File Name: teaching and learning through multiple intelligences campbell .zip
This article begins with a theoretical background for a teacher-research project, using the framework of transformational curriculum. The authors designed a first-grade health unit incorporating Gardner's multiple intelligences. This article details the process two classroom teachers used to translate theory into practice.
- Study It – A Series on How We Learn. PART II – Multiple Intelligences
- Teaching & learning through multiple intelligences
- Teaching and Learning Through Multiple Intelligences, 3rd Edition
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Study It – A Series on How We Learn. PART II – Multiple Intelligences
The aim of this research is to investigate the ability of multiple intelligence MI of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, academic year.
In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher.
These results can be seen in the average score of MI ability in the experimental group is higher in visual-spatial, music, logical-mathematical, interpersonal and bodily-kinesthetic intelligence. The average score of MI ability in the control group is higher in verbal-linguistic, naturalistic, and intrapersonal. These concluded that the results of the Investigation of Multiple Intelligence MI of Primary School Students in the experimental group male students were better than the control group female students.
Adcock, P. The longevity of multiple intelligence theory in education. Delta Kappa Gamma Bulletin, 80 4 , Akkuzu, N. The design of a learning environment based on the theory of multiple intelligence and the study its effectiveness on the achievements, attitudes and retention of students.
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Thinking about intelligence. The Psychologist, 13 10 , — Current Psychology, 22 4 , — The Spanish Journal of Psychology, 8 1 , 12— Male hubris and female humility? A crosscultural study of ratings of self, parental, and sibling multiple intelligence in America, Britain, and Japan. Intelligence, 30 1 , — Sex and culture differences in the estimates of general and multiple intelligence: A study comparing British and Egyptian students.
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Teaching and learning through multiple intelligences in the outcomes-based education classroom. Africa Education Review, 4 2 , 60— Gunduz, N. The development of multiple intelligence with storytelling.
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Teaching material development of explanation text based on multiple intelligences on 11th Grade Students in Vocational High School 1 Padangsidimpuan. İkiz, F. The relationship between multiple intelligences and academic achievements of second grade students. Irby, D. Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges. Medical Education, 52 1 , 58— Jung, J. Types of creativity—Fostering multiple intelligences in design convergence talents.
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Teaching & learning through multiple intelligences
Along the way, theories get substantiated, the subjects of the successful experiment benefit greatly — and, as Bruce Campbell reports in this self-interview, the experimenter is forever altered. If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place. In recent years, new definitions of intelligence have gained acceptance and have dramatically enhanced the appraisal of human competencies. The five non-traditional intelligences, spatial, musical, kinesthetic, interpersonal and intrapersonal , have generally been overlooked in education. The students spend approximately two-thirds of each school day moving through the centers — 15 to 20 minutes at each center. Curriculum is thematic, and the centers provide seven different ways for the students to learn the subject matter.
Teaching & Learning Through Multiple Intelligences-Linda Campbell This outstanding resource offers an accurate reflection of Gardner's.
Teaching and Learning Through Multiple Intelligences, 3rd Edition
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The aim of this research is to investigate the ability of multiple intelligence MI of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, academic year. In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher. These results can be seen in the average score of MI ability in the experimental group is higher in visual-spatial, music, logical-mathematical, interpersonal and bodily-kinesthetic intelligence.
Members and subscribers log in to read all articles. Gardner reviews the many ways humans can display intelligence. From interdisciplinary themes to apprenticeships, schools around the country respond to MI theory in multiple formats. MI alone cannot spur educational reform, Gardner says. Here he critiques and praises approaches for implementing MI theory. How one expresses one's intelligences is a matter of learning style, these authors contend, and explore a way to mesh the theories. Pat Burke Guild.
Humans are thought to have one type of intelligence — one which encompasses linguistic, logical-mathematical, and sometimes spatial abilities.
Written in English. Howard Gardner's "Theory of Multiple Intelligences" -- and the knowledge to extend this theory to effective classroom practice. Every teacher can. But, sadly, most of our schools are not fully set up to take advantage of each intelligence since universally schools focus on growing linguistic and mathematical intelligences. The real problem in these cases is a misunderstanding of how multiple intelligences create opportunities for growth.