Intelligence-Friendly Environments: a Study of New Zealand Primary School Classroom Design in Relation to Multiple Intelligences Theory

<p>Education of young children has been the focus of academic research for many years. However, the impact of educational settings on the effectiveness of classroom instruction and learning progress is largely unconsidered. Multiple intelligence theory (MI) postulates that different types of intelligence affect our ability to learn and that educational programs should be accommodated to each learning style. The present study takes this approach a step further, by proposing that MI elements could be incorporated into classroom design, thus enabling students with different preferences to learn more effectively. Therefore the aim of this study is to investigate the effectiveness of New Zealand existing primary classroom settings in relation to the theory of multiple intelligences. This includes proposing possible improvements to the interior design of classrooms with the aim of enhancing children’s learning potential. The thesis includes a case study of four classrooms conducted through: (a) interviewing the classroom users −four teachers and twenty students aged 9-11; (b) observing the daily use of existing classroom settings; and (c) surveying the design of the existing classrooms. The key findings of the study are that most users have a very positive view of their traditional classroom settings but that at present MI theory is not strongly supported by the settings observed in the four classrooms. Classrooms mainly support linguistic and logical-mathematical intelligences, whilst other intelligences are treated as secondary or complementary activities. However, MI settings - proposed by the researcher- are often already present in the classrooms or are suggested and/ or recommended by at least one user. The key conclusions of this study are that: (1) case study classrooms settings support mainly traditional views of intelligence and teaching; (2) applying MI theory to classroom designs could lead to more efficiency in learning environments; and (3) New Zealand schools could benefit from applying the different MI settings. Thus the study identifies the need to further evaluate cultural implications of MI theory in New Zealand culture. In addition, further studies need to integrate space saving furniture into single classrooms, allowing for more effective MI settings.</p>

Intelligence-Friendly Environments: a Study of New Zealand Primary School Classroom Design in Relation to Multiple Intelligences Theory

<p>Education of young children has been the focus of academic research for many years. However, the impact of educational settings on the effectiveness of classroom instruction and learning progress is largely unconsidered. Multiple intelligence theory (MI) postulates that different types of intelligence affect our ability to learn and that educational programs should be accommodated to each learning style. The present study takes this approach a step further, by proposing that MI elements could be incorporated into classroom design, thus enabling students with different preferences to learn more effectively. Therefore the aim of this study is to investigate the effectiveness of New Zealand existing primary classroom settings in relation to the theory of multiple intelligences. This includes proposing possible improvements to the interior design of classrooms with the aim of enhancing children’s learning potential. The thesis includes a case study of four classrooms conducted through: (a) interviewing the classroom users −four teachers and twenty students aged 9-11; (b) observing the daily use of existing classroom settings; and (c) surveying the design of the existing classrooms. The key findings of the study are that most users have a very positive view of their traditional classroom settings but that at present MI theory is not strongly supported by the settings observed in the four classrooms. Classrooms mainly support linguistic and logical-mathematical intelligences, whilst other intelligences are treated as secondary or complementary activities. However, MI settings - proposed by the researcher- are often already present in the classrooms or are suggested and/ or recommended by at least one user. The key conclusions of this study are that: (1) case study classrooms settings support mainly traditional views of intelligence and teaching; (2) applying MI theory to classroom designs could lead to more efficiency in learning environments; and (3) New Zealand schools could benefit from applying the different MI settings. Thus the study identifies the need to further evaluate cultural implications of MI theory in New Zealand culture. In addition, further studies need to integrate space saving furniture into single classrooms, allowing for more effective MI settings.</p>

What Is In Your Workplace Toolbox? Recognizing And Developing Spiritual Intelligence Through Problem Solving

Performance management frameworks in public educational institutions have not dealt with some of the challenges in creating an environment that reflects organizational commitment, sustainability, productivity, and retention among academic staff. The purpose of this article was to explore the experiences of people of color regarding the challenges they face involving the use of spiritual intelligence in the workplace. Gardner’s multiple intelligence theory served as the foundation for this article. The key research question focused on the perceptions of people of color working in nonprofit educational institutions regarding the role that spiritual intelligence played in their workplaces and career successes. Targeted research included face-to-face interviews with 10 participants older than 18 years old. Two findings revealed spiritual intelligence was viewed as an indirect tool used for career success and there are opportunities for human resources to promote spiritual intelligence to create a sustainable work environment to increase performance. I concluded that the results are useful for human resource management to implement programs for their employees to understand and apply their spiritual intelligence in the workplace environment. Keywords: People of Color, Organizational Culture, Spiritual Intelligence, Organizational Commitment, Human Resource Development

Optimization of Teaching Evaluation System for Football Professional Teachers Based on Multievaluation Model

The introduction of multiple intelligence theory into sports professional football teaching is a requirement of educational innovation, which helps to expand and play the multiple functions of football, and can effectively improve the comprehensive quality of football professional science. Under the perspective of multiple intelligence theory, college sports professional football teaching will focus on the all-round development of students, actively cultivate students’ multiple intelligence, and reflect the democratization, individualization, and diversification of teaching in the process of educational concept innovation. This article explains the origin and characteristics of the particle swarm optimization algorithm and discusses the application status of the PSO algorithm in detail. We introduced the standard PSO algorithm, including mathematical forms, iteration steps, and flowcharts. In addition, it also specifically describes the proposed new PSO improved algorithm, including the food chain strategy and reproduction strategy, as well as the implementation of the algorithm. Through analysis, it is concluded that the implementation and implementation of relevant systems is the guarantee for the sustained and sound development of campus football. The amount of football lessons is insufficient, and the classroom teaching effect is not ideal. Physical education teachers are acceptable, but the football professional knowledge training of physical education teachers needs to be strengthened. The selection and setting of the teaching content of football lessons lack systematic, scientific, and adaptable, and the teaching methods and teaching model concepts are backward. In the process of football teaching, teachers ignored the evaluation and assessment of students’ nonphysical and nonintellectual factors, and campus football activities did not achieve the expected goals.

Improving Teaching of Mathematics through Multiple Intelligences Theory based activities at Secondary School Level

This study was conducted to improve the academic achievement of students in the subject of mathematics at the secondary school level through the application of multiple intelligences theory-based activities at the secondary school level. The researcher used a true experimental design in this study. The population of the study comprised of all secondary school students of district Bannu and 60 students were randomly selected as a sample of study who were further divided(based on pre-test score) into two equivalent groups (Control and Experimental). The experimental group was taught through MIT-based activities, while the control group was taught through the traditional method of teaching. This treatment lasted for eight weeks. At the end of the procedure, a post-test was conducted to find out its outcome. The data obtained was analyzed by SPSS. To compare the achievements of both classes, researchers used the Independent Sample t-test and the Paired Sample t-test. To find out its effect size, Cohens'd was used. Results showed that the experimental group taught through multiple intelligence theory-based exercises has good academic achievements as compared to the results control group taught through the conventional method of teaching.

SPECIFICITY OF TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

The specificity of teaching and learning English for children with special educational needs is the result of the process of implementation of innovative technologies for developing communication skills. Teaching methods are: brainstorming / ice breaking game /; video presentation / multimedia presentation /; doll show; frontal talk; solving crossword puzzles; individual work for the faster. The training is carried out in an innovative learning environment at the “Neofit Rilski” Primary School in Kilifarevo. The expected results of teaching and learning can be represented by the significantly higher annual achievement of students with special needs. Teaching requires the teacher to prepare the academic content on a scientific basis. The scientific basis of the English lesson involves the use of the Multiple Intelligence Theory. The interest in innovative training is strongly emphasized by students with special needs.