Term Paper: Gardner's Seven Intelligences - Implications

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SAMPLE EXCERPT:

[. . .] By the end of the lesson, students need to understand the concept of the subject. Teacher chooses content variations based on learners' learning profile and gives activities ranging from the simple instruction (for students that take longer time to understand instruction) to complex one (for students that understand instruction quickly, as challenging matter.

Process: Students will acquire knowledge and skills from teacher's presentation through building self-recognition and building their own pattern for learning. Teacher can help the process by giving the medium to practice their skills such as using group work, observation, reading, etc. Students have many different media to access the same information.

Product: After stimulating their mind with various input and analysis, students should be able to demonstrate their ability or understanding about the subject. Again, various instructional activities is encouraged, as students can show they understand through the activity they are familiar with or something they enjoy, ranging e. g. from singing, speaking through writing.

Differentiation itself is important, as students can suit learning to the "readiness, interests, and learning profile." Students do not always understand subject instantly. Some need more time than the others, but it doesn't mean they are less intelligent than the others. So, interest is another important point, as students can choose the way they would learn without having to keep on to one method. Learning profile is the basic map on student's intelligence. Teacher should examine this to provide appropriate learning sources, guidance to accommodate the unique style.

Choosing the appropriate language for giving instructions becomes critical. Instructions that supports students in achieving their objective should meet the following criteria:

Clear, concise, understandable for every learner.

Simple, with one task to complete at a time. In advanced degree, learners may have developed how they can combine all capabilities to analyze problem, produce correct expression to describe or make statement about the problem, propose solution, and finally employ style, diction, vocabulary and capability to present arguments or persuasive skills to convince others about his/her thoughts.

Should state the time range when the assignment should be completed.

Should relate it to typical everyday encounters, so that the lesson makes students realize how they will use it in their daily life and contribute to the whole intelligence aspects as a person.

Should address one aspect of intelligence at a time, especially for students with lower competence. In other occasion, instruction may address two or more functions/aspects of intelligence, for example involving analytical or critical thinking toward a problem.

When teachers provide the class with supportive environment, by giving attention to students' preference during the learning process, students find the new atmosphere of learning. Instead of liking and detesting particular subjects, students would be able to see globally what they are learning and how it will affect their life, and later work on details to increase the quality of their learned subject. This means students learn "positively" (Florez, 1998).

In the practice, teachers should always have the seven intelligences fundamentals in mind when designing classroom instructions to accommodate the students. However, process and results may vary in each classroom. The classroom teacher should understand the special instruction he/she designs for particular student/s, monitor the process (although the students may undergo different methods, and later integrate the overall learning session to accomplish classroom's goal of the day (Hoerr, 2003).

For example, using authentic materials in a language class, like local maps, newspaper pictures, brochures, documentary movies, or inviting volunteer of local sources, the teacher asks students to identify the best and the worst eating places in town and describe them to the class by the end of the lesson. To give them guidance on types of description, especially for lower level or foreign language students (like EFL classes), teacher can give them list of hints in questions that will help them providing the information, like how they like/dislike the place, the interior design, the waiters, the other visitors, safety, and other facts.

The process can turn to be fascinating, as the students would be exploring their intelligence to exchange information, talk with peers in groups (personal intelligence), make judgments, choosing (spatial intelligence), draw conclusion (logical-mathematics intelligence), choosing the best words to describe the atmosphere (linguistic intelligence), and perhaps drawing (bodily-kinesthetic intelligence).

As the assessment, students can present their descriptions. The teacher can see how every person has fulfilled the task in different styles and performances. Usually they like to use drawings, sketches, pictures, and of course enthusiasm during their presentation.

Presenting the best restaurant involves a lot of fun. Students like to list the items from the food to the live music to rate the restaurants. Some of them may like showing the sketch of the building designs, and tell how the place has unique showcase. In this case, students experience the way English (or the subject language) is used in architecture terms.

For the worst restaurant description, some students may address the problem from logical analysis; for example, the hygiene is not quite satisfactory because the restaurant doesn't have strict sanitary check and the equipments need replacement, or because it is located near a landfill. Others may attempt to describe the socioeconomic problem is the cause of such bad places. They may use articulate terminology to emphasize the social gap, and to describe how economic condition has forced people to eat in restaurants of different classes.

The point is, students are situated to a topic they are interested to learn, therefore they voluntarily collect information from their own sources and combine them with their own knowledge and deduction to present the information.

Teacher can give some extra points for each progress in each aspect of intelligence explored by the students. However, referring to the main subject: to emphasize speaking performance in language class, this type of activities has addressed the multiple-intelligence essentials.

Works Cited

Brualdi, Amy C. Multiple Intelligences: Gardner's Theory. ERIC Digest. ERIC Clearinghouse on Assessment and Evaluation Washington DC. 1996. ED410226. Accessed May 30, 2003. Web site: http://ericae.net/digests/tm9601.htm

Florez, MaryAnn C. Current Concepts and Terms in Adult ESL Q & A. ERIC/National Center for ESL Literacy Education (NCLE) Document. Nov. 1998. Accessed May 30, 2003. Web site: http://www.cal.org/ncle/digests/TermsQA.htm

Hoerr, Thomas R. How Our School Applied Multiple Intelligences Theory. Educational Leadership. Vol. 50 No. 2. Oct. 1992. The Association for Supervision and Curriculum Development. Accessed May 30, 2003. Web site: http://www.ascd.org/readingroom/edlead/9210/hoerr.html

Theisen, Toni. Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners. The Communique. The Languages Other Than English Center for Educator Development. Issue 6. Accessed May 30, 2003. Southwest Educational Development Laboratory. Web site: http://www.sedl.org/loteced/communique/n06.pdf [END OF PREVIEW]

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