scholarly journals Application of MI theory to a law classroom

2021 ◽  
Vol 7 (4) ◽  
pp. 342-344
Author(s):  
Shyamal Acharya
Keyword(s):  
Mi Theory

Understanding the Role of Digital Technology in Multiple Intelligence Education

2020 ◽  
pp. 65-92
Author(s):  
Kevin Greenberg ◽  
Robert Z. Zheng ◽  
Isabelle Maloy
Keyword(s):  
Multiple Intelligences ◽  
Digital Technology ◽  
Meta Analysis ◽  
Multiple Intelligence ◽  
Future Research ◽  
Emergent Technologies ◽  
Theory Of Multiple Intelligences ◽  
Intelligence Education ◽  
Mi Theory

The theory of multiple intelligences has been embraced by the education and research communities worldwide. Substantial research has been conducted to understand multiple intelligences and learning. However, studies that examine how various types of technology affect across the board the different types of intelligences in learning is lacking. This chapter reviews the multiple intelligence (MI) theory and how emergent technologies can be used to support MI learning in education using a meta-analysis method. The results reveal that bodily-kinesthetic is most responsive to technology-based intervention compared to other types of intelligences and that immersive and visual images are effective in improving verbal linguistic and bodily-kinesthetic intelligences. Discussion of the findings are made along with their implications in educational practices. Suggestions for future research and practice are made in regard to multiple intelligence and emergent digital technology.

Multiple Intelligence-Based Learning Preferences of Students, Modes of Delivery and Assessment Tools used in Lourdes College

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Miguela B. Napiere
Keyword(s):  
Instructional Strategies ◽  
Multiple Intelligences ◽  
Assessment Tool ◽  
Mode Of Delivery ◽  
Learning Preferences ◽  
Multiple Intelligence ◽  
Assessment Tools ◽  
Active Involvement ◽  
Intrapersonal Intelligence ◽  
Mi Theory

Based on Gardner’s (1983) Multiple Intelligence (MI) theory, this study examined the dominant intelligences and learning preferences of 232 freshmen in a school in Cagayan de Oro City, Philippines. The dominant modes of delivery and assessment tools used by 14 instructors in the basic subjects were also examined. Results revealed that students have dominant musical-rhythmic and spatial-visual intelligences; and they prefer to learn through linguistic and intrapersonal means. The dominant modes of delivery used were intrapersonal and logic-based modes; and the assessment tools used were primarily related to the interpersonal and logical-mathematical intelligences. Correlation results show that students who have strong intrapersonal intelligence tend to prefer to learn in linguistic ways. Each mode of delivery used in classes is significantly related to each assessment tool. The study suggests the need for more instructional strategies that will tap the musical and visual intelligences of students; and more opportunities to demonstrate their learning through active involvement, sound-related activities, and reflection-stimulating ways.   Keywords - multiple intelligences, learning preferences, modes of delivery, assessment tools

scholarly journals A Detailed Neuroscientific Framework for the Multiple Intelligences: Describing the Neural Components for Specific Skill Units within Each Intelligence

2019 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
C. Branton Shearer
Keyword(s):  
Multiple Intelligences ◽  
Neural Activation ◽  
Scientific Model ◽  
Laboratory Findings ◽  
Activation Patterns ◽  
Experimental Validity ◽  
Neural Underpinnings ◽  
Instruction And Curriculum ◽  
The Mind ◽  
Mi Theory

The concept of intelligence has been debated since introduction of IQ tests in the early 1900s. Numerous alternatives to unitary intelligence have achieved limited acceptance and IQ remains the predominant theoretical basis for schooling. Multiple intelligences theory (Gardner, 1983), despite criticism it lacks experimental validity, has had sustained interest by educators worldwide as a means of personalizing instruction and curriculum. The neuroscientific evidence for the intelligences has not been updated since 1983. This investigation reviewed 417 neuroscientific studies examining neural correlates for skill units within seven intelligences. Neural activation patterns demonstrate each skill unit has its own unique neural underpinnings as well as neural features shared with other skill units within its designated intelligence. These patterns of commonality and uniqueness provide richly detailed neural architectures in support of MI theory as a scientific model of human intelligence. This conclusion is supported by four previous studies revealing extensive neural evidence that MI theory distinguishes among ability groups and several cognitive qualities (Shearer and Karanian, 2017). The emerging field of educational cognitive neuroscience strives to bridge the gap between laboratory findings and classroom instruction. MI theory aligns with advances in understanding how the mind and brain interact providing a practical interface between the art of teaching and neuroscience. A neuroscientific model of the multiple intelligences brings us closer to the goal of personalizing education by understanding the unique neuro-cognitive profiles of all students. These findings, coupled with advanced technologies, point the way forward to bring MI-inspired education to all students.

scholarly journals Incorporating the Multiple Intelligences theory in language teaching: portfolios, projects and team teaching

Lenguaje ◽  
2007 ◽  
Vol 35 (2) ◽  
pp. 221-240
Author(s):  
Rosalba Cárdenas Ramos
Keyword(s):  
Multiple Intelligences ◽  
Team Teaching ◽  
Language Teachers ◽  
Project Work ◽  
Short Introduction ◽  
Daily Work ◽  
Theoretical Support ◽  
Multiple Intelligences Theory ◽  
Theory Of Multiple Intelligences ◽  
Mi Theory

This article makes a case for the possibility of incorporating the theory of Multiple Intelligences in our daily work as language teachers through the use of portfolios, project work and team teaching. After a short introduction of the MI theory, the article justifies the use of each of these techniques and shows their links with Gardner’s MI theory. It also shows advantages and difficulties in their use and provides theoretical support from authors who have analyzed and experimented with these techniques and procedures.

scholarly journals Context based learning in chemistry: Chemistry in Sport [part 2]

2016 ◽  
pp. 55-56
Author(s):  
Tina Overton ◽  
Nicholas Potter
Keyword(s):  
Intellectual Development ◽  
Independent Study ◽  
Alternative Methods ◽  
Mind Mapping ◽  
Learning Resource ◽  
Web Based ◽  
Perry Scheme ◽  
Part Time ◽  
Teaching Learning ◽  
Mi Theory

A learning resource for part-time 1st year foundation degree students was designed to be completed entirely by independent study. The course presented chemistry in the context of sport and investigated the use of a number of alternative methods of teaching/ learning, including:● The Perry Scheme of Intellectual Development● Multiple intelligences (MI) Theory● Problem-Based Learning (PBL)● Context Based Learning (CBL)● Mind Mapping● Case Studies● Web-based independent learningA website containing questions, hyperlinks to further content and external webpages was produced. The students’ response was positive. They enjoyed the course, found the context interesting and the presentation helpful. The assessment marks improved (a 5-6% increase) compared to a more traditional paper based course. As only eight students took the course these results cannot be seen as statistically significant but provide agood indication that this was an effective approach. In completing their assessments and pre and post questionnaires the students provided valuable feedback that will enable improvements to the learning resource.

scholarly journals INOVASI PEMBELAJARAN PAI BERBASIS MULTIPLE INTELLIGENCES

2018 ◽  
Author(s):  
Reni Uswatun Hasanah
Keyword(s):  
Multiple Intelligences ◽  
Interdisciplinary Approach ◽  
Learning Activities ◽  
Islamic Education ◽  
School Subject ◽  
Critical Response ◽  
Visual Spatial ◽  
The World ◽  
Definition Of ◽  
Mi Theory

Multiple Intelligences (MI) emerged as a critical response to Intelligence Quotients (IQ) which limits the definition of intelligence in logical-mathematical and linguistic areas. The MI theory defines nine intelligence of human being such as (1) the linguistic, (2) the logical-mathematical, (3) the visual-spatial, (4) the kinesthetic, (5) the musical, (6) the interpersonal, (7) the intra-personal, (8) the natural, and (9) the existential. This theory recognizes the fact that every child has his/her own uniqueness and deserves appreciation in his/her education. This is important for the reason that education is a mode of developing students’ potentials in purpose of implementing their caliphate roles and bringing God’s mercy in the world. MI-based learning is an alternative in teaching Islamic education as a school subject in Indonesia. Implementing MI-based learning means implementing interdisciplinary approach in developing learning materials, making use multi-model of learning activities, and authentically assessed the learning itself. This purposes to accommodate the diversity of students’ intelligences.

scholarly journals Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review

2020 ◽  
Vol 10 (11) ◽  
pp. 334
Author(s):  
Manos Mavrelos ◽  
Thanasis Daradoumis
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Cognitive Skills ◽  
Holistic Approach ◽  
Multiple Intelligence ◽  
Pedagogical Practices ◽  
Multiple Intelligence Theory ◽  
Waldorf Schools ◽  
Educational Paradigm ◽  
Mi Theory

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.

Practices of Multiple Intelligence Instruction and Teaching Performance of Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 59-60
Author(s):  
Lennie M. Badajos ◽  
Crispina V. Diego
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Instructional Practices ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Teaching Performance ◽  
Public Elementary School ◽  
The Public ◽  
High Standards ◽  
Mi Theory

Managing students in the classrooms with multiple intelligences is one of the tough issues teachers encounter. The practice of multiple intelligences instruction depends mainly on the teacher's performance in teaching. That is to challenge the students by setting high standards for further achievement and evaluate students' progress. The theory of Multiple Intelligence (MI) resonates with many educators. It gives an idea to create a relatively even distribution of students of different abilities and diverse educational needs. It has been found out that teachers who based their instructional practices on MI theory have more authentic classrooms, and students are more genuinely engaged in class. Hence, the paper describes the extent of multiple intelligences instructional practices and the level of teaching performance of the public elementary school. Likewise, it sought to determine the significant relationship between multiple intelligences instructional practices, teaching performance, and demographic profile of teachers.

MI theory

2019 ◽  
pp. 17-21
Author(s):  
Cathy Atkinson ◽  
Paul Earnshaw
Keyword(s):  
Mi Theory
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