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2.  Teachers have always known that their students have different strengths.  EX: some students are better visual learners than aural learners.

3.  Psychologist Howard Gardner worked on multiple intelligence has been influential in language teaching circles.  He has the theorized that individuals have at least seven distinct intelligences that can be developed over a lifetime.  The seven are:

4.  The ability to use numbers effectively, to see abstract patterns, and to reason well

5.  the ability to orient oneself in the environment, to create, and mental images, and a sensitivity to shape, size, color

6.  The ability to use ;language effectively and creatively

7.  The ability to use one’s body to express oneself and to solve problems

8.  An ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody

9.  The ability to understand another person’s moods, feelings, motivations, and intentions

10.  The ability to understand oneself and to practice selfdiscipline

11.  While everyone might possess these seven intelligences, they are not equally developed in any one individual.  Teachers can keep track of which type they are emphasizing in the classroom.

12. Logical- mathematical Puzzles and games, logical, sequential presentations, classifications and categorizations Visual/SpatialCharts and grids, videos, drawing Verbal/Linguisti c Note-taking, storytelling, debates Bodily/kinesthet ic Hands-on activities, field trips, pantomime Musical/rhythm ic Singing, playing music, jazz chants InterpersonalPair work, project work, group problem-solving IntrapersonalSelf-evaluation, journal keeping, options for homework

13.  Give students a riddle and ask them to solve it in pairs : I have eyes, but I see nothing. I have ears, but I hear nothing. I have a mouth, but I cannot speak. If I am young, I stay young; if I am old, I stay old. What am I ?  Answer: a person in a painting or photograph. (Intelligences: interpersonal, verbal/linguistic )

14.  Guided imagery: Tell students to close their eyes and to relax; then describe a painting to them. Ask them to imagine it. Play music while you are giving the students the description.  (Intelligences: spatial/ visual intelligence, musical)

15.  Distribute to each person in a small group a written description of the same painting they have just heard described. Each description is incomplete, however, and no two in the group are quite the same.  (Intelligences: interpersonal, verbal/linguistic)

16.  Ask the groups to create a tableau of the painting by acting out the description.  (Intelligences: body/kinesthetic)

17.  Show the students the painting. Ask them to find five things about it that differ from their tableau or from how they imaged the painting to look.  (Intelligences: logical/mathematical)

18.  Reflection: Ask students if they have learned anything about how to look at a painting. Ask them if they have learned anything new about the target language.  (Intelligences: intrapersonal)

19.  In this chapter we have considered methodological innovations that have revolved around language learners.  As teachers, it can be useful to be reminded about the unique qualities of each of our students.

20. Thank you