Multiple Intelligences, Problem Solving, and Diversity in the General Classroom

1996 ◽  
Vol 19 (4) ◽  
pp. 437-460 ◽  
Author(s):  
C. June Maker ◽  
Judith A. Rogers ◽  
Aleene B. Nielson ◽  
Patricia R. Bauerle
Keyword(s):  
Problem Solving ◽  
Multiple Intelligences ◽  
Gifted Students ◽  
Math Performance ◽  
Classroom Teaching ◽  
Learning Needs ◽  
Significant Relationships ◽  
Diverse Learning ◽  
General Classroom ◽  
Theory Of Multiple Intelligences

Classroom teaching strategies and curriculum based on the theory of multiple intelligences (Gardner, 1983), principles for differentiation to meet the needs of gifted students (Maker et) Nielson, 1996), and integration of culturally and linguistically appropriate content have been advocated for students with diverse learning needs, including gifted students and students learning English as a second language. In this study of two teachers' classrooms, pre- and postassessments were used to compare teacher's level of implementation of the DISCOVER1 approach on: problem-solving behaviors, number of students identified as gifted, problem solving by gender, and problem solving by students' language of preference. Significant relationships were found between level of implementation by teacher and positive changes in problem solving in Pablo® and math activities, mean math performance, and number of students identified as gifted on postassessment. The results indicate the value of the DISCOVER approach in general classrooms with a high proportion of Spanish-speaking or bilingual children.

scholarly journals Designing an Instructional Module for Classroom Teaching Based on the Multiple Intelligences Theory

2021 ◽  
Vol 4 (3) ◽  
pp. 9-18
Author(s):  
Lee P. Malapad ◽  
Maria Anna T. Quimbo
Keyword(s):  
Multiple Intelligences ◽  
Teaching Method ◽  
Lesson Planning ◽  
Perceived Usefulness ◽  
Classroom Teaching ◽  
Learning Needs ◽  
Student Interest ◽  
Instructional Module ◽  
Theory Of Multiple Intelligences ◽  
Method Of Instruction

Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in the 5E-MI instructional module and teaching method. During implementation, the teacher and the students were observed to assess the perceived usefulness of the module. The study established that the 5E-MI instruction module was a useful lesson planning method to increase students' engagement, who were observed to be attentive and participative during the implementation. Lesson planning was easier for the teacher since enrichment activities incorporated were guided by the dominant MI of the students. Through this study, educators are provided direction in incorporating MI in lesson planning and curriculum integration.

scholarly journals Curriculum Integration: The Use Of Technology To Support Learning

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Allen Jackson ◽  
Laura Gaudet ◽  
Larry McDaniel ◽  
Dawn Brammer
Keyword(s):  
Problem Solving ◽  
Multiple Intelligences ◽  
Whole Body ◽  
Human Potential ◽  
Learning Needs ◽  
Multimedia Technology ◽  
Visual Spatial ◽  
Use Of Technology ◽  
Theory Of Multiple Intelligences ◽  
How People Learn

Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.   

scholarly journals Using Webquest As A Universal Design For Learning Tool To Enhance Teaching And Learning In Teacher Preparation Programs

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Chien-Hui Yang ◽  
Pei Wen Tzuo ◽  
Cecile Komara
Keyword(s):  
Teacher Preparation ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Problem Solving Skills ◽  
Diverse Learning ◽  
Design For Learning ◽  
Strongly Agree

Developed by Dodge (1995), WebQuest is an inquiry-based teaching tool, in which students of all ages and levels participate in an authentic task that use pre-designed, pre-defined internet resources, though other print resources can also be used. Learners will put the focus on gathering, summarizing, synthesizing, and evaluating the information within clearly defined parameters in order to accomplish an authentic task set by the instructor. WebQuest takes a problem-solving approach and exhibits a clear structure that guides the learning processes and interactions (Dodge, 2001), and can be used for different subject areas across age levels, from young children to adult learners (Ezell, Klein, Hines, & Hall, 2003). In teacher preparation, research has shown that WebQuest enhanced problem-solving skills, higher order thinking, motivation, creativity, critical thinking, active learning, connection to authentic contexts (Abu-Elwan, 2007; Allan & Street, 2007; Lim & Hernandez, 2007) and assisted in bridging the theory to practice gap (Lim & Hernandez, 2007). It should be noted that most studies were conducted on the subject areas of Math, literacy, or science. In Singapore context, many local teachers still havent heard of WebQuest and learned about using WebQuest in their teaching. Further, few research studies have focused on establishing WebQuest as an evidence-based practice in enhancing teaching and learning or a pedagogy promoting Universal Design for Learning and inquiry based learning. This research project intends to introduce WebQuest, to be modelled and integrated in a course training special education pre-service teachers (allied educators) in Singapore. Specifically, the following research questions were posed: (1) Does the use of WebQuest in teacher preparation promote special education teachers understanding on Universal Design for Learning (UDL) in accommodating students with diverse learning needs? (2) Does WebQuest a useful tool to enhance teachers higher order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuest in teacher preparation foster stronger desires for teachers to integrate ICT in teaching and learn more about WebQuest? Forty one teacher responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program. Teachers also learned about WebQuest as an Universal Design for Learning tool for students with diverse learning needs. The majoirty of teachers indicated strong favors over WebQuest activities over traditional teacher-directed learning methods. All participants found WebQuest helpful in accommodating individual differences and learning styles (Agree: 68.3%; Strongly agree: 31.7%). Forty teachers (N=41) reflected that they used more critical thinking and problem solving skills when they engaged in the WebQuest activities developed by the instructor (39% strongly agree and 56.1% agree). Thirty nine teachers agreed that they were required to use more creativity when they engaged in the WebQuest activities (24.4% of teachers stronly agree and 68.3% agree). The majority of teachers (26.8% strongly agree and 68.3% agree) felt that they know more about ways to incorporate technology for teaching and learning after experiencing WebQuest in this class. They also indicated that they would like to use more technology and web resources in teaching in the future after learning about WebQuest (41.5% strongly agree and 53.7% agree).

scholarly journals INTEGRATION OF MULTIPLE INTELLIGENCE THEORY IN THE TEACHING AND LEARNING OF MORAL EDUCATION IN MALAYSIA : A CRITICAL ANALYSIS

2020 ◽  
pp. 200-208
Author(s):  
Nadarajan Thambu ◽  
Ganesan Shanmugavelu ◽  
Manimaran Vadivelu ◽  
Latifah A.Jamil ◽  
Kanaisan Kanapathy
Keyword(s):  
Moral Education ◽  
Multiple Intelligences ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Multiple Intelligence Theory ◽  
Teaching Plan ◽  
Theory Of Multiple Intelligences ◽  
Teaching Unit ◽  
Teaching Learning ◽  
Document Review

The purpose of this study is to analyze the advantages and needs of integrating various intelligence theories in the process of teaching and learning Moral Education in a more practical way. Smart individuals become human capital for the economic and social development of the country. However, efforts to highlight or expose the various intelligence available to students are still not given much attention by teachers. Identifying various aspects of student intelligence is still a challenge for teachers who implement the teaching and facilitation process in the Moral Education classroom. Moral Education teachers face problems to help students reach their maximum potential because of the unique and varied learning needs of students. In this regard, the theory of multiple intelligences is thought to be able to be a theoretical framework to define, understand, develop and assess the various intelligences that students have. This study uses a qualitative approach with text analysis design and document review. Therefore, this paper is structured into three parts. The first part is a discussion of the Moral Education curriculum in Malaysia, and issues in teaching pedagogy. The second part is a discussion of the theory of multiple intelligences and the Flow theory that supports it and the third part is the integration of the theory of multiple intelligences in the Daily Teaching Plan for one unit of teaching in the Moral Education class . This paper demonstrates the importance of the concept of integrating the theory of multiple intelligences in the teaching and learning of Moral Education. This article also proposes a framework for the preparation of Daily Teaching Plan for a teaching unit as a guide for Moral Education teachers. KEYWORDS : Moral Education, Multiple Intelligences, Teaching ,Learning, Integration , Flow Model

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

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