scholarly journals Augmenting Tertiary Students' Soft Skills Via Multiple Intelligences Instructional Approach: Literature Courses in Focus

2017 ◽  
Vol 6 (2) ◽  
pp. 230
Author(s):  
El Sherief Eman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Labor Market ◽  
Learning Styles ◽  
Multiple Intelligences ◽  
Soft Skills ◽  
Teaching Literature ◽  
Universities And Colleges ◽  
Multiple Intelligences Theory ◽  
Per Se

The second half of the twentieth century is a witness to an unprecedentedly soaring increase in the number of students joining the arena of higher education(UNESCO,2001). Currently, the number of students at Saudi universities and colleges exceeds one million vis-à-vis 7000 in 1970(Royal Embassy of Saudi Arabia, Washington). Such enormous body of learners in higher education is per se diverse enough to embrace distinct learning styles, assorted repertoire of backgrounds, prior knowledge, experiences, and perspectives; at this juncture, they presumably share common aspiration which is hooking a compatible post in the labor market upon graduation, and to subsequently be capable of acting competently in a scrupulously competitive workplace environment. Bunch of potentialities and skills are patently vital for a graduate to reach such a prospect. Such bunch of skills in a conventional undergraduate paradigm of education were given no heed, being rather postponed to the post-graduation phase. The current Paper postulated tremendous  merits of deploying the Multiple Intelligences theory as a project-based approach, within  literature classes in higher education; a strategy geared towards reigniting students’ engagement, nurturing their critical thinking capabilities, sustaining their individualistic dispositions, molding them as inquiry-seekers, and ending up engendering life-long, autonomous learners,  well-armed with the substantial skills for traversing the rigorous competition in future labor market.  Keywords: Multiple intelligences, teaching Literature, motivation, autonomous learning, critical thinking. 

Formation of Soft Skills in English Language Classes in Veterinary Students

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
T Lugova ◽  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Labor Market ◽  
Communication Skills ◽  
Soft Skills ◽  
Research Work ◽  
Easy Access ◽  
Teaching English ◽  
Veterinary Students ◽  
Design Skills

Abstract. The article defines the role and importance of soft skills in teaching English to veterinary students. The author emphasizes that due to the development of superprofessional skills today universities are able to train competitive specialists, in particular in the field of veterinary medicine, who have a high level of communicative foreign language competence. It is substantiated that such skills as teamwork, communication skills, critical thinking, which contribute to the development of personality and determination of its position in society, form the basis of soft skills and determine the competitiveness of higher education graduates in the modern labor market. The purpose of the research works is to determine the role of soft skills in teaching English to veterinary students. Results of research work. Soft skills are defined as "skills of the XXI century", or "interchangeable" skills (transferable skills). They are based on such skills as teamwork, communication skills, critical thinking, which contribute to the development of personality and determine its position in society (especially in terms of effective and harmonious interaction with other people) – they are becoming increasingly important in the competitiveness of higher education institution graduates in the labor market. We can distinguish four main groups of soft skills: 1. Basic communication skills, which include the ability to persuade, argue, work in a team, negotiate, conduct business correspondence, make presentations, etc. 2. Self-management, which includes the ability to manage emotions, skills in dealing with stressful situations, the ability to plan and set goals, use the time effectively, control emotions. 3. Skills of intellectual thinking, which form the ability to search and analyze information, think creatively, logically, not stereotyped, have design skills, make informed decisions. 4. Foresight management, which helps students to master such skills as goal setting, project management, motivation, control, easy access to feedback. Exactly these super-professional skills can be formed in Business English classes for veterinary students.

scholarly journals Pluralization, the Key to Successful Teaching in Many Different Ways

2019 ◽  
Vol 3 (3) ◽  
pp. p227
Author(s):  
Rana Khan Mohammed Ishaque
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Single Type ◽  
Howard Gardner ◽  
Approach To Learning ◽  
Diverse Learning ◽  
Multiple Intelligences Theory ◽  
Different Types ◽  
Multiple Approach ◽  
Learning Capabilities

Different theorists have perceived learning from different perspectives. It is true that learners show diverse learning capabilities and it becomes essential that educators harness the most from this potential. This paper investigates various approaches for maximizing plural intelligences and their impact on learning styles and capabilities of learners in classes. Students perceive content differently based on their individual learning styles and preferences. This makes it imperative for teachers to consider learners not as having single type of intelligence but rather as having multiple intelligences. Educators, therefore, need to be aware of learner needs and pay attention not only to their learning styles but also to their achievements and progress in classrooms. Multiple Intelligences theory by Harvard Professor Howard Gardner in 1983 contradicted the standard approach of measuring intelligence with a single perspective. He explained that learners possess different forms of intelligences and apply them in more than one way to interpret information, solve problems and create things (Gardner, 1993). This paper emphasizes on the implementation of multiple intelligences theory in the context of teaching English as a second language. It focuses on the need to implement differentiation in offering help to learners. It also discusses different types of approaches and activities linked to those approaches to help teachers implement differentiated instruction based on multiple intelligences. While implementing this multiple approach to learning educators also need to understand the importance of creating a balance between student centric approach and teacher led approach in offering options for learning. Finally, the paper also highlights potential issues faced by educators, recommendations and conclusions about the implementation of the multiple intelligences approach.

Learning Styles and Multiple Intelligences

2011 ◽  
pp. 1237-1247
Author(s):  
Teresa Chambel ◽  
Nuno Guimarães
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Process Information ◽  
Related Theory ◽  
Multiple Intelligences Theory ◽  
Cognitive Preference ◽  
Theory Of Multiple Intelligences ◽  
Context Of Learning ◽  
Specific Learning

A learning style, or cognitive preference, is a consistent way of responding to and using stimuli in the context of learning. We can learn in many different ways, but when we use our preferred methods, we are generally at our best and feel most competent, natural, and energetic. There are many theories and various instruments to determine learning styles, but they are all essentially based on the idea that individuals perceive, organize, or process information differently on the basis of either learned or inherited traits. The related theory of multiple intelligences, introduced by Gardner (1983), states that every individual has a different set of developed intelligences, determining how easy or difficult it is to learn information presented in a particular manner. This can be seen as defining a specific learning style, although some authors (Silver, Strong, & Perini, 2000) claim that the multiple intelligences theory is centered around the content of learning in distinct fields of knowledge, while learning styles focus mostly on the process of learning.

How does using feedback empower student metacognition and learning?

2019 ◽  
Vol 6 (1) ◽  
pp. 386-395
Author(s):  
Do Thi Thu Thuy ◽  
Tang Thi Thuy
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Cognitive Skills ◽  
Teacher Feedback ◽  
Direct Impact ◽  
Universities And Colleges ◽  
Self Regulated Learning ◽  
Life Long Learning ◽  
Student Achievements ◽  
The Impact

Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and lifelong learning. The study, therefore, investigates the impact of teacher feedback on student meta-cognition and explores the link between student achievements and their cognitive skills through a research done on 440 Vietnamese students from 40 universities and colleges in Vietnam. The findings show that only monitoring strongly affect the students’ academic achievement, meanwhile teacher feedback has no direct impact on the students’ results. Keywords: Self-regulated learning (SRL), meta-cognition, teacher feedback, life-long learning, Vietnamese students.

scholarly journals Formation of HEIs students' soft skills using distance learning platforms in foreign language teaching

2021 ◽  
Vol 9 (1) ◽  
pp. 28-39
Author(s):  
Аlla Oleksandrivna Shchehlova ◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Distance Learning ◽  
Foreign Language ◽  
Education System ◽  
Soft Skills ◽  
Educational Process ◽  
Theory And Practice ◽  
Behavioral Approach ◽  
Learning Platforms

The article is devoted to the implementation of modern distance learning technologies while teaching and studying Business English by the students for non-philological specialties. This research aims to identify the impact of distance learning platforms on the formation of soft skills. In the course of the research, the conceptual apparatus of distance learning is concretized; the positive and negative aspects of the new education system using e-technologies for the educational process in higher education institutions is highlighted; the effectiveness of distance technologies is analyzed in the context of soft skills development. The pedagogical ways of introducing multimedia teaching aids in learning a foreign language as a key condition for the fundamental training of a qualified specialist focused on meeting the needs of the modern market are described in detail. Based on the behavioral approach and analysis and synthesis of data from domestic and foreign literature, a comparative study of the theory and practice of introducing distance learning, it has been proved that with the change in educational trends and versatility of training courses, competition in the labor market is growing and in order to gain an advantage over competitors, students have no other choice than adding value to their professional skills with soft skills to showcase their true potential. It is noted that one of the most pressing problems in the field of digitalization of the educational process is the reform of curricula in order to adapt universities to the demands of the labor market. It has been proven that the effectiveness of achieving the triune goal (especially the developmental one) directly depends on the chosen forms and methods of teaching, and the inclusion of information and communication technologies is a consequence of the growing share of national GDP, which covers new technological industries and the high-level service sector. The challenges facing the modern higher education system during the pandemic is a step towards a new stage in its development and contextualisation, where the teacher acts as a mediator. In this regard, and with the aim of developing flexible skills of future specialists, distance learning platforms in learning a foreign language are considered as a way to solve complex problems, innovations and creativity, visualize new markets, understand social and global consequences, work in a new multi-faceted environment and with people of different cultures and countries, developing new products and services.

scholarly journals The Importance of Soft Skills Development to Enhance Entrepreneurial Capacity

2020 ◽  
Vol 3 (3) ◽  
pp. p1
Author(s):  
Sarom Tem ◽  
Ariyabhorn Kuroda ◽  
Keow Ngang Tang
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Soft Skills ◽  
Youth Unemployment ◽  
Skills Development ◽  
Entrepreneurial Success ◽  
Problem Solving Skills ◽  
Individual Personality ◽  
Successful Entrepreneurs

Soft skills development has come with the intention of an all-rounded development of individual personality and entrepreneurship can be taught or not has been an argument until today. Therefore, this study was designed to explore the importance of soft skills to enhance entrepreneurial capacity. The three key soft skills that researchers examined were communication, leadership, and critical and problem-solving skills while the entrepreneurial capacity was the dependent variable of this study. A total of five successful entrepreneurs were purposively selected to be the informants of this study. Researchers employed a qualitative method using interview protocol as an instrument to conduct in-depth interviews. Data were analyzed using content analysis. The results revealed that critical thinking and problem-solving skills is the most significant soft skills to assist entrepreneurs to improve their competitiveness and productivity. Moreover, all the informants came to the consensus that higher education should teach the students the three required soft skills to be successful entrepreneurs. They emphasized the importance of soft skills that can assist entrepreneurs not only to compete in the formal labor market but also has the potential to reduce youth unemployment, drive economic growth, and reduce poverty. The overall results are successfully contributed to a growing body of research by suggesting that soft skills, namely communication, leadership, and critical thinking and problem-solving skills associated with entrepreneurial success are malleable and can be trained through higher education institutions.

Learning Styles and Multiple Intelligences

2011 ◽  
pp. 1369-1379
Author(s):  
Teresa Chambel ◽  
Nuno Guimarães
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Process Information ◽  
Related Theory ◽  
Multiple Intelligences Theory ◽  
Cognitive Preference ◽  
Theory Of Multiple Intelligences ◽  
Context Of Learning ◽  
Specific Learning

A learning style, or cognitive preference, is a consistent way of responding to and using stimuli in the context of learning. We can learn in many different ways, but when we use our preferred methods, we are generally at our best and feel most competent, natural, and energetic. There are many theories and various instruments to determine learning styles, but they are all essentially based on the idea that individuals perceive, organize, or process information differently on the basis of either learned or inherited traits. The related theory of multiple intelligences, introduced by Gardner (1983), states that every individual has a different set of developed intelligences, determining how easy or difficult it is to learn information presented in a particular manner. This can be seen as defining a specific learning style, although some authors (Silver, Strong, & Perini, 2000) claim that the multiple intelligences theory is centered around the content of learning in distinct fields of knowledge, while learning styles focus mostly on the process of learning.

Relation between Measures of Critical Thinking and Learning Styles

1998 ◽  
Vol 83 (3_suppl) ◽  
pp. 1248-1250 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
William G. Masten
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Critical Thinking ◽  
Physical Education ◽  
Elementary Education ◽  
Learning Styles ◽  
Learning Style ◽  
Health And Physical Education ◽  
Education Psychology

This study investigated differences and relationships between critical thinking and learning styles for 184 students majoring in Elementary Education, Health and Physical Education, Psychology and Special Education, and Secondary and Higher Education. Analyses showed some significant differences among groups in learning style and critical thinking and relationships between the variables studied.

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