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Objective
Linguistic:
How to involve the students to listen, speak, read and write
Logical mathematical
: How to introduce
numbers, logic, classification or
critical thought
Musical:
How to involve music, sound,
rhyme or melody
in the lesson
Interpersonal:
How to involve the students to socialize with their friends
Spatial:
How to use pictures, colors
, art or
other visual tools
Naturalistic:
How to involve the nature or ecosystem
in the lesson
Intrapersonal:
How to awaken the students’ imagination
,
personal feeling or experience
Bodily kinesthetic:
How to involve the students to move or
use their body
c. Theory of Multiple Intelligences Planning in the Classroom
Before arranging the curriculum or create the program to achieve the teaching target, it is really important to explain the objective bravely. As a teacher, it is not
easy to handle the students and prepare the lesson well. The teacher should be able to select the type of intelligence through the activity which is suitable for the students. In
fact, the teacher does not teach a small group of the students. They have to teach many of the students who have different ability in learning English. It is difficult to apply all
the intelligence in the class, but Armstrong 2000: 234 offers the questions of Multiple Intelligences planning through diagram to help the teachers to determine the
next step in the learning process by answering the questions below.
The Multiple Intelligences diagram is presented in Figure 3.
Figure 3 Multiple Intelligences Diagram Amstrong, 2000: 236
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d. Teacher Roles in Multiple Intelligences Theory
Campbell 1997: 19 states that Multiple Intelligences theory is not prescriptive. It gives teachers a complex mental model from which to construct curriculum and to
improve themselves as educators. Therefore, the teacher should understand, master and be committed to the Multiple Intelligences model.
According to Christison as cited by Richard and Rogers 2001: 120, teachers are encouraged to manage Multiple Intelligences inventories, hence it will be able to
connect the teacher life’s experiences to the concept of Multiple Intelligences. Then, teachers become curriculum developers, lesson designers and analysis within the
realistic limitation of time, space, and resources of the classroom. Teachers are encouraged not to think of themselves just as language teachers. They have a role that
is not only to improve the second language abilities of their students but also to
become major contributors to the overall development of students’ intelligences.
e. Learner Role in Multiple Intelligences Theory
