When it comes to ESL students, teaching them in the traditional way of lecture and worksheets is not the most effective means. These students come into U.S. classrooms with little or no English and need to learn the content whilst learning the language. As educators we know that every student learns differently; this is of course then true for ESL students too. The only difference is that they need the support of being able to learn in the the way that best aids them in learning. Teaching these students through the multiple intelligences will ensure that they are learning in the way that works best for them and will in effect help them to succeed in school. Teaching ESL Students Through

the Multiple Intelligences Introduction A Look at Multiple Intelligences Found at: http://www.culham.ac.uk/sg/cheshire/exploring_table.html Why are they so important? In Howard Gardner's most recent book, "Truth, Beauty and Goodness Reframed" he states, that's it is not only about the learning but also the comprehension and understanding. In other words, it's not about memorzing facts.

Using M.I is a learning based theory. (Tahriri, 2011) Multiple intelligences-inspired "activity menus"

Students choose which activity to work on and how: alone, in pairs, or in small groups. The different activities on the "activity menus" will have choices that cater to all of the the different multiple intelligences so that students can work on the same content as everyone else in the class, but through a means that best fits their learning style (Gardner, 2011).

INCORPORATING THE MULTIPLE INTELLIGENCES IN YOUR ESL CLASSROOM References

Gardner, H. (2011). Promoting Learner Engagement Using Multiple Intelligences and

Choice-Based Instruction. Adult Basic Education And Literacy Journal, 5(2), 97-

101.

Palmberg, R. (2011). Multiple Intelligences Revisited. Retrieved from

http://www.englishclub.com/esl-lesson-plans/EC-multiple-intelligences-

revisited.pdf

Tahriri, A., & Divsar, H. (2011). EFL Learners' Self-Perceived Strategy Use across

Various Intelligence Types: A Case Study. Journal Of Pan-Pacific Association Of

Applied Linguistics, 15(1), 115-138.

Haley, M. (2004). Learner-Centered Instruction and the Theory of Multiple

Intelligences With Second Language Learners. Teachers College Record, 106(1),

163-180

http://gse.gmu.edu/research/mirs/assessment/

http://www.eric.ed.gov/PDFS/EJ939943.pdf

http://www.culham.ac.uk/sg/cheshire/exploring_table.html

http://www.ccsf.edu/Resources/VOICE/instructorslessonplans/personaldevelo/multintelligence/inventoryesl.pdf Multiple Intelligences Tests that ESL teachers can do with their students: http://www.spannj.org/BasicRights/appendix_b.htm#test Example Activities (that cater to the different MI's) Visual/ Spatial Logical/ Mathematical Bodily/ Kinesthetic Musical Intrapersonal Interpersonal Naturalistic Verbal/

Linguistic How can we be sure our students are learning? Assessment! Steps for creating a rubric

1. Determine the criteria for judging performance.

2. Describe EXACTLY what justifies an excellent performance and what justifies a por performance.

3. Create a description for each level or grade.

4. Give the rubric well in advance of the project's due date.

5. Provide feedback throughout the task based on the criteria on the rubric.

(Ferro, 2004) Challenge the students to find the names of as

many wild animals as possible in three minutes. Made word puzzles for free at: http://www.puzzle-maker.com/WS/index.htm Wordle is a free tool found at: http://www.wordle.net/ Challenge students to think of synonyms for a word, look for vocabulary words in a text, or play around with words for another purpose - all through the program Wordle. "The sentences in the box have to be arranged in a (chrono)logical

order. Ask the learners to work individually and indicate the correct order by

filling in the figures 1-12 in the first column: “1” for the activity that comes

first, “2” for the one that comes next, and so on. When they have decided on the

correct order, ask them to form pairs. Next, ask them to look at the sentences as

they are listed in the box and, taking turns, tell each other why the first

sentence (“Eat the toast”) must or cannot come before the second one (“Plug in

the toaster”); why the second one must or cannot come before the third one

(“Push the lever down”), and so on. "Ask students to look at the floor plan, and ask them: 'What rooms are there in the house plan?' Divide the students into groups of three and ask each group to agree as to which rooms there are in the following house plan:" "Ask the students to move around in the classroom and interview each other about their Christmas habits. More specifically, they have to find out at what time their classmates normally get up, go to bed, have breakfast, have lunch, have dinner, exchange presents, and watch television. The information given by their friends has to be written down on specially-prepared worksheets, such as the one outline below:" "Display the lyrics of a well-known song on an overhead transparency,

for example “Rudolph the Red-Nosed Reindeer”, and let the students listen to

the song while reading the song text. Next, switch off the overhead projector and hand out copies of the following worksheet. Ask the students to fill in the missing words (indicated by numbered gaps in the song text)." Display a limerick on an overhead transparency like

the example below. Let the students find out which

words on which lines rhyme with which words: "Next, hand out the templates for creating basic limericks shown below and ask the students to work individually and produce at least two limericks of their own:" "Divide the students into pairs and hand out half a

dialogue to each student (one student in each pair is “Student A”;

the other is “Student B”; see page 12). Ask the students to act out

the dialogue in turns by following the instructions. Note that Student A only

has (and sees) the left (blue) half of the handout; Student B has (and sees)

only the right (red) half." Ask the students (individually, in pairs, or in groups of three) to divide the

classroom objects below into (natural) groups. It is up to the students to decide

(agree) how many groups there are, what the groups are, and what qualifies

individual words to belong to particular groups. Reference for all example activities: Palmberg, 2008. SO??????

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