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GENERAL ISSUE
1. Multiple Intelligences

SPECIFIC PROBLEM
1. Ineffective integration of MI to the teaching and learning process.

Alternate : Teachers' capacity to integrate MI to the teaching process.

RESEARCH QUESTIONS
1. How are multiple intelligences integrated in the teaching and learning process?
2. After the training and development, how do teachers apply MI in the teaching and learning process?

TARGET PARTCIPANTS
1. Teachers

SIGNIFICANCE
1. Capacity-building on teachers about MI integration in the teaching and learning process.
2. Enhance teaching strategies to cater MI.

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1. BLOOM'S DOMAIN OF LEARNING

In 1956, educational psychologist Dr. Benjamin Bloom created a system to classify learning objectives into a series of learning domains that encourage teachers to think holistically about education. His system came to be known as Bloom’s Taxonomy. Much has been written about it, and it has been widely applied, including here at Davenport.

Bloom identified three domains, or categories, of educational activities:

Cognitive Knowledge or Mental Skills

Affective Attitude or Emotions

Psychomotor Skills or Physical Skills

When these learning domain ideas are applied to learning environments, active verbs are used to describe the kind of knowledge and intellectual engagement we want our students to demonstrate.

2. GARDNER'S 7 INTELLIGENCES

Howard Gardner's theory of multiple intelligences proposes that people are not born with all of the intelligence they will ever have.

This theory challenged the traditional notion that there is one single type of intelligence, sometimes known as “g” for general intelligence, that only focuses on cognitive abilities.

To broaden this notion of intelligence, Gardner introduced eight different types of intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist

Word Smart (linguistic intelligence)

Math Smart (numerical/reasoning/logic intelligence)

Physically Smart (kinesthetic intelligence)

Music Smart (musical intelligence)

People Smart (interpersonal intelligence)

Self Smart (intrapersonal intelligence)

Visually Smart (Spatial intelligence)

3. EXPERIENTIAL LEARNING THEORY

Experiential learning theory is about learning by doing. Developed by psychologist David Kolb, the theory describes the learning process whereby knowledge is created through experience. Kolb’s theory explains that concrete experience, reflective observation, abstract conceptualization and active.

4. SITUATED LEARNING THEORY

Situated learning is an instructional approach developed by Jean Lave and Etienne Wenger in the early 1990s, and follows the work of Dewey, Vygotsky, and others (Clancey, 1995) who claim that students are more inclined to learn by actively participating in the learning experience. Situated learning essentially is a matter of creating meaning from the real activities of daily living (Stein, 1998, para. 2) where learning occurs relative to the teaching environment. The following are examples of situated learning activities:

Situated learning essentially is a matter of creating meaning from the real activities of daily living.

Field trips where students actively participate in an unfamiliar environment

Cooperative education and internship experiences in which students are immersed and physically active in an actual work environment

Music and sports (physical education) practice which replicate actual setting of these events, e.g., orchestras, studios, training facilities.

Laboratories and child-care centers used as classrooms in which students are involved in activities which replicate actual work settings.

5. THEORIES OF INTELLIGENCE
Louis Leon Thurstone proposed theory in 1930's that intelligence is composed of several different factors. The seven primary mental abilities in Thurstone's model were verbal comprehension, word fluency, number facility, spatial visualization, associative memory, perceptual speed and reasoning. Thurstone’s theory explains that people possesses different types of mental abilities. This helps the teachers understand the intelligence levels of the students by analyzing their different primary mental abilities through various mental ability tests. As stated by Thurstone, each primary mental ability is independent of the other , and people have different degrees of these abilities in them. The teacher can try to improve the different primary mental abilities of the students by involving them in various intellectual activities. When a students is doing any specific task, single or multiple abilities out of the primary mental abilities stated.

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1. Multiple Intelligences and Success in School Studies

The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes. The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement.

Citation:
Yavich & Rotnitsky (2020). Multiple Intelligences and Success in School Studies. 10.5430/ijhe.v9n6p107

https://www.researchgate.net/publication/345208484_Multiple_Intelligences_and_Success_in_School_Studies

2. RELATED LITERATURE Teaching and Learning through Multiple Intelligences in the Outcomes-based Classroom

This article discussed Gardner's multiple intelligences hypotheses as well as outcomes-based education in South Africa, as both are thought to contribute to alleviating some of the country's current educational difficulties. The article defines the use of MI theory in an OBE classroom and proposes practical techniques for educators all over the world to include the various intelligence into their teaching and learning activities to meet not just the different needs of individual learners but also to achieve their maximum potential.

Citation:   F.E. Gouws (2007) Teaching and learning through multiple intelligences in the outcomes-based education classroom, Africa Education Review, 4:2, 60-74, DOI: 10.1080/18146620701652705          https://doi.org/10.1080/18146620701652705                            (Myrill M. Marpuri)

3. The Effectiveness of Multiple Intelligences Based Teaching Strategy in Enhancing the Multiple Intelligences and Science Process Skills of Junior High School Students

This study is based on the low attention of teachers on students’ potential compared to academic ability. Teachers’ focus on academic ability as the sole determinant of successful learning causes learning to be incapable of developing the students’ potential called Multiple Intelligences (MI), whereas they can be applied to make students enjoy learning as well as develop the potential and thinking skills of students.

The study revealed that Multiple Intelligences strategy has an effect on and can be a significant predictor of the development of students’ Multiple intelligences. This study showed an improvement of the SPS, specifically in the questioning ability. The results of this study will change the teaching strategy in the future, from academic ability oriented to be multiple intelligences oriented and focus on the potential of each student.

Citation: Winarti, A., Yuanita, L., & Nur, M. (2019). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and Science Process Skills of junior high school students. Journal of Technology and Science Education, 9(2), 122-135. https://doi.org/10.3926/jotse.404
(Karen)

4. DISCUSSION OF TEACHING WITH MULTIPLE INTELLIGENCES TO CORPORATE EMPLOYEES' LEARNING MOTIVATION

The development of multiple intelligences used to focus on kindergartens and elementary schools as educational experts and officials considered that the development of students' multiple intelligences should be cultivated from childhood and slowly promoted to other levels.The research results show that (1) teaching with multiple intelligences would affect learning motivation, (2) teaching with multiple intelligences would affect learning achievement, and (3) learning motivation reveals remarkably positive effects on learning achievement. According to the results to proposed discussions, it is expected to help high-tech industry, when developing human resource potential, effectively well-utilize people's gifted uniqueness

Lei D-Y, Cheng J-H, Chen C-M, Huang K-P and James Chou C (2021) Discussion of Teaching With Multiple Intelligences to Corporate Employees' Learning Achievement and Learning Motivation. Front. Psychol. 12:770473. doi: 10.3389/fpsyg.2021.770473
(Gecelle)

5. Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers

Capacity building of teachers is also essential in developing holistic learners. Catering individual differences, specifically, the Multiple Intelligences are important in honing learners’ individual skills. This study investigated the Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers. The method used in this study is action research that emphasizes social practice and cyclical processes. Since it is cyclical, the researchers presented the pre-cycle stage until the third cycle stage that have help them answer their research questions.

Reference:
Yaumi et. al. (2018). Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers. Sage Journal. https://doi.org/10.1177/21582440188092

6. The Relationship between Multiple Intelligences and Participation Rate in Extracurricular Activities of Students from a Catholic Education Institution

This study shows Multiple Intelligences affect the performance of the students inside and outside of the classroom. Here if the teachers used the MI's in their teaching strategies more students are participating, listening and learning. This shows that when the students love what they are doing, they give attention to it and they would enjoy each lesson.

Bicer, N. (2017). The influence of student-centered methods in Turkish language instruction on academic success: A meta-analysis study. Universal Journal of Educational Research, 5(4), 687-697. https://doi.org/10.13189/ujer.201705041

7. The influence of multiple intelligences on learning styles in teaching and learning.

The study investigated the relationships  between the multiple intelligences and learning styles. They used quantitative research approach and a non- random systematic sample. The results of their study showed that there  is  an  association  between  learning styles and multiple  intelligences  dimensions:  studying, problem- solving, equipment functioning, subject choosing, telling a  story and visual, auditory, and  kinesthetic  learning  styles.

Citation:
Xhomara, Nazmi & Shkembi, Fleura. (2020). The influence of multiple intelligences on learning styles in teaching and learning. 10. 19-48. 10.24368/jates.v10i1.148.

https://www.researchgate.net/publication/340594584_The_influence_of_multiple_intelligences_on_learning_styles_in_teaching_and_learning

(Chloe Palmaria)

8. Multiple Intelligences and ESL Teaching and Learning

This research talks about the child’s ability to learn vocabulary proved that the application of MI theory does not make children learn words faster, but improves children’s retention in learning.

Citation:
Ghamrawi. (2014)  Multiple Intelligences and ESL Teaching and Learning: An Investigation in KG II Classrooms in One Private School in Beirut, Lebanon

https://www.researchgate.net/publication/275591984_Multiple_Intelligences_and_ESL_Teaching_and_Learning_An_Investigation_in_KG_II_Classrooms_in_One_Private_School_in_Beirut_Lebanon

9.  The Effect of Teaching Strategy Based on Multiple Intelligences on Students’ Academic Achievement in Science Course

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students’ academic achievement in sciences course.  This experimental study lasted 8 weeks. To determine the effectiveness of Teaching Strategy based on Multiple Intelligences over common teaching method (traditional instruction), an achievement test about sciences which consisted of 30 items was administered.

https://doi.org/10.13189/UJER.2013.010401

10. Research on Multiple Intelligences  Teaching and Assessment

The psychologist Howard Gardner, the originator and proponent of Multiple Intelligences Theory, was cited in the studies. The eight measures of Multiple Intelligences were then listed. Furthermore, the researchers provided their research objectives for conducting this study, as well as the purpose of their research. The first research motivation was to increase teaching effectiveness through the incorporation of multiple intelligences teaching into a commercial design course. Second, to use multiple intelligences teaching as a means for college students to explore their intelligence strengths. To assist students in excelling in their areas of strength and to study the learning difference Xie, J., & Lin, R. (2009).  And to use the multiple intelligences theory on a color theory course, centering the study on the students’ learning interest in the hope of increasing learning effectiveness. This was research motivation four (Armstrong, 2000; Bailey, 2008).The research purposes include: (1) Studying the distribution of multiple intelligences of instructors. (2) Studying the distribution of multiple intelligences of students in the experimental group. (3) Studying the growth of multiple intelligences of students in the experimental group, and (4) studying the learning effectiveness difference between the experimental group and control group.The researcher re-iterated the Theory's position and importance. They mentioned Seven (7) Related Literatures to back up their discussions on their respective subjects. Everything was relevant and well cited. This research adopted the semi-experimental design of unequal groups to attain the purpose of their study. Teachers and students must first recognize their own various intelligences. And make use of their dominant intelligence when teaching and learning. It is crucial to first completely comprehend the multiple intelligence theory. Key teaching goals prior to implementing them into lesson plans and Methods of instruction.

Xie, J., & Lin, R. (2009). Research on multiple intelligences teaching  assessment. Asian journal of management and humanity sciences, 4(2-3), 106-124.

11. MULTIPLE INTELLIGENCES   THEORY: WIDELY USED,YET MISUNDERSTOOD.
Oct.15,2018
Howard Gardner

This theory involves all the regions of the rain, because it involves all cognitive function of humans. It involves not just visual process but also abstract reasoning, working memory and predicting. It also reveals that as we continue to go into adulthood we continue to grow and change intellectually.

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1. 1 Overview

1.2 Background of the Study

1.3 Problem Statement

1.4 Research Objectives/Questions

1.5 Relevance and Significance of Study

1.6 Assumptions

1.7 Hypothesis

1.8 Limitations and Delimitations

1.9 Role of Researchers

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Podcast Episode 17 with Dr Sugata Mitra on School in the Cloud: WHAT IMPORTANT INSIGHT HAVE YOU GAINED FROM LISTENING TO THE PODCAST?

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Podcast Episode 17 with Dr Sugata Mitra on School in the Cloud: WHAT IMPORTANT INSIGHT HAVE YOU GAINED FROM LISTENING TO THE PODCAST?

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Format : Name & Answer