is my writing. Thanks for spending time on reading and giving me your comments. Thank you so much!

 

Abstract

The believable results of some brain-based researches have proved the success of science in studying human. Through these brain-based researches, people will have more detailed understanding about processing of appearing and developing of emotions, thinking, awareness, etc to apply in our life, especially in teaching and learning. “Today, education is poised to move beyond tradition for tradition’s sake. Although we certainly have not uncovered all there is to know about the brain and learning, the medical field has given us some concrete, physiological data to consider when developing and implementing teaching strategies. Educators working in brain-compatible environments can develop an unprecedented professional competence that will enable students to reap the rewards of powerful, successful learning (Erlauer, 2003, p.1-2). Some researches stated that experiences and environments are elements that affect the brain development and learning of a child. Therefore, teachers in general and primary school teachers in particular should have detailed understanding about these things to have correct and suitable teaching methods, especially in teaching English for children.

 

Experiences

Experiences shape the brain. The world the child lives affects how his brain grows. The child needs new positive experiences in a safe environment to build a healthy brain. Healthy relationships are the most important experience that the child can get. Therefore, teacher should help children to build good relationships between students and students, students and the others, etc. Besides, after giving students knowledge, teacher should give them time to practice with that knowledge. They are experiences in learning, and then the experiences will be more and more complicated through exercises with level of difficulty increased. It helps learners to remember knowledge and apply the knowledge creatively.

 

Environments

The effects of environments on the child’s brain development are very important. Jensen 2001 pointed out that emotions, safety, music, choices, physical movement, etc can increase memory for children.

–         Safe environments

Teacher should ensure that the classroom is free of anything that could make children afraid to make them feel that school is a safe place. Especially, when learning English, children only learn well when they are active and creative people. It means that they have to feel comfortable and safe, so they can develop their ability. Moreover, children are very aggressive. They like new and colorful things. Therefore, teacher should use videos, visual aids with many colors when teaching, but also makes sure that students feel safe and do not fear when see them.

–         Environments with good emotions

Emotions affect memory and brain development. When a person feels satisfied, the brain releases endorphins that increase memory skill (Jensen 2005). Therefore, in teaching (especially in teaching English), teacher should start the day with humor by telling a funny story or showing a funny picture to help students feel comfortable before beginning new lesson. In addition, Sousa 2006 stated that many researches mention that children will learn more effective with the lesson broken down into short and relative pieces of information. It is also a good way to create good emotions in learning English. Besides, scientists also proved that one of important keys of brain-based education is that attention follows emotion, and both music and art often knock into the emotional areas to help the brain to remember and connect information. Music can decrease stress, so teacher can let them sing some songs together to make warm atmosphere or use videos to teach new words, etc. Art is an important part of brain-based education in that it helps learners to release their creativity. For example, teacher can let them draw pictures and describe the pictures in English with simple words, etc.

 

Conclusion

When a child is at the age of 2 to 3, he is able to learn a new language. Hence, children should learn English as soon as possible, but it must be followed correct methods of teaching (Dr, Nguyen Hong Con). Therefore, studying how the brain works allows educators to create an environment that gives learners success in learning, especially in learning English.