TEACHING CREATIVELY THROUGH MULTIPLE

INTELLIGENCESLEDA JELIAZKOVA

AIMS OF THE WORKSHOP

• TO SHOW HOW CREATIVITY CAN MEET LEARNERS’ INDIVIDUAL NEEDS BY USING THE MULTIPLE INTELLIGENCES THEORY

• TO DEMONSTRATE A RANGE OF TASKS DESIGNED AROUND THE MI THEORY

• TO ILLUSTRATE HOW THESE TASKS CAN BE INCORPORATED INTO LANGUAGE TEACHING

STUDY IN THE UKTOP QUALITIES IN A GREAT TEACHER

A GREAT TEACHER IS:

1.

2.

3.

Pugliese, C. (2009) Being Creative. The Challenge of Change in the Classroom, DELTA Publishing House

STUDY IN THE UKTOP QUALITIES IN A GREAT TEACHER

A GREAT TEACHER IS:

1. ORIGINAL

2. CARING

3. FAIR

Pugliese, C. (2009) Being Creative. The Challenge of Change in the Classroom, DELTA Publishing House

PRE-COURSE QUESTIONNAIRES

TYPES OF INTELLIGENCE

LINGUISTIC ABILITY TO USE LANGUAGE IN CREATIVE AND SPECIFIC WAYS, A STRONG RELATIONSHIP BETWEEN LINGUISTIC CONTENT AND FORM

LOGICAL-MATHEMATICAL

ABILITY TO THINK IN A RATIONAL MANNER, FOCUS ON SCIENTIFIC MATTERS AND PROBLEM-SOLVING TASKS

SPATIAL ABILITY TO PERCEIVE SPACE IN MULTI-SENSORY WAYS AND CREATE MENTAL MODELS OF THE WORLD; SOME PEOPLE EXPERIENCE IT THROUGH VISUAL CUES

MUSICAL ABILITY TO HAVE A GOOD EAR FOR MUSIC; SUSCEPTIBILITY TO RHYTHM, PITCH, TONE AND BEATS

BODILY-KINAESTHETIC ABILITY TO HAVE A WELL COORDINATED BODY; WORK WELL WITH OBJECTS THAT INVOLVE MOTOR MOVEMENT

INTRAPERSONAL ABILITY TO HAVE A HIGH DEGREE OF SELF-AWARENESS; UNDERSTAND ONE’S WISHES AND FEELINGS

INTERPERSONAL ABILITY TO UNDERSTAND AND COOPERATE WELL WITH OTHERS; GOOD AT LISTENING, NEGOTIATING AND ESTABLISHING RAPPORT WITH OTHERS

NATURALIST ABILITY TO UNDERSTAND, SYSTEMATISE AND ORGANISE THE PATTERNS OF NATURE; DISTINGUISH BETWEEN A VARIETY OF FLORA AND FAUNA

AIM 1: DETERMINE LEARNERS’ DOMINANT INTELLIGENCES

Student A MI PROFILES Student B

MUSICAL INTERPERSONAL

BODILY-KINAESTHETICLINGUISTIC

LOGIAL-MATHEMATICAL

NATURALIST

INTRAPERSONAL

AIM 2:

ADAPT THE SYLLABUS

MEET LEARNERS’ NEEDS BETTER

AIM 3:OFFER ROOM FOR CREATIVITY THAT MEETS LEARNERS’ INDIVIDUAL NEEDS

CREATIVITY

TEACHER

STUDENT

Task 1: One artist and one work of art

TASK 1:1. What colour do you see most of in the painting?2. What colour do you see least of in the painting?3. What object or shape did you notice first?4. If Monet was alive, what questions would you ask him about this painting?5. What is the message of this painting? Why?

OUTCOMEWORK ON SS’ SPEAKING SKILLS THROUGH THEIR:

SPATIAL INTELLIGENCE

NATURALIST INTELLIGENCE

LOGICAL-MATHEMATICAL INTELLIGENCE

LINGUISTIC INTELLIGENCE

INTRAPERSONAL INTELLIGENCE

INTERPERSONAL INTELLIGENCE

TASK 2: MYSTERIES

Task 2: Mysteries

•Which letter from the alphabet has the most water?

•What can you catch but not throw?

• How can you make the number one disappear?

Task 2: Mysteries

• Which letter from the alphabet has the most water?

Answer: The letter C.

• What can you catch but not throw?

Answer: A cold

• How can you make the number one disappear?

Answer: You add the letter G to it and it’s GONE.

OUTCOMEWORK ON SS’ SPELLING, FUNCTIONAL LANGUAGE AND SPEAKING SKILLS THROUGH THEIR:

DOMINANT INTELLIGENCES

LOGICAL-MATHEMATICAL

LINGUISTIC INTERPERSONAL

INTRAPERSONAL

MUSIC AND DRAMA

Task 3What story does the music tell?• Draw some pictures or

symbols

•Write some words or sentences

• Do bothNB: walk around the room if you feel like it

Music and Videos

• Ss listen to some music

• Ss predict the content of the scene by drawing or writing

• Ss watch the video and discuss how their ideas differ

• Ss act out the scene

OUTCOME:WORK ON SS’ SKILLS AND SYSTEMS THROUGH THEIR:

INTRAPERSONAL INTELLIGENCE

LOGICAL-MATHEMATICAL INTELLIGENCE

BODILY-KINAESTHETIC INTELLIGENCE

INTERPERSONAL INTELLIGENCE

LINGUISTIC INTELLIGENCE

SPATIAL INTELLIGENCE

MUSICAL INTELLIGENCE

Task 4: Who is Daisy?

• Daisy, Daisy

Give me your................., do

I am half...........................

All for the love of you

It won’t be a stylish..................

I can’t afford a..........................

But you you’ll look...................

Upon the seat

Of a bicycle built for..............

• Daisy, Daisy

Give me your answer, do

I am half crazy

All for the love of you

It won’t be a stylish marriage

I can’t afford a carriage

But you you’ll look sweet

Upon the seat

Of a bicycle built for two

OUTCOME: WORK ON LANGUAGE SYSTEMS THROUGH:

SS’

• MUSICAL INTELLIGENCE

SS’

• BODILY-KINAESTHETIC INTELLIGENCE

SS’

• LINGUISTIC INTELLIGENCE

Task 5: MAPS AND DRAMAFREE SOFIA TOUR

Favourite places through Realia

• SS can imagine the things one can find in this area and write something together

• Ss can use the internet to compare their ideas with the actual things one can see there

• Ss can read or listen to authentic texts about this area

OUTCOMEWORK ON SS’ SYSTEMS AND SKILLS THROUGH THEIR:

SPATIAL INTELLIGENCE

LINGUISTIC INTELLIGENCE

INTRAPERSONAL INTELLIGENCE

BODILY-KINAESTHETIC INTELLIGENCE

NATURALIST INTELLIGENCE

Post-Lesson Questionnaire

Do our results match?

OUTCOMES

1. CREATIVITY IS NOT USED JUST FOR THE SAKE OF IT

2. CREATIVITY IS USED TO MEET LEARNERS’ NEEDS THROUGH THEIR INDIVIDUAL CHARACTERISTICS

3. A CLIMATE OF POSSIBILITY IS CREATED

Bibliography:

• Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligences, Basic Books: A Member of the Perseus Books Group

• Puchta, H. & Rinvolucri, M. (2005), Multiple Intelligences in EFL, Helbling Languages

• Pugliese, C. (2009), Being Creative: The Challenge of Change in the Classroom, DELTA Publishing House

• Richards, J. & Rodgers, T. (2001), Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press

• Thomas, A. (2009), Multiple Intelligences in the Classroom, ASCD: Association for Supervision and Curriculum Development