Techniques and Principles in Language Teaching 3rd edition (Teaching Techniques in English as a Second Language)

images, and a   sensitivity to  shape,  size,   color

3 Body/kinesthetic—the ability to use one’s body to express oneself and to solve
problems

4 Musical/rhythmic—the ability to recognize tonal patterns and a sensitivity to
rhythm, pitch, melody

5 Interpersonal—the ability to understand another person’s moods, feelings,
motivations, and intentions

6 Intrapersonal—the ability to understand oneself and to practice self-discipline

7 Verbal/linguistic—the ability to use language effectively and creatively

8 Naturalist—the ability to relate to nature and to classify what is observed.

While everyone might possess these eight intelligences, they are not equally
developed in any one individual. Some teachers feel that they need to create activities
that draw on all eight, not only to facilitate language acquisition among diverse
students, but also to help them realize their full potential with all of the intelligences.
One way of doing so is to think about the activities that are frequently used in the
classroom and to categorize them according to intelligence type. By being aware of
which type of intelligence is being tapped by a particular activity, teachers can keep
track of which type they are emphasizing or neglecting in the classroom and aim for a
different representation if they so choose. Christison (1996, 2005) and Armstrong
(1994) give us examples of activities that fit each type of intelligence:

1 Logical/mathematical—puzzles and games, logical, sequential presentations,
classifications and categorizations

2 Visual/spatial—charts and grids, videos, drawing

3 Body/kinesthetic—hands-on activities, field trips, pantomime

4 Musical/rhythmic—singing, playing music, jazz chants

5 Interpersonal—pairwork, project work, group problem solving

6 Intrapersonal—self-evaluation, journal keeping, options for homework

7 Verbal/linguistic—note-taking, storytelling, debates

8 Naturalist—collecting objects from the natural world; learning their names and
about them.

A second way to teach from a multiple intelligence perspective is to deliberately plan
lessons so that the different intelligences are represented. Here is one lesson plan,
adapted and expanded from Emanuela Agostini,^4 which addresses all of the
intelligences:

Step    1—Give  students    a   riddle  and ask them    to  solve   it  in  pairs: