Multiple Intelligence Theory

*The Theory of Multiple Intelligence*

MI theory was developed in 1983 by Dr. Howard Gadner. It was first published in the book of Frames of Mind:The Theory of Multiple Intelligences.

Gardner(1983) pointed out that students possess different intelligences and textbooks should be designed to represent all varied intelligences to meet all the students' needs

Types of Multiple Intelligences

Verbal

Visual

Interpersonal

Logical

Intrapersonal

Kinaesthetic

Naturalistic

Musical

Existential

Key points in Multiple Intelligences Theory:

1. Each person possesses all nine intelligences.

2. Intelligences can be developed.

3. Intelligences work together in a complex way.

4. There are many different ways to be intelligent .

Statment of the Research:

This study attempts to examine to what extent English for Palestine textbooks for grade eight used incorporate MI Theory.

Research Questions:

- To what extent do EFP textbooks 8th grade reflect the MI theory in the activities provided?

- To what extent the textbook activities enhance language learners' intelligences?

-What is the most and the least applied type of intelligence in the textbook?

Objectives of the Research:

The purpose of the study is to examine using MI Theory in EFP for grade eight.

Significance of the Research:

- Since textbooks are the most crucial resources in Palestinian classrooms, research should be done to make sure that the textbooks are qualified enough to enhance students' intelligences.

- The findings will shed light on the most and least dominant intelligences which will provide further editing and designing.

Limitations:

1. It focuses on EFP textbooks that are mainly taught in public schools of west Bank and Gaza.

2. Categorizing all the activities in the textbook as representatives of intelligence types relies on a checklist design by Betlho(2003). Therefore, using another tool may lead to different results.

3. This study is limited in terms of examining only 8th grade textbooks.

Research Methodology:

The descriptive analytical approach was used to examine the extent in which MI theory is implemented in EFP textbooks for 8th grade.

Population of the Research:

It consists of four main components:

2 Pupil's books

1 Teacher's book

4 Audio CDs

Sample of the Research:

It consists of 14 units which are covered in the two pupil's books (8A,8B).

Instrument of the Research:

The researcher uses a checklist which is designed by Botelho(2003). It includes 64 items including the nine types of intelligence and activities used in langauge teaching as well as description of each intelligence.

Data Analysis:

After determining the intelligence type s of all activities accroding to Botelho's checklist. The data was anlyzed by using descriptive statistics. It includes a specific mathematical formula X\Y=P×100

X : The total number of activities

Y: The number of activities for a certain type of intelligence.

Difficulties of the Research:

1. Searching and selecting previous studies and literature about MI theory.

2. Problems with classifying some types of intelligences becaues there were some activities lend themselves to more than one type of intelligence.

3. Difficulty with time as there was a certain time table to finish the research and collect the data.

Type of Intelligence

Verbal Intelligence

Type of Int

Interpersonal Intelligence

Visual Intelligence

Logical Intelligence

Intrapersonal Intelligence

Kinaesthetic Intelligence

Number of Activities

597

Naturalistic Intelligence

171

Musical Intelligence

157

Existential Intelligence

68

Total

25

Percentage%

11

57.3%

16.42%

4

15.08%

4

6.53%

0

2.40%

1041

1.40%

1.05%

0.76%

0.00%

Verbal Intelligence

- Verbal Intelligence is considered the most widely type addressed in the EFP textbooks for 8th grade.

However, the implementation of this type was limited in terms of creativity.

- Listening to Audio, reading passage, memorizing and writing activities were in the beginning of each the 14 units.

Vocabulary

Sematics

Listening

Writing

Speaking

Reading

Interpersonal Intelligence

The second most frequently represented MI type is interpersonal Intellignece.

It accounts for (16.42%). This could be due to the use of group work and pair work. While peer teaching and group brainstorming are missing.

- work in pairs. Take turns at giving advice.

- Work in groups of three. Listen and practice the conversation.

- Work in pairs. Make positive and neagtive statmnets.

Visual Intelligence

- This type is the 3rd in rank . It accounts for (15.08%).

- There were some pictuers which are not realted to the content and to the activity.

''Look at the picture on the next page and describe it ''

Logical Intelligence

It occupies the fourth place (6.53%)

EFP textbooks for 8th grade involve activities such as, matching, inference, proving and abstract rules.

* Number the sentences in the correct order 1-5

* List to part 1 and number the place names (1-7) as you hear them.

Intrapersonal Intelligence

Intrapersonal Intelligence with (2.40%) occupies the fifth place.

EFP textbooks were limited to activities that require students to reflect on their work individually or write their own diaries and journals.

* What Ahmad could and couldn't do. After that talk about yourself.

* Think about important people in your life. Tell each other your stories from your notes.

Kinesthetic Intelligence

- Kinesthetic Intelligence acounts for (1.05%)

EFP textbooks fouces only on two activities which are *Role play and Act out.

Musical

Naturalistic

They obtained the same percentage (0.76%)

Listening to poems

Music & Geography

* The world of Food & Going to National Park.

Existential Intelligence

The total absence of Existential Intelligence.

Recommendtions

English Language Teachers

Curriculum Designers

Ministry of Education

English Language Teachers

1. Despite the dicrepancy in the distributionof the intelligences aspects, Teachers can fit learners' needs by integrating the less common intelligence.

2. Evaluate learners based on alternative assessments

Curriculum Designers

1. As EFP textbooks are under development, curriculum designers could adopt the theory of MI wholly to accommodate students' needs.

2. Make use of Botelho activities as they can foster learnig and teaching process.

3. Consider the various types of talents and abilities that students bring with them to the learning environment.

Ministry of Education

1. Introducing English langauge teachers to MI theory by conducting trainning programms\ workshops.

2. Create a professional netwrok site specialized in applying MI theory in language teaching.