QSE & Multiple Intelligences
The theory of Multiple Intelligences, first posited by Dr Howard Gardner in
1983 and modified many times since then, has divided teachers and educators
as much as it has brought them together. But this is really a matter of the
details. Most educational theorists now agree that the long-established methods
of teaching and testing, which only appealed to a learner's linguistic or logical-mathematical
intelligences, work well for some students but exclude others whose intelligences
are of a different type.
What we have tried to do in QSE is address certain other aspects
of the theory, particularly the distinction between interpersonal and intrapersonal
intelligences. Students do not always want to interact with each other and provision
needs to be made for 'lone' activities as well as pair and group work.
However, we also feel that the notion of bodily-kinaesthetic intelligence is
a key factor in language learning and enjoyment of the process. But as these
are choices and decisions which are best made by the teacher, activities that
involve sharing, moving around to find the answers with other students, participating
and mingling have been included in the Teacher's Guides rather than on the pages
of the Student's Books.
Auditory learners will find plenty of stimulation in the varied audio (and
video at Advanced level) material on the CDs.
Visual learners will find that QSE is lavishly illustrated with
photos that make the texts come alive. Most of the photographs are authentic
news pictures and there are Picture Notes that describe the back story to many
illustrations in the Unit-by-Unit part of the Teacher's Guides.
We have also tried to balance giving teachers and learners what they like,
expect and are used to and giving them something new and different, without
making them alarmed or uncomfortable. The principles of Accelerated Learning
also inform what we write, particularly ideas of multi-sensory teaching and
learning and, in particular, how teachers can pay more attention to their students'
physical and emotional well-being. Many of these ideas are in the Teacher's
Guides rather than on the pages of the Student's Books.