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Rationale of How Effective is Multiple Intelligence Theory in Teaching Process

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Rationale of How Effective is Multiple Intelligence Theory in Teaching Process

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Derakhshan, A. & Faribi, M., 2015. Multiple Intelligences: Language Learning and Teaching. International Journal of English Linguistics, 5(4), p. 63.

The objective of this study is to find out the effectiveness of using Multiple Intelligences in teaching and learning process. One of the essential main ideas expressed is that it is of paramount importance for teachers to recognize that each learner has all eight intelligences which can be developed in a variety of way as they all work together in a complicated way. Additionally, the researchers highlight several MI implications for teachers; MI model can be a tool to evolve students' understanding and to appreciate their strengths and preferences of learning style. Besides, it also can be a guidance to develop lesson design that addresses a diverse range of students' interest and capacities. Eventually, the study concludes that there is a possibility to encourage second language and foreign language learners by using numerous activities relating to the distinct intelligences. The researchers provide strong theories since nearly all of their statements are supported by previous related studies. It is relevant to my writing assignment that aims to present a recent questionable teaching model because it provides up-to-date information which almost all references are cited from the millennial era.

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Tithi, U. M. & Arafat, M. Y., 2013. Exploring the Challenges of Application of Multiple Intelligences Theory in Teaching Learning Process at Primary Level in Bangladesh. The International Journal of Social Sciences,15(1), p. 31.

The article examines the effectiveness of Multiple Intelligence Theory (MIT) in Dhaka particularly in teaching learning process at primary education by pointing out the hindrances. As a result, the study reveals several challenges; the lack of resources which leads to the teachers’ difficulties in designing various teaching learning approaches, teachers’ misunderstanding about MIT, a large number of students in a classroom, and others. Finally, the findings of the study inform that there is a poor level of teachers’ awareness about MI implementation in teaching learning process of primary level in Dhaka city as most of the teaching processes only involve two intelligences, verbal and mathematical, instead of integrating the nine intelligences. The limitation of the article is that the study was conducted only in one particular developing country without comparing it to a developed country or another developing country. Therefore, the assignment would focus more on the barriers of applying MIT in a developing nation rather than in a general context because of its limitation.

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Ibnian, S. S. K. & Hadban, A. D., 2013. Implication of Multiple Intelligences Theory in ELT Field. International Journal of Humanities and Social Sciences, 3(4), p. 292.

The authors’ purpose is to investigate the implication of Multiple Intelligence (MI) theory in the field of English Language Teaching (ELT). In particular, the conservative view on intelligence which acknowledges only both verbal intelligence and computational intelligences is very different from MI theory that offers a new perspective. In this journal, Gardner formulates nine intelligences that are needed to be useful in the society; logical-mathematical intelligence, linguistic intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, existential intelligence, and naturalist intelligence. Furthermore, the theory can be used as a model for developing classroom instructions and activities that address students’ diverse levels of knowing and styles of learning. Finally, the researchers conclude that MI theory could play a pivotal role in creating an encouraging and enjoyable ELT classroom atmosphere. The theory is supported by many related studies that conducted in a vary ELT classroom setting. Due to its richness of information regarding previous related research, it assists me to find many advantages of the model implication in various classroom circumstances.

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It is a truism that a teacher is the one who responsible for teaching students with a diverse range of abilities since each student has their own way and capability in acquiring knowledge. Therefore, to engage students in learning process, a teacher should develop instructional approaches which could help the entire students to respond and understand toward teacher's explanation. Having said that, recent teaching model namely "multiple intelligence" (MI) offers the respect toward diversity in today's classrooms and the unique qualities as well as characteristics of individual learners. Some people highlight that this model is valuable because it covers the variety of students' tendencies and students' needs. Therefore, I would like to investigate how effective is this theory to be applied in teaching learning process.

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How effective is multiple intelligence model in teaching