1.Internet-Based Approach to Multiple Intelligences: Multiple Provisions for Multiple Learners

Introduction

Most of us have the experience of teaching English at a large heterogeneous classroom where learners represent varied learning styles and preferences. Learners have different socio-academic backgrounds, strengths and weaknesses, preferences, interests, ambitions, senses of responsibility, levels of motivation, and approaches to studying. Our instructional methods also vary. Some may follow the conventional pattern of delivering lectures while others may like to demonstrate. Howard Gardner’s Theory of Multiple Intelligences has made it clear that the success of any instructional system depends on the perfect coordination between our teaching styles and learners’ learning styles which is a challenging job on the part of the language teacher in the large heterogeneous classrooms. If we accept the fact that individual learning traits differ from learner to learner which needs to be addressed and if we also accept the limitation of the conventional classroom environment for the nurture of individual learner intelligence/s, we must recognize and adopt an alternative medium which can address, accommodate and nourish each learner’s learning traits. Internet-based teaching has the potentials and can make this challenging job relatively easier to address and nourish leraner’s Multiple Intelligences [MI].

Theory of Multiple Intelligences

In 1983, Howard Gardner, Harvard University psychologist and professor of neuroscience sparked a revolution in the fields of cognitive science and education with his theory of Multiple Intelligences (MI). Gardner's MI theory acknowledges a broader intellectual/cognitive spectrum in every individual which implies that human cognitive competence is pluralistic in nature and not unitary. Gardner proposed that every human being possesses nine discrete intelligences that reflect different ways of interacting with the world. The nine intelligences are – Verbal-Linguistic, Logical- Mathematical, Intrapersonal, Visual-Spatial, Musical-Rhythmic, Bodily-Kinesthetic, Interpersonal, Naturalist and Existentialist. According to Gardner,

• Human beings possess all nine intelligences in varying amounts.

• Each person possesses a different intellectual composition.

• We can improve education by addressing the multiple intelligences of our learners.

• These intelligences are located in different areas of the brain and can either function independently or together.

• These intelligences may define the human species.

The theory of Multiple Intelligences highlights the nine different ways of teaching and learning styles. Integrating multiple intelligences into the instructional process demands the inclusion of individual differences, preferences and learning styles and the provision for a wide range of activities and experiences to facilitate learning.

• Traditional Language Classroom: Multiple Problems for Multiple Intelligences

• Our traditional classroom environment is often not suitable enough for dealing with various learning styles. Some of the causes behind this failure are:

• High enrollment classrooms

• Heterogeneous, mixed ability learners

• Time constraints

• Lack of novelty in methodology

• Teacher-centered

Internet: Multiple Provisions for Multiple Intelligences

Internet has brought a revolutionary change in the instructional process. The new internet- based paradigm is learner friendly, all inclusive in nature, and encourages cooperative learning and diversity. The Internet has extended an excellent pedagogical platform where it has become possible to address learner’s Multiple Intelligences. Internet–based pedagogical approach is multidimensional in nature which is ideal for the nurture of Multiple Intelligences. It can galvanize learner’s each and very intelligence.

Logical/Mathematical Intelligence

Such learner is generally logical, inquisitive, curious and investigative in nature. Internet –based activities for such learner includes strategic games, statistical/graphical representation in any composition, problem-solving task, logic puzzles etc.

A few relevant websites are:

www.logic-puzzles.org/

www.mathplayground.com/logicgames.html

Verbal/Linguistic Intelligence

Learner with such intelligence is linguistically sensitive and creative in nature. Internet–based activities for such learner includes reading creative writings, composing creative writing, analyzing rhetorical skills, playing word games, listening and watching the recordings of famous orators etc. Some relevant websites are:

www.oncreativewritingexercises.com/

www.wordgames.com/

www.learn-english-today.com/wordgames.html

www.wordgames.net/

Visual/Spatial Intelligence

Such learner has the aptitude for visual reading and construction of new design for visual aesthetics. Internet–based activities for such learner include map reading, diagram design, chart preparation, images, image composing programmes etc.

A few relevant websites are:

http://maps.google.co.uk/

http://www.gliffy.com/

Musical/Rhythmic Intelligence

Such learner is sensitive to melodies, rhyme, lyrics etc. Internet–based activities for such learner include listening to songs, reading lyrics, music games etc.

A few relevant websites are:

www.azlyrics.com/

www.lyrics.com/

www.rhymer.com/

www.nurseryrhymes4u.com/

Body/Kinesthetic Intelligence

Learner’s body/kinesthetic intelligence involves skillful motor activities. Internet–based activities for such learner include reading or watching the skills of martial art like aikido, judo or karate, role playing, simulation, animation programmes etc.

A few relevant websites are:

www.bestonlinerpggames.com/

www.eyezmaze.com/grow/RPG/index.html

www.martialarts.org/

http://webquest.org/index.php

Naturalist Intelligence

Learner with such intelligence is more in tune with nature and is often interested in exploring the environmental pattern and learning about other species. For the nurture of such intelligence, internet offers activities such as online geographica exploration, reading online adventure magazines etc.

A few relevant websites are:

National Geographic Online at http://www.nationalgeographic.com

Grounds and Gardens: Environmental Education floor. http://www.newhorizons.org

Interpersonal Intelligence

Such learner is social and interactive in nature. Internet–assisted activities for such learner are the uses of email, chat rooms, online discussion forum etc.

A few relevant websites are:

http://www.usingenglish.com/

http://www.englishforums.com/

http://www.englishclub.com/

Intrapersonal Intelligence

Such a learner is generally meditative and reflective in nature. For the nurture of suchintelligence, internet offers activities such as reading or writing autobiography,reading meditative and philosophical text etc.

A few relevant websites are:

www.learningmeditation.com/room.htm

http://www.wildmind.org/texts

Conclusion

It is a fact that no two learners are alike so far as learning attributes and style are concerned. We, the language teachers need to identify our learners’individual learning attributes and teach each learner exclusively in the manner best suited to those attributes. This challenging job becomes easy if we incorporate internet in our pedagogical system as it facilitates learning in each intelligence area.