MI_Integrative_English_Bklet by keralaguest


									       Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                         Integrative English & Multiple Intelligence Theory
                                                Pg. 1

             Integrative English
          Multiple Intelligence
Applying Multiple Intelligence (MI) Theory to Second Language Acquisition

                                 Table of Contents
   1) Title Page and Contents ……………………………………………………1
   2) The History of MI Theory ……………………………………………….. 2
   3) The Development of Intelligence Testing and Theory ………………….. 3
   4) Consensus on IQ …………………….………………………..…………… 4
   5) Welcome Your DT <Distinguished Thinkers> Class of 8 (or is it 9?) …..…….. 5
   6) Identifying 8 Intelligences by their Distinctive Core Operations ….……. 6
   7) 8 Intelligences and Educational Illustrations ………..…………………….. 7
   8) MI Inventory & 8 Styles of Learning …..…………………..….…………. 8
   9) MI in the Classroom ………………...……………………………....…..…. 9
   10) The Educational Implications of Language Acquisition ………………… 10
   11) IE & MI Teaching in the Classroom …………………………………........ 11
   12) Practical Teaching Ideas Based on IE & MI Theory and Methods ……….. 12
   13) Virtual Identity and The College Bowl ..………..………………………… 13

         Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                           Integrative English & Multiple Intelligence Theory
                                                 Pg. 2

                  2) The History of MI Theory
The theory of Multiple Intelligences (MI) was first proposed by Howard Gardner in
19831. Gardner, professor of cognition and education at the Harvard University
Graduate School of Education2, was trained as a developmental psychologist in the
traditions of Jean Piaget and Jerome Bruno. Gardner worked with children at
Harvard’s Project Zero, a lab designed to study the cognitive development of children
and its educational implications. He was also involved in neurological research at
Boston University School of Medicine. There he studied stroke victims suffering from
aphasia and observed how despite serious damage to cognitive skills such as speech,
other mental abilities remained intact. Gardner tried to devise a map of the impaired
cognitive functions based on postmortem examinations of the damaged brain. Was
he looking at separate mental skills or perhaps there were actually different forms
of intelligence each operating autonomously? When the stroke victim lost the
ability to speak but still was proficient in music was this an indication of a separate
intelligence? If, after an impairment of linguistic intelligence, was musical
intelligence retained and thus reflecting processing abilities such as harmony, pitch
and rhythm? If so, said Gardner, this would have profound implications for
educational psychology. In 1993, Gardner proposed MI theory and suggested
revamping education according to the different intelligences3.
Gardner’s decision to use the term “intelligences” rather than abilities, talents or skills
was momentous. Not only did it stir publicity and evoke interest in his writings, but it
also placed Gardner squarely in confrontation with established concepts of what
"intelligence" means. Actually, Gardner was countering the dominant view that there
is but one general intelligence, a unitary capacity or a “g factor”, best evaluated by
IQ tests where a score under 70 indicated mental retardation while above 130 showed
exceptional giftedness. Gardner was influenced by the alternative propounded by
Chicago University psychology professor L.L. Thurstone (1887-1955), a specialist in
psychometrics, who contended that intelligence is composed of seven primary
mental abilities and not represented in a single IQ score. Thurstone’s multiple
factors theory had identified and tested performance for seven separate mental
faculties: Verbal Comprehension, Word Fluency, Number Facility, Spatial
Visualization, Associative Memory, Perceptual Speed and Reasoning. For language
teachers, Thurstone's theory just by itself is of great value. When advanced by MI
theory, it becomes of significant didactic import and a crucial key for student
assessment and diagnosis.

  Howard Gardner, Frames of Mind: The theory of multiple intelligences, New York,
1983, Tenth Anniversary Edition with new introduction, New York, 1993.
  Gardner was born in Scranton, Pennsylvania July 11, 1943. His parents had fled in 1938
from Nürnberg, Germany.
  Howard Gardner, Multiple Intelligences – The Theory in Practice – A Reader, New
York, 1993. For a full listing of articles and books see the Harvard University project zero
website pzweb.Harvard.edu.
         Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                           Integrative English & Multiple Intelligence Theory
                                                 Pg. 3

 3) The Development of      Intelligence Theory & Testing
Copied from Jonathan A. Plucker (ed.), “Human intelligence: Historical influences, current
controversies, teaching resources”, 2003. Retrieved from http://www.indiana.edu/~intell.
Plucker is assistant Professor, Learning, Cognition, & Instruction at Indiana University.

APA Task Force Examines Intelligence www.apa.org
A task force on intelligence of the American Psychological Association (APA), the
world's largest association of psychologists, concluded in 1995: “It is widely agreed
that standardized tests do not sample all forms of intelligence. Obvious examples include
creativity, wisdom, practical sense, and social sensitivity, among others. Despite the
importance of these abilities, very little is known about them, how they develop, what factors
influence                        their development, and how they are related to more
                                 traditional measures”.
         Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                           Integrative English & Multiple Intelligence Theory
                                                 Pg. 4

                   4) Consensus on IQ
Adapted from http://www.mugu.com/cgi-bin/Upstream/Issues/bell-
curve/support-bell-curve.html This site presents an articulate
"consensus" of scholarly conclusions regarded as mainstream at least
among researchers on intelligence as to the nature, origins, and practical
consequences of individual and group differences.

1) Defining Intelligence: a very general mental capability that, among
other things, involves the ability to reason, plan, solve problems,
think abstractly, comprehend complex ideas, learn quickly and learn from experience. It
is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it
reflects a broader and deeper capability for comprehending our surroundings--"catching
on," "making sense" of things, or "figuring out" what to do.

2) Measuring the IQ bell curve: The spread of people along the IQ continuum, from low
to high, can be represented by the bell curve. Most cluster around an IQ of 100. Few
are either very bright or very dull: About 3% of Americans score above IQ 130 (often
considered the threshold for "giftedness"), with about the same percentage below IQ
70 (IQ 70-75 often being considered the threshold for mental retardation). The bell
curves for some groups (Jews and East Asians) are centered somewhat higher than for
whites in general. Other groups (blacks and Hispanics) are centered somewhat lower
than non-Hispanic whites.

3) The meaning of IQ measurements: IQ is strongly related, probably more so than any
other single measurable human trait, to many important educational, occupational,
economic, and social outcomes. Its relation to the welfare and performance of
individuals is very strong in some arenas in life (education, military training), moderate
but robust in others (social competence), and modest but consistent in others (law-

4) The Importance of IQ tests: IQ tests are assumed to be of great practical and
social importance. Although, certain personality traits, special talents, aptitudes,
physical capabilities, experience, and the like are important (sometimes essential) for
successful performance in many jobs, but they have narrower (or unknown) applicability
or "transferability" across tasks and settings compared with general intelligence. Some
scholars choose to refer to these other human traits as other "intelligences."

       Supposedly, the best education in the world today could be
       obtained by attending Kindergarten to 6th grade in Japan;
       7th -12th grades in Germany; and college in the United States4.

  Howard Gardner, M. Krechevsky, and T. Hoerr, "Complementary Energies: Multiple
Intelligence in the Lab and in the Field," in Creating New Educational Communities: Schools
and Classrooms Where All Children can be Smart (Chicago: National Society for the Study
of Education Handbook, in press); and M. Kornhaber and M. Krechevsky, "Expanding
Definitions of Learning and Teaching: Notes from the MI Underground," in Creating School
Policy: Trends, Dilemmas and Prospects, ed. P. Cookson.
           Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                             Integrative English & Multiple Intelligence Theory
                                                   Pg. 5

    5) Welcome Your DT             <Distinguished Thinkers> Class              of 8 (or is it 9?5)
                              Each with his/her own Intelligence
According to Gardner’s MI theory, individuals perceive the world in eight different
and equally important ways - linguistic, logical-mathematical, spatial, naturalist, musical,
bodily-kinesthetic, interpersonal, and intrapersonal. Each intelligence rests on a
separate neurological substrate and a hereditary physiological base. Each can and
should be “nurtured and channeled in specific ways” 6. Gardner stimulated the
development of versatile, pluralistic and individually oriented forms of educational
thinking and programming and detailed multiple ways of measuring intelligence and
predicting success. The next time you have a chance to reflect on your class, imagine your
                                                                          Now see who
students as individuals who have fully realized and developed their intelligences.
is recognizable from your seating chart. If you didn't get them all right, you
have been living in Israel too long. Borrowed and Adapted from the Internet site of "Concept
to Classroom" http://www.thirteen.org/edonline/concept2class/mi/index_sub2.html

      If your class is not paying full attention, it is because each is so special:
     1.    J.K. is writing the next Harry Potter adventure on scraps of paper.
     2.   Richard is day-dreaming equations that will enable building a quantum computer.
     3.   Lauryn hums tunes for the sequel to "The Miseducation of Lauryn Hill."
     4.   Julian paints brilliant fall leaves on each windowpane.
     5.   Mia, outstanding American Woman soccer player, is all set to play ball.
     6.   Colin is passing notes about his school charity drive or a military venture or two.
     7.   Deepak with quantum healing provides in-class spiritual counseling.
     8.   Jane adds a new animal to the class menagerie daily.
     9.   Gary, famous cartoonist, scrawls witty absurdities in his notebook.

The key: J.K. Rowling, Richard Feynmann, Lauryn Hill, Julian Schnabel, Mia Hamm, Colin
Powell, Deepak Chopra, Jane Goodall, and Gary Larson. Never know how famous your kids
will turn out to be. Just need PN (Proper Nourishing) and ME (Multiple Encouragement).

  Initially, Gardner distinguished 7 intelligences. In 1995 he added "naturalist" intelligence to
make 8. By 1998, Gardner was seriously considering two other intelligences – spiritual and
existential. H. Gardner. "Are there additional intelligences? The case for naturalist, spiritual,
and existential intelligences". in Education, Information, and Transformation, ed. J Kane.
Englewood Cliffs, NJ, 1998. To that debate, one can add "moral intelligence". Some wise
crackers have teased Gardner that he missed out on three intelligences that he simply doesn't
have – cooking, humor and sex. And you actually can find some Internet sites on these
(especially the latter).
  Gardner, Intelligence Reframed, New York, 1999, ch. 12, p. 203.
         Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                           Integrative English & Multiple Intelligence Theory
                                                 Pg. 6

    6) Identifying 8 Intelligences by their Distinctive Core Operations
Gardner defines “intelligence”7 as “a bio-psychological potential to process information that
can be activated in a cultural setting to solve problems or create products that are of value in
a culture”8. Drawing upon findings from evolutionary biology, anthropology, developmental and
cognitive psychology, neuropsychology, and psychometrics, Gardner uses 8 criteria to determine if
an ability should be identified as an intelligence:
1. potential isolation by brain damage.
2. existence of savants, prodigies and other exceptional individuals.
3. a core set of operations (information-processing operations or mechanisms to deal with specific input).
4. a distinctive developmental history along with a definite set of "end-state" performances
5. evolutionary history and plausibility
6. support from experimental and psychological tasks
7. psychometric findings
8. susceptibility to encoding from a symbol system

A core set of operations is a basic information processing mechanism such as a
neural network in the brain that takes the input or information and processes it.
Each one of the eight intelligences is said to contain a distinct core operation:

      Intelligence                                       Core Operations
1. Linguistic                    syntax, phonology, semantics, pragmatics
2. Logical-mathematical          number, categorization, relations
3. Spatial                       accurate mental visualization, mental transformation of images
4. Bodily-kinesthetic            control of one's own body, control in handling objects
5. Interpersonal                 awareness of others' feelings, emotions, goals, motivations
6. Intrapersonal                 awareness of one's own feelings, emotions, goals, motivations
7. Musical                       pitch, rhythm, timbre
8. Naturalist                    recognition and classification of objects in the environment
Quiz your pupils by asking them to place a one word tag defining each intelligence.
                         Body Smart              Word Smart

                         Number Smart            People Smart

                         Myself Smart            Music Smart

                            Picture Smart        Nature Smart

Food for Thought: What is the educational value of such distinctions?
Note: One of the criticisms of MI theory says that musical and kinesthetic
"intelligences" are better approached as talents and the two "emotional
intelligences", if indeed they "exist", are in a different category altogether.

  In Gardner's writings, the word intelligence is actually used in two senses: Intelligence
denotes a specific characteristic of homo sapiens who exercise these eight intelligences.
Secondly, intelligence denotes the individual amalgam of the intelligences.
  This is Gardner’s revised definition from 1999. Originally he defined “intelligence” as “the
ability to solve problems or fashion products that are of consequence in a particular cultural
setting or community” (Multiple Intelligences - The Theory in Practice, 1993, pg. 15).
         Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                           Integrative English & Multiple Intelligence Theory
                                                 Pg. 7
              7) 8 Intelligences and Educational Illustrations9
Although MI theory was not readily accepted in academic psychology, it struck a responsive chord
for educators with schooling and curricula becoming restructured in accordance with MI insights.

1) Linguistic intelligence allows individuals to communicate and make sense of the world through
language. Poets exemplify this intelligence in its mature form. Students who enjoy playing with
rhymes, who pun, who always have a story to tell, who quickly acquire other languages exhibit
linguistic intelligence.

2) Logical-mathematical intelligence enables individuals to use and appreciate abstract
relations. Scientists, mathematicians, and philosophers all rely on this intelligence. So do the
students who "live" baseball statistics or who carefully analyze the components of problems
either personal or school-related before systematically testing solutions.

3) Spatial intelligence makes it possible for people to perceive visual or spatial information, to
transform this information, and to recreate visual images from memory. Well-developed spatial
capacities are needed for the work of architects, sculptors, and engineers. The students who
turn first to the graphs, charts, and pictures in their textbooks, who like to "web" their ideas
before writing a paper, and who fill the blank space around their notes with intricate patterns
are also using their spatial intelligence.

4) Naturalist intelligence allows distinguishing, classifying and using features of the
environment. Farmers, gardeners, botanists, geologists, florists, and archaeologists exhibit this
intelligence, as do students who can name and describe the features of every car around them.

5) Musical intelligence allows people to create, communicate, and understand meanings made out
of sound. While composers and instrumentalists clearly exhibit this intelligence, so do the
students who seem particularly attracted by the birds singing outside the classroom window or
who constantly tap out intricate rhythms on the desk with their pencils.

6) Bodily-kinesthetic intelligence allows individuals to use all or part of the body to create
products or solve problems. Athletes, surgeons, dancers, choreographers, and crafts people use
this intelligence. The capacity is evident in students who relish gym class and school dances, who
carry out class projects by making models rather than writing reports, and who toss crumbled
paper with frequency and accuracy into wastebaskets across the room. Gardner sees mental and
physical activity as related, i.e. using one's body to solve problems and focusing mental abilities
to coordinate bodily movements.

7) Interpersonal intelligence enables individuals to recognize and make distinctions about
others' feelings and intentions. Teachers, parents, politicians, psychologists and salespeople
rely heavily on interpersonal intelligence. Students exhibit this intelligence when they thrive on
small-group work, when they notice and react to the moods of their friends and classmates, and
when they tactfully convince the teacher of their need for extra time to complete the
homework assignment.

8) Intrapersonal intelligence helps individuals distinguish their own feelings, build accurate
mental models of themselves, and draw on these models to make decisions about their lives. This
can be reflected on students' uses of other intelligences, how they capitalize on strengths and
are cognizant of weaknesses, and how thoughtful they are about decisions and choices.

 Adapted and edited from The Project Zero Classroom: New Approaches to Understanding, a publication
based on Project Zero's 1996 Summer Institute presentations - http://pzweb.harvard.edu/sumit.
        Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                          Integrative English & Multiple Intelligence Theory
                                                Pg. 8

                  8) MI Inventory & 8 Styles of Learning
1) Linguistic Learner
likes to read, write and tell stories.
is good at memorizing names, places, dates and trivia.
learns best by saying, hearing and seeing words.

2) Logical/Mathematical Learner
likes to do experiments, figure things out, work with numbers,
ask questions and explore patterns and relationships.
is good at math, reasoning, logic and problem solving.
learns best by categorizing, classifying and working with
abstract patterns/relationships.

3) Spatial Learner
likes to draw, build, design and create, daydream, look at pictures/slides, watch movies and play with machines.
is good at imagining things, sensing changes, mazes/puzzles and reading maps, charts.
learns best by visualizing, dreaming, using the mind's eye and working with colors/pictures.

4) Musical Learner
likes to sing, hum tunes, listen to music, play an instrument and respond to music.
is good at picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time.
learns best by rhythm, melody and music.

5) Bodily/Kinesthetic Learner
likes to move around, touch and talk and use body language.
is good at physical activities (sports/dance/acting) and crafts.
learns best by touching, moving, interacting with space and processing knowledge through bodily sensations.

6) Naturalistic Learner
likes to be outside, with animals, geography, and weather; interacting with the surroundings .
is good at categorizing, organizing a living area, planning a trip, preservation, and conservation.
learns best by studying natural phenomenon, in a natural setting, learning about how things work.

7) Interpersonal Learner
likes to have lots of friends, talk to people and join groups.
is good at understanding people, leading others, organizing, communicating, manipulating and
mediating conflicts.
learns best by sharing, comparing, relating, cooperating and interviewing.

8) Intrapersonal Learner
likes to work alone and pursue own interests.
is good at understanding self, focusing inward on feelings/dreams, following instincts, pursuing
interests/goals and being original.
learns best by working alone, individualized projects, self-paced instruction and having own space.

         Bonus: What does Gardner do best?
           Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                             Integrative English & Multiple Intelligence Theory
                                                   Pg. 9

                       9) MI in the Classroom
Excerpts from a review by Elizabeth G. Cohen10, Teachers College Record Volume 103
Number 1, 2001, p. 47- 49, http://www.tcrecord.org, Date Accessed: 1/22/2004

Howard Gardner has had a major impact on the way educators think about human
intelligence… His thinking and writing … has resulted in a move away from the
psychometric view of the mind. Gardner was not the first to attack this view, but it was
his work that resulted in hundreds of publications, and thousands of schools, here and
abroad, that have attempted to implement in some way the notion of multiple

As a result of considerable controversy and public dialogue… Gardner has developed the
educational implications of MI theory… He argues that you must examine these other
intelligences directly by putting people in life-like situations where they can
demonstrate their capacity in real contexts….He has observed a tendency of other
writers and thinkers to conflate his ideas with so many other concepts that the original
concept loses all meaning. He takes pains to distinguish multiple intelligences from learning
style, cognitive style, and creative, moral, and emotional intelligence. Gardner is very
careful to distinguish particular values, morality, or recommended behaviors from what he
terms "intelligence."

Gardner presents his newest educational thinking: individually configured education. He
provides a unique view of the older emphasis on individual differences. Not only are we not
all the same, but we cannot be arrayed on any single dimension. Education must take
these differences into account rather than denying or ignoring them. However, he does
not move into what has been called individualized instruction. Rather, he would have the
teacher present central concepts and topics in a variety of ways so that there are
different ways that individuals will be attracted to and committed to learning about a
topic and different ways that they will reach understanding of the central dimensions of
the topic. MI theory is an important tool in conceiving of this broader array of
instructional strategies.

For example, a teacher might introduce a key topic such as … the Holocaust by telling
stories, by using some artistic stimulus, by designing a social or group activity, or by
providing a hands-on introduction. He recommends broadening the tools and strategies
that a teacher will use so that different students may reach a deep
understanding through different modes. However, each student will
be exposed to a range of approaches/activities representing
central dimensions of the concept or topic, because each method of
representation imparts important and different insights for
understanding. Here again, MI is an important tool in
designing these alternative methods of representation….

     "Intelligence Reframed: Multiple Intelligences for the 21st Century". Elizabeth G. Cohen is
Professor Emerita at Stanford University. Recent publications include Working for Equity in
Heterogeneous Classrooms: Sociological Theory in Practice (edited with R. Lotan, 1997) and Designing
Groupwork Strategies for Heterogenous Classrooms (1994).
           Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                             Integrative English & Multiple Intelligence Theory
                                                   Pg. 10

                     10) The Educational Implications
                         of Language Acquisition

                 Broca                                                         Wernicke

     Speech formation in the Broca area; Speech comprehension in the Wernicke area
               Teacher: Ernie, pay attention please.
               Pupil: Very Sorry Teacher, my Wernicke is in the Westinghouse.

The Declining of Natural Language Acquisition and EFL/ESL
A child under the age of three who is exposed to two languages usually experiences
simultaneous and rapid acquisition. It seems that, children under nine can learn up to
three languages: early exposure to different languages activates a reflex in the brain
allowing them to switch between languages without confusion or translation into L111.
However, at around puberty age, a gradual decline begins. Thus, the overwhelming
majority of us who began learning a language after puberty are unable to acquire the
native-like accent. Although not necessarily abruptly, most of the cognitive abilities and
skills involved in language seem to decline because the brain loses plasticity, becoming
rigid and fixed, without the childlike freedom of adaptation and reorganization. Herein
begin the problems and challenges of ESL.

To put this in neurological terms, cerebral circuits used to handling one language adapt
for the efficient storage of two or more as observed in cerebral activation for
reading/translating two languages. Most activated brain areas during linguistic tasks for
a "foreign" language are not those generally associated with language, but rather those
related to mapping orthography to phonology12. It would seem that the left temporal
lobe is the physical base of the natural native tongue, but the EFL is ‘stored’
elsewhere, thus explaining cases of bilingual aphasia where one language remains intact.
Only languages learned simultaneously from birth are represented, and cause activity, in
the left hemisphere: languages learned later are stored separately, possibly in the right
hemisphere, and rarely activate the left temporal lobe. It has been assumed, that brain
lateralization and left-hemispherical specialization for language take place around age
thirteen. While infants’ motor and linguistic skills develop simultaneously, by puberty age
the cerebral hemispheres function separate and become fixed, making new language
acquisition so much more difficult 13.

So what to do? I suggest adding a focus for the elementary school level more avidly
utilizing natural ways of picking up language. For example, showing weekly movies in
English (without Hebrew subtitles) and utilizing the story line, songs and dramatization
as class materials. Also useful for disciplinary problems.

   W. Penfield and L. Roberts, Speech and Brain Mechanisms, Princeton, NJ, 1959.
   S. Dehaene, "Fitting two languages in one brain," Brain, 122 (12), 1999, pp. 2207-2208.
   E. Lenneberg, Biological Foundations of Language. New York, 1967.
         Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                           Integrative English & Multiple Intelligence Theory
                                                 Pg. 11

      11) IE&MI Teaching in the Classroom
How can MI theory be utilized in integrating English language acquisition into a broader
agenda? Educators have explored many ways. These include: embedding curriculum and
assessment in activities of greater relevance for students and heightened value in their
cultural environment; employing the arts to develop skills and understanding within and
across disciplines; promoting higher quality student work by identifying gifted
intelligences or specific disabilities; heightening student awareness of the diversity of
learning styles.

In this lecture at the ETAI July 2006 conference, I will briefly describe my experiences in
                                                  th th th
applying MI insights in two disparate settings: 4 -5 -6 graders in the Levi Eshkol grammar
                                                                          th th
School, Beit Shemesh including non-readers and false starters and 10 -11 grade English
speakers (religious boys) in Ramot Ohr Torah Stone preparing for Modules E,F and G.
These will be considered as two distinct focal points of language learning.

I shall define "integrative English" differently for these two groups and illustrate how
MI theory can be implemented for two similar yet distinctly different modes of learning
and educational purposes. For the 5 th graders the "Meitzav" exam served as an objective
yardstick while for the 10th-11th boys bagrut practice exams provided the standards to
judge success. But in both cases, my aim included having the students discover how
easily one can integrate the second language into their actual life experiences.

4th-5th-6th graders Integrative English
By "integrative English" for the 4 th-5th-6th graders I mean integrating language
acquisition into "life" in a natural setting. Based on the universal observation that
children acquire a language easily and naturally from the surrounding culture simply by
listening and learning to "think" in the sounds and patterns of that language. Thus, the
teaching is from the vantage point of what ages 9-12 can pick up easily and enjoyably.

To create a more natural learning environment, I added colorful dimensions to
standard classroom instruction. Here are some illustrations:
1.Weekly movies in English selected for content, songs and values.
2.Integrated life experiences, a nature trip, scavenger hunt, treasure hunt.
3.Computer Aided Instruction with individually
paced feedback and progress reports.
4.Sports using English as codes on the playing field.
5.A field trip to "Dialogue with Darkness in Holon",
6.Songs which the children were listening to avidly
during the recesses such as "Linkin Park"'s rap. They
had little idea what the words meant and less so the
The brain grooves and neuronal circuits are still
flexible enough for these younger ages to quickly catch
subtleties and nuances and actually "think" in the other language. Thus for example, such
songs are recommended for inducing long term memory storage for young children.
Here is one that the children brought to school from "Linkin Park":

     It’s easier to run
     Replacing this pain with something numb
     It’s so much easier to go
     Then face all this pain here all alone
           Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                             Integrative English & Multiple Intelligence Theory
                                                   Pg. 12

                   12) Practical Teaching Ideas
       Based on IE & MI Theory and Methods
IE&MI Methods used for both groups
1. Peer teaching using a Beit Midrash style of havruta learning.
2. Timing using speed reading and learning skills for rapid skimming and ideational
purveyance with rewards for efficiency components.
3. Guided Internet Surfing – taking advantage of innate interests and endless
opportunities on the net.
4. Noting and addressing differing individual cognitive styles and learning patterns and
accordingly assigning homework and class assignments.
5. Applying a five step reading/study method of SPARO (survey, preview, analyze,
review, overview) similar to SQ3R Survey, Question, Read, Recite, Review.

How can materials be presented in such a way that the children "think" in the second
language rather than simply translate. One way is to use unique expressions. I
humorously labeled a troublemaking child as "rambunctious" and indeed he was very
active and hard to control resulting from his excess excitement and youthful energy. His
classmates gleefully walked around repeating the appellation.

Integrative English on the 10th-11th grade English speakers level
MI Theory thrives best when a curriculum is open to multiple forms of assessment and
bagrut demands are not the most conducive for that. However, the bagurt project is an
exception and integrates naturally into MI learning. MI Schools have become expert at
promoting student projects as vital learning opportunities. Far more exhaustive than
tests, research projects allow pupils to explore subjects at their own pace, and present
their findings in ways they enjoy and best express their intelligences. Teachers guide in
research, stimulate and vary presentation methods according to individual intelligences
and psychodynamic makeup14. I had my 10th graders begin the projects at the end of the
year after they had already completely module E and were breathing vacation. This
invested them with a new challenge resuscitating disappearing energies.

Testing Internet Efficiency Skills In English
What should be tested in today's world of Internet?
I suggest for Ministry of Education English department futuristic
planning to add a new module (H is it?) as "Internet Processing
Efficiency in English". This would test speed, efficiency and
accuracy in Internet accessing, processing and editing. And
speaking of futurism in education, eventually, I assume that
integrative English, will mean the blending of English into other
academic disciplines and accounting for the globalized state of
international English.

Natan:     Isn't it incredible how differently some of us
perceive this world?

          Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                            Integrative English & Multiple Intelligence Theory
                                                  Pg. 13

 13) Virtual Identity & The College Bowl
I. Create a Virtual Identity
1) Use your imagination to create an Internet identity
Choose your screen name carefully and thoughtfully.
It can be a projection of "yourself" 10 or 15 years from now, or any imaginary character.
Endow him/her with a personality, set of interests and abilities, a family history etc…
You can be a muggle or a wizard, a wise scientist or an inquisitive news-reporter, an
innovative inventor or simply a young fellow. Try to create a realistic person who will
navigate safely in the virtual world of Internet. Be careful not to get involved in issues
that lead to moral dilemmas, attract perverts or court dangerous cyber-romance.

2) The adventure
Go into chats, respond to news reports and/or become a member in Yahoo or Google
interest groups of your choice. Interact freely, carefully and profitably in the Virtual
World. But, beware of predators and take precautionary actions.

3) Reporting
Your task is to keep a diary, describe your adventure, document your escapade
and learn as much as you can.

4) Concluding
Draw your conclusions. What did you learn? Whom did you meet? What
did you discover? Evaluate your experience.

II. College Bowl
"Toss ups" test quickness, accuracy and oral presentation.
College bowl (or "Quiz Bowl") is a game in which two teams of (typically) 4 players
each sit at a buzzer set, which is like a set of TV game show buzzers. The teams
compete to answer questions from standard academic subjects to pop culture and
general knowledge. There are two types of questions: the tossup, answerable by
players from either team (who may buzz in at any time), and the bonus, which is
answered by a team which has just answered a tossup. Games consist of two equal,
nine minute halves or until all of the tossup questions provided for the game have
been read, whichever comes first. The attraction is built into the drama of the
unfolding questions. Unlike direct trivial style questions on typical TV shows,
unfolding puzzles are meticulously planned to test depth as well as breadth of
knowledge. A kind of riddle uses a series of clues arranged in decreasing order of
difficulty - the last clue is actually a 'giveaway'.

At the college level, most questions are on subjects generally covered in a liberal arts education. These
include Literature, History, Science and Math, Social Science, Fine Arts, Geography, and Religion.
Questions might also be posed on what is called "Trash". These include current events, sports, pop
culture, and general knowledge. The use of the word "trash" was originally derogatory, but "trash-
lovers" reclaimed the word, and some label themselves with pride as "trash-mesiters" or "trivia
experts". ach year, College Bowl, Inc., runs a series of fifteen regional tournaments and a national
tournament, using timed rounds and relatively easy questions. CBI ran the "College Bowl" TV show
of the fifties and sixties and began running intercollegiate tournaments in the late seventies. CBI
tournaments retain a following because of their emphasis on speed, pop culture, and current events,
and their name recognition. The college bowl campus program is the direct descendant of the popular
1960's TV show.
Dr. Natan Ophir (Offenbacher), natan21@zahav.net.il, tel. 02-563-6093, 052-240-8822
                  Integrative English & Multiple Intelligence Theory
                                        Pg. 14

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