Multiple Intelligences, English
Language Teaching, and Technology
A Winning Combination!
Dr. In-Seok Kim
Professor of ESL and Applied Linguistics
Dongduk Women’s University
President-elect of Asia Pacific Association of
Multimedia Assisted Language Learning
iskim@dongduk.ac.kr
http://www.eflcall.com
The Theory of Multiple Intelligences
Traditional View of Intelligences
Linguistic Intelligence
Mathematical-Logical Intelligence
 Gardner’s Ground Zero Project(1983)
 Humans are born with various types
of intelligences –> Seven types
 Each person possesses a different
level in each type of intelligence.

Linguistic Intelligence

The intelligence of words
Love to play around with the sounds
of language through puns, word
games, and tongue twisters
 Trivia experts, Masters of literacy

Talk persuasively, Read a lot, Write clearly
 Journalist, storyteller, poet, lawyer, etc.
Logical-Mathematical Intelligence

The intelligence of numbers and logic
The ability to reason, sequence, think in
terms of cause-and-effect, create
hypotheses, look for numerical patterns
 Enjoy a generally rational outlook on life
 The intelligence of the scientists,
accountant, and computer programmers,
Newton, Einstein, etc.
Visual-Spatial Intelligence

Smart with pictures and images
The ability to perceive, transform, and
recreate different aspects of the visualspatial world

An acute sensitivity to visualize
details

Can visualize vividly, draw, sketch their
ideas graphically, and orient themselves in
three-dimensional space with ease
Visual-Spatial Intelligence
 Architects,
photographers,
artists, pilots, mechanical
engineers
 Designer of the Pyramids in
Egypt, Thomas Edison, Pable
Piccaso,etc.
Musical Intelligence

The capacity to perceive, appreciate, and
produce rhythms and melodies
Has a good ear, can sing in tune,
keep time to music
 Can listen to different musical
selections with some degree of
discernment
 Bach, Beethoven, Brahms, etc.

Bodily-kinesthetic Intelligence

The intelligence of the physical self
Talent in controlling one’s body movement
and handling objects skillfully
 Athletes, craft people, mechanics, and
surgeons, carpenter, model-building
 Enjoy physical pursuits like hiking,
dancing, swimming, or boating
 Charlie Chaplin, Michael Jackson,etc
Interpersonal Intelligence
The ability to understand and work
with others
 A capacity to perceive and be
responsive to the moods,
temperaments, intentions, and desires
of others
 A social director on a cruise ship,
administrator of a large corporation

Interpersonal Intelligence

Very compassionate and socially
responsible like Gandhi, Machiavelli

The ability to get inside the skin of
another person and view the world from
the individual perspective
Networkers, negotiators, teachers
Intrapersonal Intelligence

The intelligence of the inner self
Can access one’s own feelings and
discriminate between many different kinds
of inner emotional states
Can use one’s self-understanding to
enrich and guide her life
 Very introspective, enjoy meditation,
contemplation, deep soul searching

Intrapersonal Intelligence
Independent, highly goal-oriented,
and self-disciplined
 Counselors, theologians, selfemployed business people
 Prefer to work on their own rather
than with others

The Position of Multiple Intelligences(1)
 One
can be strong in one or more
of the above intelligences. But all
possess all seven intelligences
 Any normal person can develop
every one of the seven kinds of
intelligences to a reasonable level
of mastery.
The Position of Multiple Intelligences(2)

Example: German thinker Rudolf Steiner was
a philosopher, writer, scientist, sculptor, social
theorist, architect. He also created a system of
dance, a theory of color, and a system of
gardening

There are a few people who have
developed only one intelligence to a
high level, while the other intelligences
lagged far behind
The Position of Multiple Intelligences(3)

We have a few intelligences that stand out,
some that seem average, and others that we
have difficulty with in our lives.
 There is room for everyone to shine in this
new model of intelligence.
 The farmer, the parent, the painter, the
mechanic, and the merchant have as much
right to the term intelligence as do the
psychiatrist, the brain surgeon, and the law
professor.
Effective Learning through MI

Through new imaging techniques, scientists can now
study the inner workings of the brain, thus opening a
vast frontier of knowledge on human cognition.

Researchers agree that Intelligence and Learning are
multi-dimensional.

Brain research supports the theory that throughout our
lives, we are capable of growing new connections
between neurons, and these connections create
learning and memory.
Effective Learning through MI

Memory and intelligence are closely linked.
 Thinking and feeling are connected because
our patterning is emotional.
 Our emotions open and close the doors to our
ability to learn new information and perform
specific tasks.
 We are most motivated to learn when we are
involved in activities for which we possess
some talent.
Effective Learning through MI
Creating a State of “Flow”

We learn best when we are in a state
of high, relaxed concentration where
an individual is actively engaged in
learning something new, but not to
the point of frustration.
Effective Learning through MI
Effective Learning Through M.I. Means
“Triple Coding” Content
Anytime three or more intelligences are
used to introduce new material to students,
the greater their chances of long term
retention.
English Language Teaching Through MI

MI theory offers ESL/EFL teachers a way to
examine their best teaching techniques and
strategies in light of human differences.
 Two important steps:
The first step: To identify the activities that we
frequently use in our classes and categorize
them. And then ask which ones help develop
verbal-linguistic intelligence ?
Logical/mathematical intelligence ? Musical
intelligence? Etc.
English Language Teaching Through MI

Verbal-Linguistic Intelligence
note-taking, listening to lectures, reading
books, storytelling, debates, group discussions,
worksheets, word games, listening to cassettes or
talking books, student speeches, using word
processors
• Logical-Mathematical Intelligence
science demonstrations and experiments, logic
puzzles and games, story problems with
numbers, logical/sequential presentation of
subject matter, creating codes, calculations
English Language Teaching Through MI
• Spatial/Visual Intelligence
using charts and grids, maps, diagrams
videos, slides, movies, using art, using
graphic organizers, visual awareness activities
visualization, photography, student drawings

Musical Intelligence
Singing, playing recorded music, playing
live music (piano, guitar), Jazz Chants
music appreciation
English Language Teaching Through MI
• Bodily/kinesthetic Intelligence
hands-on activities (information-gap), field trips
role-plays, mime, creative movements, cooking
Mother-may-I ?
• Interpersonal Intelligence
pair work or peer teaching, conflict mediation
board games, group brainstorming
group problem-solving, project work
English Language Teaching Through MI
• Intrapersonal Intelligence
activities with a self-evaluation component
interest centers, goal setting, individualized
projects, inventories and checklists
options for homework
personal journal keeping , reflective learning
computer-assisted self-training
English Language Teaching Through MI
• The second step
To track what we are doing in our
lesson planning and teaching.
TESL/TEFL Multiple Intelligences Weekly
Checklist can be used.
Sample MI Activity
See Activity Sheet
Technology Enhances the
Multiple Intelligences
At least one-third of our students are
u
i
v s al
learners.
Computers offer students a multi-sensory
smorgasbord.
Various Types of Technology
Support the Intelligences
Student thoughts: Intelligences They Feel are
Activated by Technology
70
60
50
40
30
3rd & 4th graders
20
People
Self
Nature
Body
Music
Math
0
Art
10
The Integration of M.I. &
Technology: The Positive Effects:

Students find topics more interesting when information is
presented in a variety of ways.

Students feel more comfortable and motivated when they
know that their learning styles will be addressed.

Students believe their learning has more meaning when the
way in which they learn and present new information is
acknowledged.

Students are more challenged, engaged, and independent.
M.I. & Technology: Positive Effects, cont.



Students have more control over what and how they learn
(self pacing).
Students gain a greater sense of responsibility for their
work.
Students remain on task for longer periods of time.
Positive Effects, cont.
Students produce higher quality work, that reflects the
increased depth and breadth of their knowledge and
talents.
Students become better at critical thinking, organizing &
evaluating information, and presenting their new
knowledge in creative ways.
Verbal / Linguistic Intelligence
 CD-ROM titles for English Learning
(Tell me more Kids, Q-Steps, Let’s
Go series, OUP Picture Dictionary)
 keypal programs
 videoconferencing program
(Yahoo net meeting, MSN messenger
Verbal / Linguistic Intelligence
 Word processing programs (Word)
 Typing tutors (Mavis Beacon)
 Desktop publishing (MicroSoft Publisher)
 Electronic libraries (World Library)
 Word games (Missing Links)
 Story Writing Programs (Imagination Express; The Amazing
Writing Machine; Storybook Weaver)
 Co: Writer
(www.donjohnston.com/catalog/cow4000s.htm)
Verbal / Linguistic Intelligence
Internet Resources for Teachers
 www.riverdeep.com
 www.nifl.gov/nifl/eliteracy
 www.glef.org
 www.learningspace.org
 www.iearn.org
 www.iste.org
Logical / Mathematical Intelligence
 Millie’s Mathhouse (The Learning Company)
 The Adventures of Jasper Woodbury
(developed by Vanderbilt University)
- Rescue at Boone’s Meadow (5th Grade)
http://peabody.vanderbilt.edu/ltc/Research/
jasper.overview.html
 Critical thinking programs (H.O.T.S.- Higher Order
Thinking Skills; Visual Venture) http://www.hots.org
• Lost Mind of Dr. Brain (Sierra)
Logical / Mathematical Intelligence
 Math skills tutorials
(Math Blaster; Treasure Math Storm;
Math Rock!; Cosmic Geometry; Astro Algebra)
 Computer programming tutors (LOGO)
 Logic games (King's Quest)
 Strategy games (Strategy Series)
 Science programs (Science Tool Kits; DK Multimedia;
Gizmos & Gadgets)
 Microworld (www.kidsandcomputers.com)
 Math brain twister programs
Visual/Spatial Intelligence
 Magic Books Software (HIT Lab) – virtual
reality book
 Virtual Explorer (UC/San Diego) –sciencebased reality adventure
(http://www.wilson.ucsd.edu/ve)
 Drawing Tools
Scholastic HyperScreen Software – built-in
fonts, clip art, and drawing tools
CrossPad; Apple Newton
Visual/Spatial Intelligence
 Animation programs (Art/Film Director; KidPix)
 Clip-Art programs
(Print Shop)
 Draw & Paint programs
(Print Artist)
 Electronic chess games
(Chessmaster)
 Spatial problem solving games (Dr.Brain; Thinking Things)
 Electronic puzzle kits (Living Jigsaws)
 Geometry programs (Sensei's Geometry; TesselMania, Tetris)
 Digital Imagery/Graphics Programs (Adobe, Photo Editor)
Bodily/Kinesthetic Intelligence
 Tetris game (Alexey Pazhitnov) - fast decision
making + hands-eye coordination
http://vadim.www.media.mit.edu/Tetris.htm
 StarLogo (MIT’s Media Lab)
http://www.media.mit.edu/starlogo
 Personal Science Lab (Broderbund)
 Jason Project (electronic field trips)
http://www.jasonproject.org
 TPR software
Musical/Rhythmic Intelligence
 Band-in-a-Box (PG software)
 Singing software (Transforms voice input into synthesizer
sounds)
 Tone recognition and melody enhancers
(Arnold;
SimTunes)
 Musical instrument digital interfaces (Midi)
 Musical Problem Solving (Making Music; Music Ace;
Dr.Brain)
http://www.harmonicvision.com/products.htm
Interpersonal Intelligence
 CUseeMe, ICQ (web.icq.com)
 MSN messinger, Net Meeting (Yahoo)
 Electronic bulletin boards (Kidsnet)
 Simulation games (Sim City)
 E-mail programs (Outlook, Eudora)
 iEARN website http://iearn/org.about/index.htm
 Online pen-pal programs (http://keypals.com)
 Surfaquarium (http://surfaquarium.com)
 Multiuser virtual envornments: Tapped In
http://tappedin.org
Intrapersonal Intelligence
 Personal choice software (Decisions, Decisions)
 Career counseling software (The Perfect Career)
 Inspiration or kidspiration (www.inspiration.com)
 Any self-paced program (Foreign Languages; Personal
finances)
 Decisions, Decisions
 Graphic Organizer Index (www.graphic.org)
 Intelligent Tutoring Systems (Dave ESL by MIT)
Conclusion (1)
 MI theory offers ESL/EFL teachers a way to
examine their best teaching techniques and
strategies in light of human differences.
 Teachers’ language-learning materials affect
the multiple intelligence profiles of their
students.
 We must identify the activities that we
frequently use in our classes and categorize
them to see which ones help develop which
types of students’ intelligences
Conclusion (2)
 The use of technology in English language teaching
should be maximized since the technology and MI
provides a winning combination. This means that
English teaching with technology is believed to
influence students’ learning more than any other
medium.
 The MI-based teaching of English with technology will
help students develop seven kinds of their
intelligences. This being the case, students can get
smarter through learning English through technology.
Conclusion (3)
 In the future multimedia software that will
assist students in developing their
intelligences through learning English is likely
to be developed.
 The caveat of MI-based language learning
through technology is that such a combination
will surely help teachers create activities that
will be flexible, reflective, logical, and
The End