In this video, Howard Gardner’s theory of multiple intelligences is
presented by a nationally renowned educator Jo Gusman.   Through interviews
with teachers and superintendents, visits to schools and classrooms, and
examples of curriculums incorporating MI, she shows how MI works with second
language learners of various cultures and backgrounds.   She specifically
touches upon three concepts that can be effectively addressed using an MI
curriculum.  One is known as the "affective filter" or in other words the
inner part of all of us that regulates stress levels.  The positive
relationships we build with each student keep the affective filter down
which allows for productive learning.  She talks about the importance of
sincerely recognizing and honoring students’ culture and native language.
Another concept is that of "comprehensible input,"  teaching by helping
students to understand.  She mentions the need to ask ourselves as teachers
if our input is comprehensible to the children that are listening to us.  In
explaining this, she uses the example of Charlie Brown’s teacher, being
heard as "Wa, wa, wa, wa…" and the importance of us realizing that we very
often sound this way to students learning English.  Finally, MI and learning
standards are addressed, specifically, how MI can be used to teach standards
as opposed to traditional methods.

I chose this video because I’ve recently begun teaching ESL and am beginning
to incorporate MI into my curriculum.   Also, it addresses not only
language, but culture and diverse backgrounds as well.

1.  Jo Gusman mentions eight intelligences as opposed to seven.  She
includes the naturalist intelligence. How is the naturalist intelligence
defined and does it meet the eight tests in which Robert Gardner’s seven
intelligences are based?

2.  Presently, standardized tests for English and math include use of
spacial intelligence in addition to the traditional linguistic,
logical-mathematical, and intrapersonal intelligences.  How might the
musical, bodily-kinesthetic, and interpersonal be incorporated and how
plausible is it that these intelligences will be used for meeting learning
standards for English and math in the near future?

3   What is the response made by parents of other cultures to MI theory
being incorporated into curriculums?
 

4.  Along the same lines, have parents of cultures that are known to have
more structured, traditional methods of learning shown particular concern?

5.  Regarding limited English proficient students, are there students of any
particular ages, learning abilities, or cultures that do not respond to the
MI approach?

Submitted by Lisa Hjerbe