Choosing the Teaching and Learning Activities Based on Multiple Intelligence Theory

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3. Choosing the Teaching and Learning Activities Based on Multiple Intelligence Theory

The teaching and learning activities that engage the students in active learning to improve their speaking skill are designed based on the eight areas of Multiple Intelligences Theory. The activities were adapted from Campbell 2006. The explanation of instructional activities based on multiple intelligence theory is as follows. 1. The picture of a girl reading a book visualizes the activity of verbal- linguistic intelligence since this intelligence is the ability to think in words and to use language to express and appreciate complex meaning. The activities include reporting, storytelling, interviewing, discussing, reading to remember, explaining, and communicating. 2. Logical-mathematical intelligence is the ability to recognize and solve problems. The picture of a computer is a symbol of logical-mathematical intelligence; since one of the activities of the intelligence is the use of technology to teach, learn, and extend student understanding. These are the activities used in the materials to raise logical-mathematical intelligence: using diverse questioning strategies, predicting and verifying logical outcomes, identifying and solving problems, and using concrete objects to demonstrate understanding. 56 3. The picture above symbolizes musical intelligence, in view of the fact that musical intelligence is evident in individuals who possess sensitivity to pitch, melody, rhythm, and tone. Students can experience the intelligence through singing, listening to the music, and playing instruments. 4. The picture of a boy holding a picture represents visual-spatial intelligence. Visual-spatial intelligence enables students to perceive external and internal imagery, to recreate, transform, or modify images, to navigate oneself and object through space, and to produce or decode graphic information. Using pictures, drawing images, watching movie were the activities to gain the intelligence. 5. The picture above symbolizes bodily-kinesthetic intelligence. Bodily kinesthetic includes the ability to unite body and mind to perfect physical performance. The intelligence provides students to be active and participatory in learning English. Performing a role-play, gaming, miming, and moving around the class are the bodily-kinesthetic activities in the designed materials that can make learning more stimulating, dynamic, and memorable. 6. The picture of children describes togetherness among them. The picture visualizes interpersonal intelligence, since the intelligence is the capacity to 57 understand and interact effectively with others. The students usually excel the intelligence by doing group work, team effort, and collaborative project. 7. Intrapersonal intelligence is symbolized by the picture above. Intrapersonal intelligence refers to construct an accurate perception of one and to use such knowledge in planning and directing one’s life. In the designed materials the intelligence is gained from these activities: self-directed, self-reflection, and working independently. 8. Naturalist intelligence is visualized by the picture of a tree; seeing as the intelligence provides students to work effectively with variety of plants, animals, and discern patterns in human endeavor. Hence, the activities in the materials were designed to distinguish living thing in surroundings. Recognizing and interacting with objects, plants, or animals are the activities to gain the intelligence. The details of the teaching learning activities and the intelligences being developed can be seen in the appendix.

4. Material Development