Description of the Intelligences
From the result, the designer takes four strongest intelligences that will be used as the entry points of each lesson. The test can be seen in appendix F.
Directly teaching using MI in the classroom is another way. Teachers are able to observe students’ reaction. Students are introduced to the new learning
method; using MI theory. Teachers prepare some different activities which cover combination of different intelligences. From students’ reactions and comments,
teachers are able to conclude which intelligence is dominant. Using underlined dominant intelligence activities, it is hoped that students give positive advance in
learning English. Observation should be done before planning the lessons. There are two
kinds of observations: observation inside the class and observation outside the class. Teachers are able to observe activities students do, things they like and do
not like, their characteristics and abilities, and others which lead to description of students’ intelligence. The observation’s result will support the result of the test.
The last thing teachers can do is collecting students’ documents. The documents are all records that students have done before. It can be students’
works, list of achievements, papers, art works and others. The most important is school report from which teachers know the students’ mark in each subject. It
helps teachers to discover which intelligence students have strongly.
2 MI Activities Used in the Classroom
It is important not only to facilitate language learning but also to help students realize their strength. The more awareness students have of their own
intelligences and how they work, the more they will know how to use that
intelligence Christison, 1997: 9. Initially, teachers consider about the frequently used activities in the classroom and categorize them according to intelligence type
Larsen, 2000: 170. Being aware which type of intelligences being tapped in each activity, teachers can keep track of students’ development. Campbell 1996:232
suggests that teachers may also seek input from students about they would most like to learn. Below is the example of activities that fit each type of intelligence:
Linguistic
Puzzles and games, storytelling, debate, drama, reading and writing poems, biography, interview, speech, presentation, talk show, short play, journals, and
skits.
Logical-mathematical
Story problem, strategy game, explaining using diagram, prediction, story grids, analysis, classifications and projects.
Kinesthetic
Role-play, movement sequences, floor game, field trip, hands on art, displays, jigsaw, pantomime, sculptures, docudrama, and creating collages.
Visual-spatial
Viewing and creating movies, book cover, carton, bulletin board, dioramas, 3D diagram, mural, flip books, family tress, and exhibits.
Musical
Write song lyrics, singing, playing instruments, remember melodies, explain lyrics, short class musical.
Interpersonal
Group problem solving, service project, giving-receiving feedback, pair work, project work play, friendly letters, group research, and brainstorming.
Intrapersonal
Journal keeping, self-evaluation, diaries, personal anecdotes, autobiographies, analysis, reflections, guided imaginary and independent project.
Naturalist
Nature walks, animal report, gardening project, identification scrapbook, notice seasonal changes.
3 Deliberately Plan Lesson
After choosing the activities to be used, the second way to do is deliberately plan lesson. It aims to see that the different intelligences are
represented Larsen, 2000: 170. Checklist or diagram is effective to check the intelligences being used each day as suggested by Christinson 1998: 9. Teachers
are able to adjust the lesson with the activities and vice versa. The creativity and well prepared lesson is essential. Teachers can also ask students to select their
own ways in learning. They can also rotate the eight intelligences. By doing so, students will be challenged to address their weaknesses and enjoy working
through their strength. Campbell 1996: 234 concluded that “teachers then have opportunities to observe students preferences and to look at inherent strengths or
areas in which students are motivated to risks.”
4 Teachers and Students’ Role
Teachers and students have their own roles which is interrelated. The teachers’ roles will determine the role of language learners automatically Setyadi,
2006: 19. According to Campbell 1997: 7 as cited in Ricards and Rogers 2001: 120, MI theory is not prescriptive that gives teachers a complex mental model
from which to construct curriculum and improve themselves as educators. Teachers are expected to understand, master, and be committed to MI model.
Teachers not only think of themselves merely as language teachers, as Christinson 1997: 12 said that they have role as the major contributor to the development of
students’ intelligence. As well as teachers, students need to see themselves engage in a process of
personality development and beyond that of being successful language learners. They need to see their goals in general as the whole person: the well-rounded
individuals and successful learners Richards and Rodgers, 2001: 120. Being aware of their own intelligence, students will know how to use it and get benefits
from it.