GARDNEROVA TEORIJA VIŠESTRUKE INTELIGENCIJE I NASTAVA ENGLESKOG JEZIKA U OSNOVNIM ŠKOLAMA
GARDNER’S THEORY OF MULTIPLE INTELLIGENCES AND ENGLISH LANGUAGE TEACHING AT SCHOOLS

Summary/Abstract: The purpose of this paper is to define and to explore the Multiple Intelligences theory (MI theory) and offer suggestion including lesson ideas and classroom activities such as uses of computer technology, writing activities, etc. That enable teachers to implement MI theory in the classroom. By properly implementing MI theory and teaching challenging content to all students' intellingences and preferred learning styles. In that case our students will: • Become more independent; improve self esteem, responsibility and self direction • Improve cooperative skills • Demonstrate improved leadership skills • Show and improve their ability to work „multimodally“ (use multiple inteligences), when doing school reports, multimedia projects, and complete other school tasks. The theory of Multiple Intelligence advocates the fact that intelligence is not a single property of the human mind, as is commonly believed, but rather that each human being is endowed with a set of several intelligences each of which can be nurtured and challenged in specific ways. According to Gardner, there are seven distinct intelligences that can be linked to their neurological substrate: linguistic intelligence (sensitivity to the spoken and written word and ability to master languages), logical-mathematical intelligence (the capacity to analyze problems logically and scientifically), musical intelligence (skill in the performance, composition and appreciation of music), bodily-kinesthetic intelligence (as exemplified by dancers, surgeons and artists), visual-spatial intelligence (characteristic of pilots, graphic artists and architects), interpersonal intelligence (a talent for understanding and relating to other people) and intrapersonal intelligence (the capacity for understanding oneself). The challenge is to find ways to ascertain individual intelligence and to implement different ways of learning appropriate to each person. The qualitative research study outlined in this thesis represented the initial step in providing students with a chance to see their own possible intelligence. In this case the most dominant intelligence for the classroom in general is Bodily/Kinaesthetic Intelligence). Although the results of the study indicated increased multimodal skills, attitudes and behaviour, further study must be done to determine if such skills will continue to be present as these students proceed with their schooling.

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