3. Integration of Blooms' Taxonomy and Multiple Intelligence in English Classroom --- Rao

Ratna Rao

Assistant Professor, Calorx Teachers’ University

Abstract

Teaching and Learning of English in the classroom is often limited to teacher directed activities that binds the learner to a set thinking. The learner is not able to create and think which is much needed for language development. Blooms taxonomy which is an old concept and is taught in B.Ed/M.Ed classes remains there only and is practised less in teaching and learning. The same goes for Multiple Intelligence that is propagated by Howard Gardner. This paper tries to bring the amalgamation of both the theories which if applied can create an English classroom that not only brings language enhancement but also creative thinking skills.

“No problem can withstand the assault of sustained thinking.”

- Voltaire

Introduction:

Intelligence is a term which by and large is understood differently by different people. Few researches and theorists believe intelligence as static and everyone is born with it and it remains the same. According to the newer researches intelligence is the extent of one believes one can do. It is not static and unlike the earlier belief it keeps changing and developing throughout one’s life. Different studies in Neuro physics suggests that Human brain works better with use and that intelligence is a learned combination of many different skills and abilities, there are a few who assume that intelligence is a single trait that is heavily determined by genetics. In a broader way intelligence generally involve ability to learn, problem solve, and adapt.

These facts can be used by the teachers and facilitators to set teaching and learning in such a way that the students use their brains to the optimum level.

Howard Gardner and his theory of Multiple Intelligence:

Howard Gardner conceived intelligence as “A bio psycho-logical potential to process information in certain ways, in order to solve problems or fashion products that are valued in a culture or community” (cited in Shearer, 2004, p. 3). Dr. Howard Gardner (1993) proposed a theory of multiple intelligences based on the differential cognitive processing required for demonstration of intelligent or creative performance in different areas. Gardner's theory references eight intelligences.

Every person has a unique profile pertaining to Multiple Intelligence. One might be very strong or smart in one kind of intelligence but weak at some others. The job for the teacher is to mainly identify and nurture the talents of students. The Implications for teachers and students of Multiple intelligences are:

• Each of us uses seven or more intelligences.
• All intelligence needs to be equally valued.
• All intelligences can be taught, nurtured and strengthened.
• Not all students are well served by schools that focus primarily on the linguistic and logical/ mathematical learning styles.
• Everyone learns in different rates for different reasons.
• Stronger intelligences may be used to awaken the weaker ones. ( Reiff,1992)

The teacher must be adept enough to observe each and every child of her class and identify each student inclination towards different intelligences and also to enhance the others which are not so strong. When a teacher observes and develops each child’s strengths they are better able to solve many problems of discipline, can give better inputs to the parents, organize the classroom and the most important thing help children reach their potential. By sharing this information with parents and involving them in the learning process parents feel recognized and become collaborators in their child’s education. Different Intelligences as proposed by Gardner are as follows-

1. Verbal Intelligence
2. Logical Mathematical
3. Musical Intelligence
4. Interpersonal Intelligence
5. Intrapersonal Intelligence
6. Kinaesthetic Intelligence
7. Naturalistic Intelligence
8. Spatial Intelligence
9. Existential Intelligence

All seven intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern. As Kornhaber (2001: 276) has noted it involves educators opting 'for depth over breadth'.

M.I and second language learning:

MI model can be used effectively in Second language acquisition The verbal intelligence can be developed in a learner through vocabulary acquisition and by creating general interest in vocabulary building through games, storytelling etc. Different situations could be provided to the learners to use the language through discussions, debates, activities and the learners can be enthused towards the language. Activities leading to language acquisition cover more than one intelligence like- Linguistic/verbal intelligence, kinaesthetic, interpersonal and intrapersonal intelligences. Activities involving songs and rhymes involve even musical intelligence. It’s a myth that logical mathematical intelligence or spatial intelligence cannot be involved in language acquisition. Having logical/mathematical intelligence, a person is able to categorize, infer and make generalizations. Furthermore, a person who is logically intelligent is able to apply knowledge in different contexts, thinks logically and asks surprising questions. (Adey, Caspo, Demetriou, Hautam & Shayer, 2007).This fact can be utilized by language teachers by developing language classes around thinking logically, inferring and categorizing. Using mind maps, pictures etc. Teaching grammar by explaining each item logically can also involve logical mathematical intelligence.

Blooms' Taxonomy:

Discussions during the 1948 Convention of the American Psychological Association led Bloom and a group of educators undertake the ambitious task of classifying educational goals and objectives. Their intent was to develop a method of classification for thinking behaviours that were believed to be important in the processes of learning. Eventually, this framework became taxonomy of three domains:

• The cognitive - knowledge based domain, consisting of six levels
• The affective - attitudinal based domain, consisting of five levels, and
• The psychomotor - skills based domain, consisting of six levels.

Blooms in English classroom:

Blooms taxonomy tremendous impact in language acquisition. Analysing, evaluating and creating, if woven into the teaching and learning process reaps rich dividends for the teacher. In the language classroom, the more opportunities that are given to students to generate responses, the more they can improve language ability, and interactive and critical thinking skills (Lynch, 1996). Students’ responses in the language classroom enhance skills of critical thinking, the organizing, and reorganizing of information (Scarcellar & Oxford, 1992; Ulichny, 1996).

Integration of Multiple Intelligence and Blooms Taxonomy:

Both can be used in a class room in a very innovative and interesting way to help the learner learn and think creatively. The grid below is an attempt to integrate both.