MIT(Multiple Intelligence Theory)

1. Multiple Intelligences and learning

1.1. The cognitive ability of each human being is different. If students use different areas of strenght, they will make greater progress.

1.2. Students need to develop their physical, artistic and spiritual abilities, as well as the cognitive side of learning.

1.3. MIT understands intelligences as tools that change and can be trained.

1.4. Motivation depends on how we evaluate the stimuli we receive in relation to a specific context. The variation of activities will be a more pleasant method for students, as they will receive different stimuli.

1.5. Auditory ability, linguistic ability and memory ability are important factors that help in learning second languages.

1.6. Meaning is the starting point for language learning. Different areas of the brain participate in learning. The different ways of teaching of MIT make use of these areas.

2. How is MIT taught? 3 styles:

2.1. Teacher centered: traditional. Provides a great amount of info in a short period of time. However, it is a limitation for MIT.

2.2. Student centered: more participation of sudents. Understanding of topics chosen by the students, using folder activities or pinwheel activities.

2.3. Inquiry based centered (or station activities): combination of the other styles: students work individually or in groups.

3. Frames for language teaching

3.1. Musical-rhythmic frame: related to the ability of perceiving and appreciating rhythm, pitch and melody. It has physical and psychological effects.

3.2. Visual-spatial frame: is the ability we have to perceive all the necessary elements (form, shape, line, space, colour) to create a mental image of something. Words and meanings are associated to images.

3.3. Logical-mathematical frame: the understanding of a text implies the solution of mathematical problems.

3.4. Bodily-kinaesthetic frame: movement helps to organize the interaction with other people.

3.5. Interpersonal frame: cooperation and communication, being the main goal of language learning.

3.6. Intrapersonal frame: gives us the capacity to understand the internal aspects of the self and to practise self-discipline, which is based on three metacognitive abilities: the perception of personal emotions, the ability to control them and the talent for motivating oneself.

3.7. Naturalistic frame: enjoyment and knowledge of the natural world.

4. Application of MIT in schools

4.1. MIT is used in a school of Barcelona since 1994.

4.2. Teachers want students to be autonomous. MIT approach is applied since earlier education.

4.3. Primary school: no textbooks used. Need of cooperation. Evaluation of all competences.

4.4. High school: professors are trainers who provide materials. Students are the ones who work, with help of their professors.