| The Theory of Multiple Intelligences | | | | two more intelligences have been validated. The |
| A broad spectrum of educational innovations, trends, | | | | Logical-Mathematical, Musical-Rhythmic, |
| research papers, and other TEFL-related events have | | | | Verbal-Linguistic, Visual-Spatial, Bodily-Kinesthetic, |
| inspired me to make tweaks or small adjustments to | | | | Naturalist, Intra-personal and Inter-personal intelligences |
| my teaching in some way. However, the person and | | | | have now been supplemented. Emotional Intelligence |
| approach which has most influenced me is psychology | | | | and Spiritual Intelligence are now commonly accepted |
| professor Howard Gardner, PhD and his developing | | | | and integrated into curriculum planning, lessons, class |
| theory of Multiple Intelligences (MITs). Initially, I was | | | | activity rosters and teacher training sessions. |
| exposed to this theory while attending a summer | | | | Application of the MITs in the EFL Classroom |
| session at Harvard University in Boston, MA. Identifying | | | | Since then, I've given a number of presentations and |
| learner strengths and weaknesses, then applying them | | | | done action research projects to expand and deepen |
| to the EFL / ESL classroom was so intriguing and | | | | its use in my approach to teaching. Even one of my |
| successful for me that it rooted itself into my EFL | | | | post-grad thesis research projects and subsequent |
| teaching from then on. | | | | papers was on the application of the MITs in the EFL |
| MITs Research Still Ongoing | | | | classroom. During that project, I observed and |
| Tracing its origins from the work of Dr. Marion | | | | recorded what activities were used in the classes of a |
| Diamond of UCLA in the development of the cerebral | | | | group of EFL teachers as compared to an analysis of |
| cortex, research into the multiple intelligences is still | | | | their students' learning strengths and weaknesses. The |
| ongoing. Since the initial eight intelligences were | | | | results clearly showed why some learners had |
| published in academic papers, presented in discourses | | | | problems and others progressed. |
| and presentations, and research journals in the field, | | | | It was and still is, a true eye-opener for me. |