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Enhancing English Language Skills with Multiple Intelligences Teaching Strategies at Miguel De Unamuno Institute

Investigating the application of Multiple Intelligences teaching strategies on the development of English language skills among 6th and 7th-grade students at Miguel De Unamuno Private Bilingual Institute during the 2006-2007 school year. The study addresses issues such as inadequate teaching techniques, lack of structured plans, and teacher training. Objectives include analyzing teaching strategies, identifying linguistic problems, and proposing methods based on Multiple Intelligences Theory. The study uses a quasi-experimental design with surveys, interviews, and tests for data collection and analysis. Findings suggest a favorable impact of MI teaching strategies on English language development.

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Enhancing English Language Skills with Multiple Intelligences Teaching Strategies at Miguel De Unamuno Institute

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  1. Incidence of the Application of the Multiple Intelligences Teaching Strategies in the Level of Development of English Language Skills with Students of the 6th And 7th grades at the “Miguel De Unamuno” Private Bilingual Institute, School Year 2006 - 2007 Authors: Evelyn Almeida García Patricia Contreras Castro

  2. RESEARCH PROBLEM • THEORETICAL FRAME • METHODOLOGICAL DESIGN, PROCESS AND ANALYSIS OF DATA • PROPOSAL Structure of the Presentation

  3. LEGAL FOUNDATION The Private Bilingual Institute Miguel de Unamuno is located on 1838 Sozoranga St. and Serapio Japeravi Ave, in Union y Justicia Community in Quito. The owner and Principal is Mrs. Asalia Báez de Morales. • The institute Miguel the Unamuno, first was created as a kinder garden on September 4th 1984 • The elementary school with its first grade was created on May 11th 1992 • Second grade was created on June 13th 1994 • Third and fourth grade was made on October 12th 1995 • Fifth, sixth and seventh grade began on April 15th 1997 • The creation of the high school with its eighth, ninth and tenth grade was on January 18th 2000

  4. PROBLEM SETTING The Institute does not apply appropriate teaching techniques to interest the students in the learning of a foreign language MAIN PROBLEM

  5. SECONDARY PROBLEMS • There is not a structured plan needed to teach children at the school. • There is a lack of teachers’ training • There is not an adequate English laboratory to motivate of the children to learn.

  6. VARIABLES WORKING OUT Level of development of English language skills Teaching Strategies based on the Multiple Intelligences Theory Independent Variable Dependent Variable

  7. Independent VariableTeaching Strategies based on the Multiple Intelligences Theory

  8. Dependent VariableLevel of development of English language skills

  9. GENERAL OBJECTIVES • To analyze the incidence of the application of the MI teaching strategies in the level of development of the language skills. • To propose teaching strategies based on Multiple Intelligences Theory.

  10. SPECIFIC OBJECTIVES • To propose some strategies that allow the application of the MI Theory in the classroom. • To identify the different linguistic problems in the development of productive and receptive skills • To design a syllabus using Multiple Intelligences strategies.

  11. THEORETICAL FRAMETEACHING METHODS • The Grammar-Translation Approach • The Direct Approach • The Reading Approach • The Audiolingual Method • Community Language Learning • The Silent Way • Total Physical Response • Multiple Intelligences

  12. Multiple Intelligences • Mathematical-logical • Linguistic • Spatial • Interpersonal • Intrapersonal • Bodily-kinesthetic • Musical • Naturalist • Existential intelligence

  13. HYPOTHESIS SYSTEM Null Hypothesis • The teaching strategies based on the multiple intelligences theory don’t have any incidence in the level of development of English Language Skills with students of the 6th and 7th years at the Miguel de Unamuno Institute. Alternative Hypothesis • The teaching strategies based on the multiple intelligences theory have a favorable incidence in the level of development of English Language Skills with students of the 6th and 7th years at the Miguel de Unamuno Institute.

  14. METHODOLOGICAL DESIGN, PROCESS AND ANALYSIS OF DATA RESEARCH TYPE AND DESIGN “Quasi-experiment” which is a category of “Causal experiment”

  15. POPULATION There is a population of 22 students of 6th and 7th grade at the Institute

  16. INSTRUMENTS FOR DATA COLLECTION TECHNIQUES INSTRUMENTS Check list Questionnaire for the students Questionnaire for the teachers Tests Observation Survey Interview Pre-Test Post-Test

  17. ANALYSIS OF THE SURVEY • Do you think that the knowledge of English has improved during this school year? • Do you like the teaching method currently used in your classes? • What do you like the least about the present teaching method? • What do you like the most about the present teaching method? • What techniques would you like your teacher to apply in the language process?

  18. ANALYSIS OF THE SURVEY • What techniques would you like your teacher to apply in the language process?

  19. For the question that refers to the techniques that the students would like their teacher to apply in the language process. The 31,8% of the students would like dramas, 27,3% would like learning songs and the 13,6% would like working with puzzles, spelling words and readings.

  20. ANALYSIS OF THE INTERVIEW APPLIED WITH THE TEACHERS • Have your students improved their English knowledge during this school year? • Which is the teaching method that you currently apply in the classroom? • Do you consider that the method used at present is the most appropriate in teaching language and why? • Which are the disadvantages and difficulties of the method being used? • Which method do you consider necessary to implement for the teaching of the language more effectively.

  21. ANALYSIS OF THE INTERVIEW APPLIED WITH THE TEACHERS • Do you consider that the method used at present is the most appropriate in teaching language and why? All of them say that the Grammar-Translation is not the best one; however it is the one that the institution uses and helps to understand the language.

  22. ANALYSIS OF THE PRE-TEST

  23. ANALYSIS OF THE PRE-TEST

  24. ANALYSIS OF THE POST-TEST

  25. ANALYSIS OF THE POST-TEST

  26. ANALYSIS OF THE OBSERVATIONS

  27. CONCLUSIONS • The teaching strategies based on the multiple intelligences theory have a favorable incidence in the level of development of English Language Skills with students of the 6th and 7th years at the Miguel de Unamuno Institute. • The institute does not apply the correct teaching techniques to interest the students in the learning of the foreign language. • There is not a structured plan needed to teach children at the school • The teachers at the institute are English speakers but nevertheless they do not have enough training in teaching techniques and methods

  28. RECOMMENDATIONS • A training program for the teachers about Multiple Intelligences is necessary for the better development of their classes. • A development of a structured class plan • It is indispensable to adequate an English laboratory to contribute to the motivation of the children to learn

  29. TEACHING TRAINING PROGRAM BASED ON THEMULTIPLE INTELLIGENCES THEORY PROPOSAL

  30. Objectives • To apply The Multiple Intelligences Strategies which is an updated language teaching theory • To introduce a variety of techniques proposed by this theory as means to develop the productive and receptive skills of the English language more effectively.

  31. Proposal Structure • Multiple Intelligences Theory • Who is Howard Garner? • What are the objectives of MI • What are its criteria? I. Theoretical Frame

  32. Mathematical-logical • Linguistic • Spatial • Interpersonal • Intrapersonal • Bodily-kinesthetic • Musical • Naturalist II. Characteristics of each of the intelligences

  33. Visual Learners • Auditory Learners • Tactile/Kinesthetic Learners • How to apply MI theory in learning process • Class Planning based in Multiple Intelligences III. How to work with Multiple Intelligences in class

  34. How to evaluate MI? • Authentic evaluation • Work team through projects • Instruments of evaluation IV. Multiple Intelligence Evaluation: A different proposal

  35. Sample Syllabus of Musical Intelligence • Sample Syllabus of Verbal-Linguistic Intelligence • Sample Syllabus of Interpersonal Intelligence V. Sample Syllabus

  36. Sample Syllabus of Musical Intelligence Objective • To develop listening and reading skills based on Musical Intelligence Methodology • In order to develop listening and reading skills we are going to use Musical Intelligence activities. The musical area has to do with rhythm, music, and hearing. Goals of the teachers who use musical intelligence • Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication

  37. Sample Syllabus of Musical Intelligence Role of the teachers who use musical intelligence • The teacher is like an orchestra leader, Students are imitators of the teacher’s model or the tapes that teacher supplies of model speakers. Materials • Posters • Markers • Board • CD players • CD with children’s songs • Musical instruments (Drums, flutes, guitars, etc) • Handout (song lyrics)

  38. Sample Syllabus of Musical Intelligence

  39. Sample Syllabus of Musical Intelligence

  40. Sample Syllabus of Musical Intelligence

  41. Sample Syllabus of Musical Intelligence Evaluation • The evaluation will be based on the vocabulary and grammar of the song already learned. For example: Tic Tac Toe.

  42. THE END

  43. How to work with Multiple Intelligences in Class

  44. Class Planning based in Multiple Intelligences According to Tomas Amstrong should be planned as follow: • To focus on the objective or specific subject • Make key questions related with multiple intelligences you want to develop • Analyze methods and subjects. Select the most suitable and think about other options • Make a list about how many didactic activities for each intelligence • Complete a pattern • Select pedagogical activities appropriated with the group you work • Define a work sequential plan • Work in your plan

  45. Instrument of evaluation

  46. Instrument of evaluation

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