Use Of Multiple Intelligences Research Articles

Computer-Assisted Language Learning (CALL) and multiple intelligences theory: Curricular design in vocational formation in Spain

This study aims to design a class proposal to improve student motivation in English as a foreign language in vocational formation in Spain through computer-assisted language learning (CALL) and gamification. Our main objective is to ensure that through this project, they not only gain a series of new tools, but that they can also learn both specific contents of the target subject: English as a foreign language in vocational formation in Spain. For this last objective, the use of multiple intelligences (MIs) in teaching can serve to destigmatize atypical intelligences. Atypical intelligences are understood as profiles that have historically stood out less in classic intelligence tests, which mainly measure logical-mathematical intelligence. This is because of the strong presence of this type of test throughout the 20th century and early 21st century that culturally more value has been given to individuals who stood out in types of intelligence like those rewarded by these IQ tests. Gardner (2011) noted the problem of putting the education system and MIs on the same plane: the fact that the education system primarily rewards linguistic and logical-mathematical skills, leaving the others in the background. As far as gamification is concerned, we could say that it is apparent that teaching-learning processes benefit from elements common to games, such as rewards, incentives, and social and individual reinforcement.

Estrategias de aprendizaje en estudiantes con discapacidad en aulas de educación básica de la Amazonía peruana

En el proceso de inclusión educativa, se ha intentado diversas formas para aprovechar las condiciones en las que se desarrolla la educación básica, que permita que el estudiante con discapacidad pueda aprender con calidad. Por ello, el propósito es describir el diseño de estrategias en la educación inclusiva para mejorar el proceso de aprendizaje en aulas normales en la amazonia peruana. Es producto de un estudio no experimental descriptivo propositiva, siendo la muestra de 183 docentes. Se encontró que los educadores de las instituciones regulares consideran deficiente el uso de técnicas básicas para el desarrollo social del niño incluido, escaso uso de las inteligencias múltiples y la participación activa. Por su parte, los maestros de las aulas inclusivas indican que no se han incorporado técnicas para resolver conflictos y técnicas de toma de decisiones. Los docentes del centro especial, consideran que no se ha puesto importancia en la gestión y los valores de los profesores inclusivos ante el proceso educativo, como la planificación, la identificación de nuevas oportunidades para conseguir agrupaciones heterogéneas, desarrollo social y la resolución de problemas y el uso de instrumentos como el plan de orientación individual y la evaluación psicopedagógica. Ante esto, se diseñó estrategias metodológicas fundamentado en la teoría de la complejidad y las inteligencias múltiples que demuestra su efectividad, tanto en su concepción teórica como en la práctica, demostrando eficacia en el logro de aprendizaje de estudiantes incluidos.

An Investigation on the Multiple Intelligences of English Major Undergraduates in a University in Jiangxi Province

The Multiple Intelligences theory is composed of eight various intelligence, which concludes all aspects of human beings. Every individual has a different degree of these eight intelligences, but these eight intelligences are conducive to the overall development of persons and are in line with the current talent training goals of college English majors. So as to make better use of Multiple Intelligences theory in college English majors’ teaching, this paper did a survey of multiple intelligences to English major students in a university of Jiangxi Province. The results reveal that the level of multiple intelligences of English majors in the university is in a general state, and their weaknesses intelligence and superior intelligence are music intelligence and naturalist intelligence respectively. What’s more, the results provide three aspects of enlightenments for a better use of Multiple Intelligences for further college teaching: based on students’ current multiple intelligences; make use of students’ learning styles and learning strategies; enable students to get overall development. It is hoped that the article could offer some inspiration to current teaching of English majors in universities, and also provide some new ideas for better use of the teaching method guided by the theory of Multiple Intelligences.

How do I teach you? An examination of multiple intelligences and the impact on communication in the classroom

Multiple intelligences theory explores the idea that people learn and process information in different ways based on a combination of different areas of intelligence. In the areas of communication and education, this becomes important as a means to understand the listening process and creating class environments that offer instruction in more than just the typical linguistic or logical-mathematical areas of intelligence. This paper will explore the literature on multiple intelligences as related to communication and instruction. The application of this theory will be discussed, presenting information the use of multiple intelligences in communicating in a class environment.

Exploring the Influencing Factors of Teachers' Beliefs toward the Use of Multiple Intelligences based English Teaching

Teacher beliefs become an important part of the teachers in the instruction process. In shaping their beliefs, teachers are influencing by many aspects around them. Those aspects are considered essential in shaping the teachers beliefs on how to act in the classroom practice. This study aims to find out the contributing factors in shaping the primary teachers beliefs toward the use of multiple intelligences based English teaching. The participants of this study were two primary English teachers who have been teaching with multiple intelligences based instruction for more than 3 years in a private primary school which run multiple intelligences system. The results showed that there are two main factors shape the teachers’ beliefs on multiple intelligences based English teaching. Those main factors were the internal factors and the external factors. Those factors give important contribution in shaping the teachers beliefs when implements the multiple intelligences based English teaching in the classroom practice. &nbsp

A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge

The UN Transforming our World: The 2030 Agenda for Sustainable Development (herein, Agenda 30) and the Sustainable Development Goals (SDGs) offer both a set of aspirations for the kind of future we would like to see for the world and a suite of targets and indicators to support goal implementation. Goal 4 promotes quality education and Target 4.7 specifically addresses Education for Sustainability. However, creating a monitoring and evaluation framework for Target 4.7 has been challenging. The aim of this research was to develop a meaningful assessment process. We used a dialogical intervention across complementary expertises and piloted concepts in a trainer workshop. We then developed a modified competency framework, drawing on previous competency models but innovating through the addition of intrapersonal competencies, a self-reflective validation scheme, a focus on non-formal learning, and specific alignment with SDG 4.7 requirements. Through exploration of how such learning could be activated, we proposed the use of multiple intelligences. Education plays a synergistic role in achieving the aspirations embedded within Agenda 2030 and the SDGs. We concluded that Education for Sustainable Development (ESD) will require individuals to acquire ‘key competencies’, aligning with notions of transformational learning, in addition to other generic and context specific competencies.

TEACHERS' BELIEFS ON MULTIPLE INTELLIGENCE BASED ENGLISH TEACHING FOR YOUNG LEARNERS

Multiple intelligences theory asserted that human intelligence is not only measured by standardized IQ test on verbal and mathematical ability. However, this theory assumed that human intelligences contains of nine types of intelligences showed by each individual. By recognizing the different type of intelligences, it will help to know the different style of learners. Starting from this point, many teachers who understand the differences in learning among the students, they started to implement this theory for their instruction in order to improve the quality of teaching. This study was aimed to explore the teachers’ beliefs about the use of multiple intelligences based English teaching for young learners. The researcher used descriptive qualitative design to explore the teachers’ beliefs on the use of multiple-intelligences based English teaching for EFL young learners. This study was conducted in one of the elementary schools in Surakarta, which implemented multiple intelligences theory as a system in their instruction process. Two teachers were chosen to participate in this study and data was collected through the interview. The finding revealed that teachers’ beliefs on multiple intelligences theory based English teaching for young learners are a best strategy to be implemented in current teaching and learning process at their school. They believed that multiple intelligences system enhance the students’ achievement. They also realized the importance of the multiple intelligences theory based English teaching to improve their instruction.

MULTIPLE INTELLIGENCES FOR YOUNG ADULTS

ABSTRACT This study reveals how the concept of multiple intelligences can be integrated for young adults. Activities carried out were aimed at drawing upon the learners’ more developed intelligences while working on their weaker ones. The methodology employed was an experimental comparison of scores of the same group of subjects under two different teaching styles; the first being the usual teaching styles that young adults are exposed to as opposed to one with the integration of visual animation and multiple intelligences. This is considered as a longitudinal study that incorporates a sample of 168 participants that is used to evaluate the efficiency of the usual and multiple intelligences teaching styles. The unit of analysis is individual (students) and self-administered questionnaires were considered for collecting data at an empirical level as proposed by Gardner (1993). This paper includes the analyses of average (mean) value of the scores and paired sample testing using the Statistical Package for Social Sciences (SPSS version 22). From the 168 sets of valid questionnaires collected, the findings showed that the use of multiple intelligences for young adults is more efficient as they record higher mean scores as compared to the usual teaching style. Keywords: Teaching Style, Multiple Intelligences, Visual Animation, Young Adults

The use of multiple intelligences to enhance team productivity

PurposeTo provide practitioners and researchers with a framework for using individuals' multiple intelligences (MI) to enhance team productivity.Design/methodology/approachThis paper is a general review paper that examines how the theory of MI as espoused by Gardner may be used to enhance the productivity of teams. Based on its use in organizational training, it is suggested that MI theory can and should be applied in the context of organizational teams. This descriptive paper is divided into the following sections: literature reviews of team development, team building, MI, and the use of MI in organizational training; and the development of a framework for using MI to enhance team productivity.FindingsProvides information about how individual team members' varying degrees of the eight MI espoused by Gardner may be used to enhance their contributions to the team. Suggests that the enhanced contributions from team members will lead to enhanced team productivity, and ultimately, enhanced organizational productivity.Research limitations/implicationsEmpirical research is needed to test the MI and team productivity framework presented. Additionally, from a conceptual and empirical perspective, the relationship between team productivity and other contemporary dimensions of intelligence, such as cultural, emotional, and practical intelligences, need to be investigated.Practical implicationsA very useful framework for managers to use as a tool to enhance the productivity of their teams by encouraging members to use their complementary intelligences to successfully accomplish team goals.Originality/valueNo other paper offers managers a practical framework to encourage team members to use more than just their written and verbal intelligences to complete an assigned task.

Enhancing Young Childrens' Self-concept through the use of Multiple Intelligences

Enhancing Young Childrens' Self-concept through the use of Multiple Intelligences

The use of multiple intelligences in criminal justice education*

This research explores Gardner's (1983) theory of multiple intelligences (MI) as it relates to career choice among criminal justice majors. The identification of the predominate intelligences of criminal justice majors may help students identify what types of careers suit them best, based on their MI strengths and weaknesses. The data were collected through a self-administered questionnaire of the population of enrolled criminal justice majors during spring 2001. The results of chi-square analyses indicate that criminal justice majors are predominately intrapersonal. Additional findings suggest there are significant differences between career choice and predominate intelligences.