Ya veras! Gold



Para Profesores

The Multiple Intelligences, Learning Styles and ¡Ya Verás! Gold


Throughout the ¡Ya verás! Gold Teacher's Editions, you will find a boxed feature entitled Multiple Intelligences for every etapa and ¡Sigamos adelante! section. These boxes correlate the "classic" seven intelligences to sections and activities in the student text. Recognizing that numerous modern language teachers are also concerned and familiar with certain learning styles, the rubrics used for the spatial and musical intelligences are expanded to include visual and auditory, respectively. You will also find annotations throughout the Teacher's Editions marked by the Multiple Intelligences-Learning Styles icons. These teaching tips and suggestions provide additional ways of incorporating these exciting learning resources into your classes.

The Theory of Multiple Intelligences

When cognitive scientist and psychologist, Professor Howard Gardner, published his Theory of Multiple Intelligences in his seminal book, Frames of Mind in 1985, he was gratifyingly surprised by the enthusiasm with which numerous educators embraced it. Over recent years, educators' interest in the theory has increased. As most teachers nationwide know, it is currently being used in disciplines across the curriculum, including modern languages.

For teachers not familiar with Gardner's theory, it may prove helpful to keep a few basic principles in mind. According to Gardner, all intelligences have equal claim to priority, that is, no one intelligence holds more value or importance than another. Moreover, everyone possesses all of the intelligences to some extent, but individuals differ in the degree of skill and the nature of their combination. While people have strong proclivities to one or more of the intelligences, they can develop and strengthen others. Finally, as Gardner himself has stressed, it is important to recognize that the point of the Theory of Multiple Intelligences is not that everything should be taught seven or eight ways.

The Multiple Intelligences

LINGUISTIC

The capacity to use language—one's native language and perhaps other languages—to express what's on one's mind and to understand other people
Associated careers: poet, writer, orator, lawyer
Associated activities: conducting interviews; telling stories; debating; writing poems, myths, legends, new articles, etc.; creating a talk show; playing word games

LOGICAL-MATHEMATICAL

As the name implies, logical ability and mathematical ability, as well as scientific ability
Associated careers: mathematician, logician, scientist
Associated activities: manipulating numbers and quantities; understanding underlying principles; describing patterns; designing and conducting experiments; making up analogies and syllogisms; creating and applying formulas; calculating; working with logic puzzles

SPATIAL

The ability to form a mental model of a spatial world and to be able to maneuver and operate using that model
Associated careers: sailor, engineer, surgeon, sculptor, painter, chess master, architect
Associated activities: making charts, maps, clusters and graphs; creating slide shows, videos, and photo albums; illustrating, drawing, sketching, and painting; sculpting; doodling

MUSICAL

The ability to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them
Associated careers: musician; music teacher; instrument maker; composer; conductor
Associated activities: singing; rapping; giving a presentation with musical accompaniment; indicating rhythmical patterns; making a musical instrument and using it to demonstrate a concept or to illustrate a topic

BODILY-KINESTHETIC

The ability to solve problems or to fashion products using one's whole body, or parts of the body
Associated careers: athlete; dancer; actor; choreographer; mechanic; craftsperson; physical therapist
Associated activities: building and constructing; bringing in materials and props to demonstrate a concept or to explain a topic; miming; using puppets; creating movement or a sequence of movement

INTERPERSONAL

The ability to understand other people: what motivates them, how they work, how to work cooperatively with them
Associated careers: teacher, counselor, social worker, salesperson, politician
Associated activities: leading discussions and interactions; teaching others; intentionally using social skills to learn about something and from others; participating in service projects; engaging in pair and group work

INTRAPERSONAL

The capacity to form an accurate model of oneself and to be able to use that model to operate effectively in life
Associated careers: not applicable
Associated activities: setting and pursuing goals; planning; writing journal entries; creating and reflecting on a portfolio; assessing work independently; personalizing; prioritizing and making choices

Learning Styles and the Multiple Intelligences

Dating from 1927 with the work of Carl Jung, learning-style theory has its roots in the field of psychoanalysis. Learning styles focus on the differences in how individuals absorb information, think about it, and evaluate it. In other words, according to researchers in this field, learning styles look closely at the process of learning while the Multiple Intelligences center on the content and products of learning. Gardner, on the other hand, has stated that learning styles are claims about ways in which individuals approach everything they do and thus are very different from multiple intelligences.

Despite the differences of opinion between proponents of learning styles and advocates of multiple intelligences, these two areas of research are complimentary in many ways.

  • Both can be used as compasses for working with individual students.
  • Both provide choices to students.
  • Both acknowledge that individuals have multiple facets and that these can change and/or grow as students continue to learn.
  • Both can be drawn on for assessment purposes and alternatives.
  • Both are evolving areas of research, advancing seriously the understanding of the learner and how people learn.
  • Both celebrate and respect diversity.