Benefits of Multiple Intelligences

Benefits of Multiple Intelligences As there is no standard definition of intelligence, it remains one of the most controversial subjects in psychology as well as education. While some researchers suggested that intelligence is a general ability; other believe that it is a combination of various ranges of skills and talents. Based on the theories of seeing intelligence as a general ability, IQ (Intelligence Quotient) tests which evaluate abilities as problem-solving, memory, learning, and pattern recognition have been widely popular in diagnosing learners abilities and potential, especially among young learners. However, some indicated that the tests were disputable and limited, as non-cognitive factors such as emotions also play an important role in peoples lives, which the IQ tests do not include. Also, the IQ tests were unable to reflect on how people learn and acquire knowledge. A successful language learner requires a wide variety of abilities which an IQ test is unable to diagnosis. (Lightbown Spada, 2002) It wa s until the introduction of Multiple Intelligences (MI) by Howard Gardner in 1983 that emotional intelligences were formally acknowledged and intelligences were seen as a range of interconnected abilities and talents (Gardner, 1983). Gardners theories revolutionize the intellectual world, brought new insights into education as MI theories seek to help students identify and develop their strengths; discovering more effective ways of teaching as well as learning. This article gives a brief introduction on the development of intelligence theories and MI theories. Then it focuses on the benefits of MI theories and how it could be accommodated with English language teaching methods. 2 Theories of Intelligence According to the Merriam-Webster Dictionary, the word intelligence means: the ability to learn or understand or to deal with new or trying situations or the ability to apply knowledge to manipulate ones environment or to think abstractly as measured by objective criteria (Retrieved May 18th, 2010, from http://www.merriam-webster.com/dictionary/intelligence). Historically, the first people who studied intelligence were neither psychologists nor educators but philosophers such as Plato who linked peoples intelligence to blocks of wax, differing in size and purity (Cianciolo Sternberg, 2004). It was in the early twentieth century that Charles Spearman, a British psychologist proposed the theory of general intelligence (or the g factor) which brought light into modern theories of intelligence. Spearman compared a number of mental aptitude tests and found similarities in the results. Therefore, he concluded that intelligence is a general cognitive ability which could be measured and anal yzed (Spearman, 1904). Later on, the French psychologist Alfred Binet invented the first intelligence test, known as todays IQ (Intelligence Quotient) test (Cianciolo Sternberg, 2004). However, as scholars began to realize that the general intelligence theory emphasized only on cognitive aspects such as problem-solving, the need for a new intelligence emerged. In the 1920s, Edward Thorndike described the term social intelligence as the ability to manage and understand people and to act wisely in human relations (Matthews et al., 2004). Similarly, in 1940, David Wechsler argued that conative non-intelligent factors which contribute strongly to intelligent behavior are essential to success in life and that the intelligence model would not be complete unless such factors are included (Boyatzis, 2007). In 1983, Gardner introduced the theory of Multiple Intelligence which included both Interpersonal intelligence (the ability to understand the inner feelings of other people) and Intrapersonal intelligence (the ability to understand oneself) which deals with emotions (Gardner, 1983). Gardner believed that the general intelligence was unable to fully explain cognitive ability and performance outcomes, and that intelligence is too complicated to be restricted in one concept. 3 The theory of Multiple Intelligences Originally, Gardner identified seven types of intelligence in 1983, which includes: Verbal/linguistic, Logical/mathematical, Musical, Bodily/kinesthetic, Spatial/visual, Interpersonal and Intrapersonal intelligence (Gardner, 1983). The first two have been highly valued in schools; the next three are often associated with arts; and the final two are what Gardner referred to as personal intelligences, dealing with feelings and emotions. An eighth intelligence, naturalistic, was added latter (Gardner, 1999). In Frames of Mind, Gardner pointed out that the traditional intelligence which school systems normally emphasis on is mainly based on a narrow range of verbal/linguistic and logical/mathematical skills. As though such skills are important to an individuals studies and future career; other types of intelligences, especially the personal intelligences are also essential to human development and almost impossible to live without (Gardner, 1983). Good interpersonal skills are of significant value to an enjoyable social life. For many children, the strongest skills lie in the other areas than verbal and logical intelligence, which tend to be frequently neglected according to the traditional intelligence theory. MI theories provide students an opportunity to learn through their strengths, become more successful at learning all subjects and even improving the traditionally highly valued basic skills. According to Gardner, the eight intelligences are separate and independent. Each individual possess a basic set of intelligences which develop at different times to different degrees (Gardner, 1999). However, Gardner also stated that the intelligences are closely related to each other and rarely operate independently. They are used at the same time and tend to complement each other (Gardner, 1983). For example, a dancer requires musical skills to follow the rhythm, but also kinesthetic skills to move properly and interpersonal skills to attract the audience and intrapersonal skills to express her emotions. As the different intelligences are closely connected; when proficiency in one area develops, another area or even the whole constellation of intelligence may be enhanced (Gardner, 1983). Therefore, it is important to encourage students to explore and exercise all of their intelligences. Gardner also emphasized that there is not one intelligence superior than the other; all the intelligences are equally important and essential to an individuals development (Gardner, 1983). Most people tend to neglect kinesthetic intelligence and limit it to athletes. However, many highly professional occupations require people with good kinesthetic skills, such as electronics, mechanics and surgeons. A surgeon must acquire the ability to control his muscles very finely. As Gardner stated, the eight intelligences are amoral; which could be put to constructive or destructive use (Gardner, 1999). Therefore, it is important for teachers to understand MI theories and use it positively in their classes. 4 The benefits of MI theories Though there are certain criticisms concerned on Gardners theory of MI, it received positive response from many educators and has been widely applied to schooling. On first thought, the idea of teaching different intelligences sounds impossible for formal education; teaching one is hard enough already, let alone eight. Gardner responds to this by clarifying that psychology does not necessarily dictate education; it helps to understand its conditions instead (Gardner, 1999). Also, eight types of intelligence could be seen as eight ways of teaching instead of one; which could be more accessible to learners one way or another. On a general basis, MI theories have three benefits: Self-development and formation. MI theories can help students and teachers better understand their abilities. It helps students to build up confidence as it demonstrates how they can use their strengths to address their weaknesses. It motivates students to find where their interest and strength lies and push their abilities further. A broader choice of schooling. All intelligences are required for an individual to live a full life. Therefore, teachers need to attend to all intelligences, not just the ones that the traditional intelligence focuses on. MI theories are suitable for differentiated and individualize learning; providing teachers the potential to develop new and flexible programs which might better meet the learners needs. Teachers could also redesign old courses to suit new requirements (Green Tanner, 2005). A variety of activities could be included in the new curriculum, which would easily motivate and attract learners. MI theories also look into morality. Gardner once considered adding a moral intelligence to the MI theories. But he later came to the conclusion that Morality is a complex concept combined with numerous psychological aspects such as personality, will and character. Therefore it is not an intelligence in itself (Gardner, 1999). But he did not give up on the idea of moral intelligence and stated that we must figure out how intelligence and morality can work together to create a world in which a great variety of people will want to live (Gardner, 1999). Sometimes teachers unconsciously adapt MI theories into their teaching program such as using visual support or playing a song. When they fully understand MI theories and its benefits; it could be more beneficial to them in their teaching process. Therefore, it is essential to include MI theories in teacher education. 5 Accommodating MI theories in ELT MI theories have the potential to be adapted into all teaching methods, although there are three main approaches which collaborate with MI theories constructively. They are the Communicative Language Teaching Approach (CLT), Task-based Learning (TBL) and the SAFER model. The Communicative Language Teaching Approach (CLT) The definition of CLT differs among different people; a narrow interpretation of is that it is a teaching approach used in second or foreign language education which sees communication as the method and the goal of learning a language. Activities in CLT typically involves student making conversations, role-plan and simulation being popular ones (Harmer, 2007). CLT considers learners needs and different requirements just as MI do, also being flexible in nature. CLT is a typical approach which combines different intelligences together. By making conversations, students have the opportunity to practice their verbal and logical skills. When talking to each other, they also practice their interpersonal skills. By asking students to make a conversation regarding a picture or ones own experience, visual and intrapersonal skills could also be developed. Students could also be asked to sing or dance along songs to practice their musical and kinesthetic skills. Task-based Learning (TBL) TBL is a teaching approach of making meaningful tasks the focus of the learning process. It is formed on the assumption that students will naturally acquire the language focused on tasks instead of language forms (Harmer, 2007). Willis (1994) suggested that TBL usually contains three stages: Pre-task, the Task cycle and the Language focus (cited from Harmer, 2007). Like CLT, TBL also frees the students from limited language control. In all three stages students are encouraged to use their own language rather than practicing one pre-selected item. The language explored arises from the students needs which are personalized and relevant to them. They will be exposed to a wide range of phrases, collocations as well as language forms. A TBL class also gives the students plenty of opportunities to communicate, bringing a large variety of enjoyable and motivating activities which could be combined with MI theories into the classroom. The SAFER approach Unlike the previous two, the SAFER approach is less popular and used by teachers. SAFER was proposed by Berman, indicating that this model is an alternative to the traditional ELT classroom pedagogy. Berman stated that the SAFER model incorporated former models such as PPP (Present Practice Produce) and TBL; combining educational kinesiology and Suggestopaedia techniques (Berman, 1998). The steps in SAFER includes: S: Setting the scene A: Authenticity F: Focusing on main features of each intelligence type E: Error correction R: Review (Berman, 1998) Berman believed that the SAFER method could help to create better learning conditions and enhance the learning process through revision. However, his approach is considered quite specified and not widely adapted. But Berman has indeed made a great effort in applying contemporary pedagogical thought to ELT, brining new insights to the application of MI theories. 6 Conclusions Among the two main theories of intelligence: general and multiple intelligence; MI theories have been generally considered more scientific, including non-cognitive factors such as emotions. Gardners MI theories brought new insights into education, helping students to identify and develop their strengths and discovering more effective teaching methods. Gardner stated that all the eight intelligences are equally important and essential to an individuals development. As though the intelligences are separate, they seldom operate independently. Therefore, development in one area often increases the development of another (Gardner, 1983). The intelligences could work positively and negatively, consequently, it is important for teachers to understand MI theories and how to apply it to their teaching methods. MI theories have the potential to be adapted to all teaching methods; although there are three main approaches which collaborate with MI theories constructively. Which are the Communica tive Language Teaching Approach (CLT), Task-based Learning (TBL) and the SAFER model. MI theories are of wide adaptability and flexibility, to use MI theories effectively, teachers should always remain open-minded and creative, prepared to make changes in their teaching methodology.

Farming Essay -- Personal Narrative Agriculture Papers

Farming "Beep , beep, beep, " the alarm clock sounded. "Shoot another day at work" I thought. It is 5:30 and time to head off to work. I go into the shoe room and throw on my once worn set of clothes, which consist of a tee-shirt, sweatshirt, long johns, pants, and some winter boots. I also grab a coat on the way out. I opened the door and the cold wintry blast hit my pale face. "Damn it's cold", I thought to myself. I trudged through the two feet of crusty snow and hop into my 87' Ram 50 pick-up truck. "rue, rur, rur, whiinee " the engine started. "Yes" I thought, "I don't want to jump my truck this cold morning". I started down the road into what seemed like a dark oblivion with only my headlights to guide me through. I came to the first stop sign and almost slide through it. "Whew that was close!" I shouted to myself . I start up again, a little slower this time as hoping not to slide through another stop sign, I then realize my heater is starting to kick in. It's getting warm in my truck. ,it's comfortable though. I finally arrive at work and walk in. "Good afternoon" my boss states sarcastically. It's 6:00 in the morning and its still cold in the barn. I go into the silo room and start to fill up the corn cart. The room is off to the side of the barn so it is also freezing in this part of the barn. I roll the full cart onto the cement lane ,it seems really heavy in these early morning hours. I pull in front of the first cow and think "Oh yea only 59 more to go." I get done feeding corn and move on to feeding the mineral; this only takes about five minutes because I don't have to feed as much. Next I move on to feeding protein out of the cart this takes a little more time than mineral, b... ... turn the first bolt and my wrench slips. "Ouch", I scream. "Whadidchya do?" my boss asks. " Hit my damn finger", I say. " Well don't slip off the burr and that won't happen." He instructs me. " Thanx" I said. We get the girder replaced and go in for a late afternoon dinner. I sit down and think, "warmth, ahh". Feeling begins to come back into my hands and they hurt from banging them several times on things. I eat the prepared meatballs and boiled potatoes with peas and carrots with rigorous vigor. "Will you pay me today please", I ask. "Sure", my boss says. I get my check and tell my boss and his family I'll see the tomorrow. I hop into my truck and finally start to go back home. I arrive home to find that my family has gone some where so I go in take a shower and proceed to call my buddy up on the phone to see where the party is at.

Chemistry Bonding Notes and Lewis Dot Structures

CChemistry Exam #2 Study Guide (10/07/12) I. Bonding a. Ionic Bonding i. Electrons are transferred ii. Ions are held together by electrostatic force b. Covalent Bonding iii. Electrons are somehow shared iv. Electrons are attracted to nuclei (shared) II. Electronegativity c. The ability of an atom in a molecule to attract shared electrons to itself d. Measured on Pauling Scale e. Most electronegative: Fluorine. Then Oxygen. f. Depending on electronegativity of X and Y, there are 3 possibilities: v. X and Y have identical electronegativities (Non Polar) vi.X and Y have dissimilar electronegativities (Polar)- Y is slightly negative; has greater control than slightly positive X vii. X and Y have very different electronegativities (Ionic)- Y is negative; has full control g. Polar Covalent viii. Size depends on electronegative difference ix. Arrow points to where electrons are dragged to x. Dipole Moment measured in Debyes (D) 1. [Dipole Momenti = Q*r] xi. Possesses some ionic character 2. The bigger the difference†¦ a. The more polar the bond b. The bigger the dipole c. The more ionic in character III.Electron Configuration for Ions h. Atom forms an ion with electron configuration of the closest noble gas xii. True for representative S and P block xiii. Atom will lose up to three or gain up to three electrons 3. For D-block elements d. Outer S electrons lost before outer D electrons 4. For P-block elements e. Outer P lost before the outer S electrons, which are lost before outer D IV. Ionic Radii i. Size descriptions based on charge xiv. Positive ions are always smaller than the parent atom xv. Negative ions are always larger than the parent atom j.Periodic trend xvi. Ionic radii increase within a column going from top to bottom xvii. Ionic radii decrease within a row going from left to right V. Isoelectronic Ions k. Have the same number of electrons l. Radius decreases as atomic number increases VI. Compounds m. Ionic xviii. High Melting Point and Boiling Poin t (brittle solids) xix. Soluble in polar solvents like water xx. Insoluble in nonpolar solvents like Hexane xxi. Metal and Nonmetal xxii. Any compound that conducts electric current when melted n. Covalent xiii. Low Melting Point and Boiling Point (solid/liquid/gas) xxiv. Insoluble in polar solvents (exception: Sugar! ) xxv. Soluble in nonpolar solvents xxvi. Nonmetal and Nonmetal o. Crystals xxvii. All group 1 Alkali metals and Group 7 Halogens make crystals xxviii. Sublimation: solid to a gas! VII. Lattice Energy p. Measure of how strongly ions interact together (compares sizes of ions) xxix. enthalpy of formation of the ionic compound from gaseous ions and as such is invariably exothermic xxx. he energy required to completely separate one mole of a solid ionic compound into gaseous ionic constituents q. Goes to closer energy (emits energy as heat)- always more negative number r. (+) = endothermic (absorbing energy) s. (-) = exothermic (releasing energy) t. Energy is released! xxx i. =K[(Q1Q2)/(r)] xxxii. Large for small â€Å"r† (average distance between ions)- higher boiling point, more stable, difficult to separate, but still fragile xxxiii. Large â€Å"Q†- highly charged xxxiv. Lattice energy goes down in same group VIII.Bond Order u. Triple Bond (as bond energy increases, bond length decreases! ) xxxv. Highest Bond Order xxxvi. Strongest xxxvii. Shortest v. Double Bond w. Single Bond xxxviii. Weakest xxxix. Longest xl. Lowest Bond Order IX. Resonance x. More than one Lewis Dot Structure can be drawn for the same arrangement (skeleton) of atoms. Only the bonds differ! y. True structure is a ‘hybrid’ or ‘blend’ of possible resonance structures z. Not double or single bonds, but all bonds with order 1. 3333 {. Shuffling of electrons |. Formal Charge li. Look at one atom at a time (sum of Formal Charge must add up to over all charge of structure) xlii. (# of valance e- on free atom) – [(# of lone pair e-) + (# o f bonds)] X. Octet Rule Violators }. Always OBEY the octet rule: B, C, O, N, and F. ~. 5 EXCEPTIONS we should know: xliii. ________________________ . Radical- odd number of electrons . Biradical- EVEN number of electrons – has TWO UNPAIRED electrons (O2) . Groups 5-8 (3rd row and lower can have more than 8 valance) XI. VSEPR Theory . â€Å"Valance Shell Electron Pair Repulsion† Bonds and lone pairs repel (more lone pairs= squeezed) . Determines the likely shape of a molecule . Does not describe how the bonding occurs . Steps: xliv. Draw Lewis Dot Structure xlv. Count RHED (Region of High Electron Density) xlvi. Predict electronic geometry (arrangement of RHED) xlvii. Determine molecular geometry xlviii. Are bonds polar? xlix. Is the molecule polar? . If dipoles cancel out (the same), it is non polar! . Doesn’t matter about net dipole direction, it will be polar! . Pairs of diploes not arranged to cancel (different sizes)

National Parks in Georgia