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January 01, 2005
Multiple Intelligences
Howard Gardner's 8 Multiple Intelligences Theory: (applied to spelling)
Here are some examples of how the orthographic structure of linguistic symbols (i.e., the English alphabet) can be linked to other intelligences to enhance the retention of spelling words:
* Musical Intelligence:
Spelling words can be sung. For example, any seven-letter word (or
multiple of seven) can be sung to the tune of "Twinkle, Twinkle
Little Star," and any six-letter word can be sung to the tune
of "Happy Birthday to You."
* Spatial Intelligence:
Spelling words can be visualized. Students can be introduced to
an "inner blackboard" or other mental screen in their mind's eye.
During study, students place words on the mental screen; during
test time, students simply refer to their "inner blackboard" for
help. Visualization, idea sketching, mind-mapping.
Other spatial approaches include color coding spelling patterns;
drawing spelling words as pictures (e.g., the word "sun" can be
drawn with rays of light emanating from the word); and reducing
spelling words to "configurations" or graphic outlines showing
spatial placement of stems.
* Logical-Mathematical Intelligence:
Spelling words can be "digitalized," that is, reduced to a series
of 0s and 1s (consonants = 1; vowels = 0); spelling words can also
be coded using other sorts of number systems (e.g., assigning a
number to a letter depending on its placement in the alphabet: a =
1, b = 2, etc.).
* Bodily-Kinesthetic Intelligence:
Spelling words can be translated into whole-body movements. Other
bodily-kinesthetic approaches include tracing spelling words in
sand, molding spelling words in clay, and using body movements to
show patterns in words (e.g., stand up on the vowels, sit down on
the consonants).
* Interpersonal Intelligence:
Words can be spelled by a group of people. For example, each
student has a letter and, when a word is called, students who have
the letters in the word form the word with the other students.
Bouncing ideas off other people.
* Intrapersonal Intelligence:
Students spell words developmentally (i.e., the way they
think they're spelled), or students learn to spell words that have
an emotional charge (organic spelling). Identifying with the
problem; accessing dream imagery, personal feelings that relate to
the problem; deep introspection.
* Naturalist Intelligence:
Students can spell words using natural materials (e.g., twigs,
leaves, or stems), or code spelling words using animal names (e.g.,
a = ant; b = bat; c = cat; d = dog). Using analogies from nature to
envision problems and solutions is helpful in problem solving.
The task for the teacher, then, is to help students associate the material to be learned with components of the different intelligences: words, numbers, pictures, physical movements, musical phrases, social interactions, personal feelings and experiences, and natural phenomena. After students have been exposed to memory strategies from all eight intelligences, they will be able to pick out those strategies that work best for them, and be able to use them independently during personal study periods.
Posted by Kristie at January 1, 2005 01:14 AM