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- The MI Study
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- Graduate School of Education
- George Mason University
Multiple Intelligence Inventories are a fun way to introduce students to their strong and weak intelligences. It is important to remember that these surveys are not diagnostic measures or predictors of one's cognitive abilities. Rather, they are a snap-shot--a one day picture--of one's strong or weak intelligences. Teachers who use these surveys with their students should note that there are a variety of factors that could influence a student's responses on any given day. Although the surveys are not diagnostic, they are beneficial for introducing MI theory into the classroom as they stimulate meta cognitive awareness, or knowledge of one's own learning, with even the youngest students.
The following links are to Multiple Intelligence Inventories that are based on age and/or grade. Teachers are encouraged to carefully evaluate each survey in order to select one that is age and level appropriate for their students.
The following links are to the forms that were used to collect data and to plan lessons during Phase I and II of Dr. Haley's MI Study. Please give credit to Dr. Marjorie Hall Haley should you use these forms in print.
As we gain an understanding of the strong and weak intelligences of the students in our classrooms, we can better direct instruction to appeal to the students' strengths as well as improve upon their weaknesses. Questions arise as to the kinds of activities that best promote multiple intelligences in the foreign language classroom.
Applying Multiple Intelligence Theory in a foreign language classroom is meaningful because it promotes a change in the methodologies of teaching languages through the sole use of drill worksheets, dialogue memorization, and verb conjugation charts. Activities that appeal to multiple intelligences can (and should) also promote the use of the target language as it is used in real life. For example, instead of filling in a verb worksheet, students are asked to perform using the verbs in authentic tasks, that model "real-life" situations. From role-playing to journal writing, students can show what they know by performing in the target language. In the last several years, these activities have become known as performance-based activities.
word games, storytelling, speeches, debates, journals, dialogues, reading aloud, poetry writing, oral presentations, blogging
problem solving, math games, logic puzzles, creating codes, socratic questioning, computer programming, timelines
creative movement, dance, mime, field trips, imagery, manipulatives, hands-on activities, body language, role playing
diagrams, visualization, maps, visual puzzles, mind mapping, patterns, pictorial metaphors, videotaping, photography
singing, humming, raps, chants, rhythms, listening to music, creating melodies for concepts, musical games, compose tunes, pod casting
exploring outdoors, identifying flora/fauna, gardening, wildlife observation, studying natural phenomena, science projects
mediation, peer collaboration, simulations, cross-age tutoring, clubs, community projects, cooperative activities, interviews, blogging
individualized projects, journal writing, reflective time, quiet spaces, independent studies, self-evaluation, autobiographies
Susan Boyle, a graduate student at George Mason University, created this Power Point presentation. It illustrates the possibilities for implementing MI Theory in a Pre-school Foreign Language Program.
Students learn by doing. Often, this involves some form of technology (such as computer games and video games). To make classroom activities reflect real life experiences, FL teachers should explore how technology can enhance student learning. The link below is to a Power Point presentation that demonstrates how using technology can enhance the implementation of MI Theory in a foreign language classroom.
The following link is an unpublished teacher action research paper by Melissa Ferro. In her research, Ferro implemented MI Theory with her university level Spanish 101 students. Her paper reports on her experiences, her findings, and includes her implications for future research.