A Study on the Stepwise Lesson Plan and Learning Models using the Multiple Intelligence Theory in Korean Language Education

Abstract

This study aims to apply an instructional model within the framework of Multiple Intelligence(MI) theory and investigate impact of implementing the MI-based instruction in Korean language education. For this purpose, the classroom was restructured to create MI activity centers based on individual intelligences. First, teachers are suggested using MI class opening activities for students who possess strength on different area of intelligences. Before starting class, the classroom can be divided either into intra MI classroom or into inter MI classroom. Secondly, Korean Language teachers can make MI lesson plans using “Youn’s MI Dabige model” (1. Determine MI lesson objectives. 2. Ask MI lesson objectives. 3. Brainstorm MI activities. 4. Invent MI activities. 5. Give MI lessons. 6. Evaluate MI lessons). Finally, MI lessons can be developed through nested, webbed, and nest-web mixed integrated curriculum models. It is concluded that teachers need to use students’ intelligence profiles. There are many ways of learning, but the best way is to use one’s strongest intellectual ability. The efficiency of Korean language education can be enhanced by utilizing learners’ multiple intelligences.