Relevant bibliographies by topics / Multiple intelligences based instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Multiple intelligences based instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Multiple intelligences based instruction"

1

Yaumi, Muhammad, Sitti Fatimah Sangkala Sirate, and Andi Anto Patak. "Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers." SAGE Open 8, no. 4 (October 2018): 215824401880921. http://dx.doi.org/10.1177/2158244018809216.

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This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.
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2

Gurcay, Deniz, and Hatice Ozturk Ferah. "THE EFFECTS OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON STUDENTS’ PHYSICS ACHIEVEMENT AND ATTITUDES." Journal of Baltic Science Education 16, no. 5 (October 25, 2017): 666–77. http://dx.doi.org/10.33225/jbse/17.16.666.

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The aim of this research is to examine the effects of multiple intelligences based instruction on the 9th grade students’ achievements and attitude towards the Force and Motion topics in physics. The participants of this research are composed of randomly selected 95 ninth graders, who were divided into two experimental and two control classes. The experimental groups were exposed to lesson plans based on the multiple intelligences for six weeks. In the control groups, traditional instruction was conducted. Force and Motion Achievement Test, Force and Motion Attitude Scale, Revised Student Multiple Intelligences Profile Questionnaire and Students’ Views about MI-based instruction Questionnaire were used as research instruments in this research. As a result of this research, it was found that multiple intelligences based instruction had a significant effect on students’ achievements in the Force and Motion topics. However, multiple intelligences based instruction had any significant effect on students’ attitudes towards force and motion topics. In addition, a large majority of the students in the experimental group found the courses based on multiple intelligences more enjoyable and found more instructive. Keywords: force and motion, multiple intelligences, physics education.
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3

Badajos, Lennie M., and Crispina V. Diego. "Practices of Multiple Intelligence Instruction and Teaching Performance of Public Elementary School Teachers." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 59–60. http://dx.doi.org/10.52006/main.v3i2.274.

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Managing students in the classrooms with multiple intelligences is one of the tough issues teachers encounter. The practice of multiple intelligences instruction depends mainly on the teacher's performance in teaching. That is to challenge the students by setting high standards for further achievement and evaluate students' progress. The theory of Multiple Intelligence (MI) resonates with many educators. It gives an idea to create a relatively even distribution of students of different abilities and diverse educational needs. It has been found out that teachers who based their instructional practices on MI theory have more authentic classrooms, and students are more genuinely engaged in class. Hence, the paper describes the extent of multiple intelligences instructional practices and the level of teaching performance of the public elementary school. Likewise, it sought to determine the significant relationship between multiple intelligences instructional practices, teaching performance, and demographic profile of teachers.
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4

Nelson, Garet. "Internet/Web‐Based Instruction and Multiple Intelligences." Educational Media International 35, no. 2 (June 1998): 90–94. http://dx.doi.org/10.1080/0952398980350206.

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5

Basid, Abdul. "تدريس مهارة الكلام في ضوء نظرية الذكاءات المتعددة بالتطبيق على تلاميذ مدرسة أناك صالح الابتدائية مالانج جاوى شرقية." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 5, no. 2 (December 1, 2017): 88–116. http://dx.doi.org/10.23971/altarib.v5i2.770.

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AbstractThis reserach elaborates on the Arabic instruction, especially speaking skill based on Multiple Intelligences Theory. The research problems are: (1) what is the process of Arabic instruction based on Multiple Intelligences; and (2) what is the effectiveness of the use of Multiple Intelligence Theory in Arabic instruction, specially speaking skill. The design of this study is experimental study. Thus to get a focus, the researcher determines to use population and sample only for students who have word smart and auditory learning style by applying Multiple Intelligences Research. The result of this study is: (1) the process of speaking skill based on Multiple Intelligences Theory consist of personality, guideline (title, material, competence standard, indicator, period), procedure (scene setting, preface activity, main activity, closing activity), evaluation; (2) the result of speaking skill by using Multiple Intelligences theory in post test in experiment group is mean 79,16, paired different mean 23,33, standard deviation 7,35, standard error 3,00, t-test 5,534 and significant value 0,003 and the effectively level of the use of Multiple Intelligences theory in speaking skill is t-test 5,534, this level is higher than t-table 1% (2,11) and 5% (2,29).الكليمات الرئيسية: الذكاء، جوانب الذكاءات المتعددة، مهارة الكلام
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6

Pelenkahu, Noldy. "Multiple Intelligences-Based Instructional Strategy of English Academic Writing Skill Instruction (MIB-IS of EAWSI): A Classroom Action Research at One of Indonesia Senior High School." Studies in English Language Teaching 5, no. 4 (November 23, 2017): 792. http://dx.doi.org/10.22158/selt.v5n4p792.

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<p><em>This study is focused on the implementation of Multiple Intelligences-Based Instructional Strategy (MIB-IS) to improve students English Academic Writing Skill Instruction (EAWSI). It uses Classroom Action Research (CAR). There are four steps in this CAR: (1) plan, (2) action, (3) observation, and (4) reflection. Multiple Intelligences-Based Instructional Strategy (MIB-IS) can improve Senior High School students’ academic writing (argumentative essay writing) in eight students’ intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist) following the writing process of creating, outlining, drafting, and polishing. The process of academic writing instruction through MIB-IS will be more effective if the students are able to be more active in following every single step of writing process to hit the big issues of content, organization, unity, coherence, logic and the smaller issues of grammar, sentence-structure, punctuation, and spelling. And by giving an academic writing exercise in every phase of instruction is really important to improve students’ argumentative essay writing skill for students to master the concepts comprehensively and integrated properly. And so, the school as an educational institution must prepare its students to go to the university by the capability of supporting MIB-IS implementation in academic writing instruction as an effective English instructional strategy.</em></p>
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7

Yaumi, Muhammad. "Perbaikan Kinerja Guru Madrasah Ibtidaiyah: Pelatihanan, Perancangan, dan Pendampingan." JTP - Jurnal Teknologi Pendidikan 20, no. 1 (July 25, 2018): 28–42. http://dx.doi.org/10.21009/jtp.v20i1.7844.

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The purposes of this study were to increase teachers' understanding of multiple intelligences through learner-centered approach, improve teachers’ performance in designing learner characteristics-oriented instruction, and improve teachers’ performance in implementing instruction. This study used action research by using proactive design involving 26 respondents from 10 elementary Madrasah in Gowa, South Sulawesi and 4 collaborators. The methods of data collection were observation, interview, and test. The collected data were analyzed by using a mixed method (qualitative and quantitative). The results showed that the implementation of training on multiple intelligence based learning proved to increase teachers' understanding of learner centered approach and contribute an average score 32.61% of teachers’ performance improvement, designing multiple intelligences based learning proved to give a contribution of 26.55% to the teachers’ performance improvement, and mentor system proved to give contribution of 23,86% to the teachers’ performance improvement in instructional implementation. It is suggested that the implementation of training should be followed by workshop and training in order to increase teachers’ performance.
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8

Abdulrazzaq Al-Mahbashi, Asma’a, Noorizah Mohd Noor, and Zaini Amir. "The Effect of Multiple Intelligences on DDL Vocabulary Learning." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 182. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.182.

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Over the past decades, the potential for the direct use of corpora known as data driven learning (DDL) has gained great prominence in English language classrooms. A substantial number of empirical studies demonstrated that DDL instruction positively affects students’ learning. As learning outcomes can be affected by individual differences, some researchers have investigated the efficiency of DDL in the light of learners’ different characteristics to determine the type of learners who were more responsive to DDL. The DDL literature has indicated the need for more research addressing for whom DDL best suits. Therefore, the aim of the current study was to examine whether or not learners’ predominant intelligences were significant predictors of DDL learning outcomes. The sample for this study included 30 female EFL Yemeni students at Sana’a University. The study used three primary instruments: a multiple intelligence questionnaire, a posttest and a delayed test on the vocabulary that was taught using DDL. The result of the correlation analyses between the participants’ three identified predominant intelligences and their performances in the posttest and delayed test showed an insignificant relationship between the variables. The regression analyses results also revealed that the predominant intelligences insignificantly predicted the participants’ posttest and delayed test performances. Based on these findings, learners’ needs and preferences should be activated and addressed by classroom instructions for creating a diverse and motivating learning environment.Keywords: corpora, DDL, individual differences, IQ, multiple intelligences
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9

Huffman, S. B., and J. E. Laird. "Flexibly Instructable Agents." Journal of Artificial Intelligence Research 3 (November 1, 1995): 271–324. http://dx.doi.org/10.1613/jair.150.

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This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.
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Alhamuddin, Alhamuddin, and Bukhori Bukhori. "The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary Schools Students." Ta'dib 21, no. 1 (September 25, 2016): 31. http://dx.doi.org/10.19109/td.v21i1.590.

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Lack of critical thinking skills of elementary schools’ students was influenced by teachers’ domination in instructional activities; meanwhile students did not play independently as the learners. Theoretically, multiple intelligences based instruction is an appropriate solution. For that reason, this research aims to know the impact of multiple intelligences based instruction on students' critical thinking skills. The research was conducted at Al-Amanah and Buahati Islamic Elementary Schools by using a quantitative approach with case study method. Data collected through critical thinking tests was analyzed by using independent sample t-test to examine the impact of instruction on students' critical thinking skills. The results showed that the implementation of multiple intelligences based intruction had significant effect on students’ critical thinking skills. From the finding, some recommendations are given as follows: 1) The teacher’s role is not only for transferring knowledge based on his/her competencies but also students’ characteristics reflecting their instruction styles; and 2) for further researcher, it is suggested to investigate this issues more specifically and comprehensively. Kurangnya keterampilan berpikir kritis dari siswa sekolah dasar dipengaruhi oleh dominasi guru dalam kegiatan pembelajaran; Sementara itu siswa tidak bermain secara independen sebagai peserta didik. Secara teoritis, pendekatan berbasis kecerdasan ganda merupakan solusi yang tepat. Untuk itu, penelitian ini bertujuan untuk mengetahui dampak pendekatan berbasis kecerdasan ganda pada keterampilan berpikir kritis siswa. Penelitian ini dilakukan di Sekolah Dasar Islam Al-Amanah dan Buahati dengan menggunakan pendekatan kuantitatif dengan metode studi kasus. Data dikumpulkan melalui tes berpikir kritis dianalisis dengan menggunakan sampel independent t-test untuk menguji dampak dari pendekatan pada keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa pelaksanaan pendekatan berbasis kecerdasan ganda memiliki dampak yang signifikan terhadap kemampuan berpikir kritis siswa. Dari temuan tersebut, beberapa rekomendasi yang diberikan sebagai berikut: 1) Peran guru tidak hanya untuk mentransfer pengetahuan berdasarkan kompetensinya, tapi juga karakteristik siswa mencerminkan gaya pendekatan mereka; dan 2) bagi peneliti selanjutnya, disarankan untuk menyelidiki ini secara lebih spesifik dan komprehensif.
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Dissertations / Theses on the topic "Multiple intelligences based instruction"

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Gurcay, Deniz. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/1209907/index.pdf.

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The main purpose of this study is to compare the effects of the Multiple Intelligences based instruction versus traditional instruction on ninth grade students'
physics achievement. MI inventory, Attitude Scale Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, Multiple Choice Physics Achievement test on the content &ldquo
Coulomb&rsquo
s Law&rdquo
, and MI based Physics Achievement rubric were used as measuring tools. The study was conducted with 268 ninth grade public high school students in Sincan district in the spring semester 2002-2003. There were two teachers and their eight classes in this study. MI inventory, Attitude Toward the Content &ldquo
Coulomb&rsquo
s Law&rdquo
, and Multiple Choice Physics Achievement test were administered as pretest to both experimental and control groups. Then, students in experimental groups were iv exposed to the MI based lessons. Students in experimental classes were grouped with respect to the students&rsquo
strongest intelligences in Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal intelligence dimensions. In control groups, traditional teaching method was used. After three weeks treatment, all the students were posttested with the same tests. In experimental groups, students&rsquo
MI based physics achievement was measured on the last treatment week. The data were analyzed using SPSS by multivariate analyses of covariance (MANCOVA). According to the results of this study, multiple intelligences based instruction made significant effect on students&rsquo
physics achievement on the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method. However, multiple intelligences based instruction showed no significant effect on students&rsquo
physics attitude toward the content &ldquo
Coulomb&rsquo
s Law&rdquo
with respect to the traditional method.
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2

Sakir, Tuncay. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615457/index.pdf.

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The main purpose of this study was to compare the effectiveness of multiple intelligences based instruction (MIBI) over traditionally designed instruction on ninth grade students&rsquo
achievement in the unit of basic compounds of living organisms concepts and attitude toward biology as a school subject. In addition, the effect of gender difference on achievement in the unit and attitudes toward biology were investigated. Students&rsquo
science process skills were also investigated. 59 ninth grade students from two different classes taught by the same teacher at a public Anatolian high school in Kirsehir were enrolled in the study during first semester of 2011-2012 academic years. The classes were randomly assigned as control group and experimental group. While control group students were instructed by traditionally designed biology instruction, the experimental group students were instructed with MIBI over a period of ten weeks. Basic compounds of living organisms achievement test and attitude scale toward biology were given to both groups as a pre-test and post-test. Science Process skills test was given at the beginning of the study to determine students&rsquo
science process skills. Interviews were hold with some students in the experimental group and the teacher to get their opinions about the implementation of MI based instruction. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. The results of the study revealed that MIBI compared to traditional instruction was more effective to improve students&rsquo
achievement in the unit of basic compounds of living organisms. However there was no significant effect of MIBI on students&rsquo
attitude toward biology. Moreover there was no significant effect of gender difference on both students&rsquo
achievement in the unit and attitudes toward biology. The results of interview showed that both students and the teacher had positive opinions toward MIBI.
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3

Akbas, Aydin. "The Effects Of Multiple Intelligences Based Instruction On Sixth Graders&amp." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/1005867/index.pdf.

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The purpose of the study was to investigate the effects of multiple intelligences based instruction on sixth grade students&
#65533
science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 &
#65533
2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class was assigned to the control group and instructed by Traditionally Designed Science Instruction. A total 50 students&
#65533
scores were used for the analyses. Two classes were instructed with the same teacher. The background of the teacher was sufficient to apply multiple intelligences teaching strategies from the seminars that the teacher had been participated. The measuring tools were Science Achievement Test and Science Attitude Scale. Also an interview were made with the teacher of the groups. The pilot study was conducted with 57 sixth grade students in Atatü
rk Primary School in Nigde. According to the results of the pilot study, some questions were revised in Science Achievement Test. Science Achievement Test and Science Attitude Scale were administered twice as pretest before the treatment and as posttest after the treatment to both groups to assess and compare the effectiveness of two different types of instruction utilized in science teaching. The data obtained from the posttests were analyzed by statistical techniques of multivariate analyses of covariance (MANCOVA). Results of the statistical analyses indicated that multiple intelligences science instruction was more effective than traditionally designed science instruction with respect to science achievement. However, the statistical analyses failed to show any significant differences between the experimental and control group&
#65533
s attitudes towards science. The teacher of the groups had positive views and opinions about the implementation of the theory.
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4

Mettler, Kathleen. "ADHD and Multiple Intelligences: Does a Pattern Exist?" ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1227.

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Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.
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5

Snider, Allyn. "A classroom preferences questionnaire based on the theory of multiple intelligences." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4426.

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A questionnaire based on Gardner's Theory of Multiple Intelligences was developed and administered to forty-five second grade students in three different classrooms. Sections of the fifty-eight item questionnaire dealt with students' preferences for certain classroom activities, methods of learning, and modes of social interaction. Each student's responses were summarized to create an individual profile, indicating preference for linguistic, mathematical, and/ or spatial activity. In addition, students' preferences for receptive and/ or expressive methods of learning, and for working by themselves, with peers, or with adults were profiled.
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6

Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.

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The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&
#8217
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
#8217
science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
#8217
science process skills had no greater contribution to their success.
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7

Clench, Renate. "Howard Gardner's multiple intelligences theory, outcomes-based education and curriculum implementation in South Africa : a critique of music education in the general education and training phase." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1218.

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This study examines the current curriculum for primary schools in South Africa – Curriculum 2005 (C2005) and the subsequent Revised National Curriculum Statement (RNCS), with Outcomes-Based Education (OBE) as its fundamental educational approach - with specific reference to the place of music education in it. While the underlying principles and scope of this curriculum has many positive attributes, numerous studies have shown that there are still major stumbling blocks in the way of its successful implementation. Since the emphasis of the Arts and Culture Learning Area is on the nurturing of generic values and attitudes towards culture, it does not provide for sufficient development of subject-specific musical skills and knowledge. Instead this vital form of musical learning continues to be provided in the form of extra-curricular music programmes by those few schools who have the staff expertise and the funding to do so. Music therefore remains accessible only to the privileged few. .Although C2005 encourages and requires significant levels of integration in Learning Outcomes and Assessment Standards within and across Learning Areas, this is currently one of the least successful aspects of its implementation. This lack of success, it is argued, is in part the result of severe limitations in the training of teachers and the availability of necessary resources in schools, and in part the result of the curriculum’s own limited interpretation of integration. Psychologist Dr Howard Gardner’s Theory of Multiple Intelligences is a holistic approach to education that stresses, amongst other things, that Musical Intelligence is one of eight vital forms of intelligence that should be accessible to all children. It is argued that educational approaches based on Gardner’s Multiple Intelligences Theory provide some insights into the integration of Musical Intelligence with other forms of learning that may usefully be applied in C2005.
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8

Davis, Cassandre. "All Students Are Not Equal: A Case Study of Geometry Teachers’ Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/114.

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Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students’ learning characteristics and the effectiveness of teachers’ instructional strategies are imperative to educational success. In this qualitative case study, geometry teachers’ instructional strategies, as defined by the Marzano Causal Teacher Evaluation Model, were explored once teachers were informed of students’ multiple intelligences and trained in multiple-intelligence-based lessons. Participants were 2 geometry teachers and 15 secondary geometry students in a traditional public school. Using Howard Gardner’s multiple intelligences theory and the van Hiele model of learning geometry, the researcher analyzed interviews, observations, and teachers’ lesson plans to shed light on teachers’ use of multiple intelligence data and training. Significant conclusions emerged from the findings of the case study. First, teachers’ dominant intelligences shape the use of instructional strategies. Second, multiple intelligences were used to personalize instruction, create a student-centered classroom environment, and nurture student engagement among secondary geometry learners. Lastly, when instructors taught based on students’ van Hiele levels, 5 of 8 intelligences are excluded. Teachers used strategies steeped in spatial, logical, and linguistic intelligences to teach students how to draw, think, and write. Strategies for students with interpersonal, intrapersonal, musical, naturalist, and kinesthetic intelligences were excluded. Based on the conclusions of the study, educators have new information on ways to make geometry instruction more inclusive for their diverse learning population. Education stakeholders are also enlightened with what may be missing in geometry classrooms and impeding student success.
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9

Davidsen, Deborah. "Effect of Differentiated Instruction on Reading Comprehension of Third Graders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5848.

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The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.
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10

Jones, Michaela T. "A Multiple Intelligences Approach to Spelling Instruction." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143478801.

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Books on the topic "Multiple intelligences based instruction"

1

Spotlighting the strengths of every single student: Why U.S. schools need a new, strengths-based approach. Santa Barbara, Calif: Praeger, 2011.

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Multiple intelligences for differentiated learning. Thousand Oaks, CA: Corwin Press, 2002.

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Intelligence quest: Project-based learning and multiple intelligences. Eugene, Or: International Society for Technology in Education, 2012.

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Project learning for the multiple intelligences classroom. Arlington Heights, Ill: Skylight Training and Pub., 1997.

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Active learning handbook: For the multiple intelligences classroom. Arlington Heights, Ill: IRI/Skylight Training and Pub., 1997.

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Branton, Shearer C., and Case Karen I, eds. Mindful education for ADHD students: Differentiating curriculum and instruction using multiple intelligences. New York, NY: Teachers College Press, 2009.

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Fogarty, Robin. Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, 1997.

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Garcia, Fierros Edward, and Veenema Shirley A, eds. Multiple intelligences: Best ideas from research and practice. Boston: Pearson/Allyn and Bacon, 2004.

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Forte, Imogene. Curriculum & project planner for integrating learning styles, thinking skills, and authentic instruction. Nashville, TN: Incentive Publications, 2003.

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Fāʻilīyat birnāmij qāʼim ʻalá al-dhakāʼāt al-mutaʻaddidah fī rafʻ mustawá taḥṣīl al-qirāʼah ladá talāmīdh al-ṣaff al-thālith bi-marḥalat al-taʻlīm al-asāsī bi-Dawlat al-Imārāt al-ʻArabīyah al-Mutaḥiddah = The effectiveness of a program based on multiple intelligences in raises the reading level of achievement for third grade pupils in U.A.E. Dubayy: Nadwat al-Thaqāfah wa-al-ʻUlūm, 2013.

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Book chapters on the topic "Multiple intelligences based instruction"

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Chen, Hong-Ren, and Yu-Hsuan Chang. "Design and Analysis of Recommendation Learning System Based on Multiple Intelligences Theory." In Learning, Design, and Technology, 1–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17727-4_26-1.

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Konstantakis, Markos, Eirini Kalatha, and George Caridakis. "Cultural Heritage, Serious Games and User Personas Based on Gardner’s Theory of Multiple Intelligences: “The Stolen Painting” Game." In Lecture Notes in Computer Science, 490–500. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34350-7_47.

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Huang, Li-Shih. "(Mis)Use of High-Stakes Standardized Tests for Multiple Purposes in Canada? A Call for an Evidence-Based Approach to Language Testing and Realignment of Instruction." In Challenges in Language Testing Around the World, 57–66. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_6.

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Kriebel, Florian, Kuan-Hsun Chen, Semeen Rehman, Jörg Henkel, Jian-Jia Chen, and Muhammad Shafique. "Dependable Software Generation and Execution on Embedded Systems." In Dependable Embedded Systems, 139–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52017-5_6.

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AbstractFor generating and executing dependable software, the effects of hardware layer faults at the software layer have to be accurately analyzed and modeled. This requires relevant information from the hardware and software layers, as well as an in-depth analysis of how an application’s outputs are affected by errors, and quantifying the error masking and error propagation on the software layer. Based on this analysis, techniques for generating dependable software can be proposed, e.g., by different dependability-aware compiler-based software transformations or selective instruction protection. Beside functional aspects, timing also plays an important role, as oftentimes tasks have to be finished before a certain deadline to provide useful information, especially in real-time systems. Both aspects are jointly taken into account by the run-time system software which decides—with the help of offline and online-generated data—for multiple concurrently executing applications how to protect and when to execute which application task to optimize for dependability and timing correctness. This is achieved for example by selecting appropriate application versions and protection levels for single and multi-core systems—for example using redundant multithreading (RMT) in different modes—under tolerable performance overhead constraints.
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Al-Makhzoomy, Alaa Khalaf, Ke Zhang, and Timothy Spannaus. "Game Development-Based Learning." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, 244–59. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0249-5.ch012.

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This chapter presents the findings from a quasi-experimental study analyzing the effect of Game Development-Based Learning on students' academic performance in programming courses in Jordan. The study tested an argument proposing a positive significant association between GDBL instruction and students' performance. The analysis of variance results investigating the effect of enrollment and completion of a concurrent GDBL course to normal courses found that the treatment group outperformed two other groups: the control and the comparison group. The positive gains in the post-assessment scores, were consistent across the two programming courses: C++ and Object-Oriented Programming. This finding confirms the earlier results across countries and contexts documenting the salubrious effect of GDBL on students' academic performance in Computer Science and Information Technology courses. Findings also support the overarching constructionist approach where the use of scaffolding and technology in instruction and assessment yield better academic outcomes for learners.
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Kalelioglu, Filiz, and Yasemin Gulbahar. "Use of Social Software in Education." In Social Computing, 993–1011. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch064.

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In this chapter, numerous educational activities are presented for instructors in order to address each type of multiple intelligences. Most probably, these educational activities are those which are already being experienced by many instructors. The key point here is that although students are exposed to many educational activities, instructors generally don’t have any idea or rather don’t consider the learning outcomes in terms of multiple intelligences. In general, assessment activities are based only on the chunk of knowledge that the student gains after any particular activity. In fact, instructors should deal with the effects and improvements in students other than just the knowledge, after engagement in educational activities. Thus, instructors should base their instructional plans on a theoretical basis, especially when integrating technology into their courses. Hence, the development and changing activities and other tasks of social software according to the multiple intelligences that underline individual differences were discussed briefly in this chapter.
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Rodrigo, Covadonga, Francisco Iniesto, and Ana García-Serrano. "Reflections on Instructional Design Guidelines From the MOOCification of Distance Education." In UXD and UCD Approaches for Accessible Education, 21–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2325-4.ch002.

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There are some similarities in developing distance education online courses and Massive Open Online Courses (MOOCs) using the basis of eLearning instructional design. However, the task of converting an online course into a MOOC is not as simple as direct migration of eLearning materials and assessment resources into a MOOC platform. In online learning, learners should be continually influenced by information, social interaction, and learning experiences, providing them with the knowledge to come up with new ideas to develop within an engaging course. In this chapter, the process of MOOCification a distance education online course on “Design for All for an Inclusive and Accessible Society” is explained and contextualized. The re-factorization process has been based upon the quality model used for MOOCs at UNED Abierta and the instructional design based on Gagné's events of instruction. The eLearning activities were completely refactored, along with the content itself, the interaction events, and the online assessment following the Gardner's multiple intelligences product grid.
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Longo, Shawna. "How Can I Integrate STEM with Music?" In Integrating STEM with Music, 35–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197546772.003.0004.

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This chapter demonstrates each of the sixteen components used in creating an instructional plan for a lesson that integrates STEM with Music. Each component is placed and developed in a particular way to achieve efficiency in the reading and executing of the overall instructional plan. These components consist of Lesson Title, Duration, Lesson Description, Listing Integration of Contents, Cognitive Demand Using Bloom’s Taxonomy, Gardner’s Multiple Intelligences, 21st-Century Skills, Content Standards and Arts Standards: Assessed vs. Addressed, Key Vocabulary, Arts Concepts Based on the National Core Arts Standards, Materials, Essential Questions, Lesson Sequence and Corresponding Assessments, Summary Activity, Extension Activity, and Adaptations for Grade-Level Bands (K–2, 3–5, 6–8, 9–12). All foundational information and concepts presented in previous chapters are illustrated in the presentation of a sample lesson, Wearable Circuits for Piano Performance: Sustain Pedal.
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"Considering Multiple Intelligence for Collaborative Cognitive Learning." In Differentiated Instructional Design for Multicultural Environments, 82–105. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5106-5.ch004.

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In this chapter, there will be a presentation of information on the uniqueness of students based on their multiple intelligence. Gardner's approach to multiple intelligence provides a combination of different techniques and methods that are a useful tool to map learning to other classes. Evaluating multiple intelligence in a collaborative classroom can be useful for a constructivist approach to differentiated learning. Following are key areas that will be discussed in this chapter; multiple intelligence in a differentiated environment: Gardner's approach, working with multiple intelligence in a collaborative environment, evaluating cognitive learning in a differentiated environment and constructivist approach to differentiated learning. Multiple intelligence, learning styles and learner profiles help teachers develop an accurate development process for students. Students can take the evaluation and give to teachers in other classes. This grouping of different techniques and models is useful for understanding the impact of a multicultural environment.
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Felicia, Patrick, and Ian Pitt. "Profiling Users in Educational Games." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces, 131–56. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-360-9.ch009.

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For a long time, users’ emotions and behaviours have been considered to obstruct rather than to help the cognitive process. Educational systems have based their learning strategies almost solely at a cognitive level and the internal state of the learner has often been ignored. Even if it is now recognized that learners’ personalities and learning styles influence greatly their cognitive process (e.g. Multiple intelligences), very few systems have managed to profile users and adapt the educational content accordingly. Part of the reason for this is the difficulty to measure learning styles reliably and to establish a valid model that accounts for most of the major factors contributing to learning. Furthermore, since the introduction of formal education, it can be argued that learning has lost its playful and emotional aspect, whereby information was transmitted through story telling and play. On the other hand, video games have become a very popular medium among our digital natives. They provide a rich sensory and emotional environment in which they can experience a state of flow and are willing to stay for extended period of time. Despite of initial preconceptions on the negative effect of video games on young adults, it is now admitted that video games implicitly include many instructional design strategies (collaboration, exploration, Socratic dialogues, zone of proximal development, etc.) that could be harnessed to make formal education an experience that is more interactive and rewarding. One of the key features of video games is the ability to provide a content that matches players’ emotional needs (e.g. recognition, social bounding, self-esteem, etc.) and that provides a wide range of interaction. The authors believe that this potential can be harnessed to create an educational content that matches users’ learning styles and motivations. They propose the PLEASE model (Personality Learning styles, Emotions, Autonomy, Systematic Approach and Evaluation). This model addresses some of educational games design issues (e.g. choice of instructional strategy, type of feedback required, etc.); it categorizes and profiles users’ learning styles in the light of educational and personality theories and defines a set of practical strategies for educational games designers in order to match students’ learning styles and provide a user-centred content that is both motivating and educational. The authors explain how the Big-5 can be a more reliable alternative to measure learning styles, how emotions and personalities can be accounted in the cognitive process (e.g. information retrieval, memory retention, etc.) and also describe experiments they carried out in Cork to assess the effect of user-centred approaches in educational game design. Results are analysed and contrasted with current practices to show that unless personalities are accounted for in educational games, the educational outcomes could be different or even opposite to the one expected.
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Conference papers on the topic "Multiple intelligences based instruction"

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Nguyen, Van-Quang, Masanori Suganuma, and Takayuki Okatani. "Look Wide and Interpret Twice: Improving Performance on Interactive Instruction-following Tasks." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/128.

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There is a growing interest in the community in making an embodied AI agent perform a complicated task while interacting with an environment following natural language directives. Recent studies have tackled the problem using ALFRED, a well-designed dataset for the task, but achieved only very low accuracy. This paper proposes a new method, which outperforms the previous methods by a large margin. It is based on a combination of several new ideas. One is a two-stage interpretation of the provided instructions. The method first selects and interprets an instruction without using visual information, yielding a tentative action sequence prediction. It then integrates the prediction with the visual information etc., yielding the final prediction of an action and an object. As the object's class to interact is identified in the first stage, it can accurately select the correct object from the input image. Moreover, our method considers multiple egocentric views of the environment and extracts essential information by applying hierarchical attention conditioned on the current instruction. This contributes to the accurate prediction of actions for navigation. A preliminary version of the method won the ALFRED Challenge 2020. The current version achieves the unseen environment's success rate of 4.45% with a single view, which is further improved to 8.37% with multiple views.
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Lu, Zhixiang. "Instruction and Evaluation of University Physics Experiment under the Theory of Multiple Intelligences." In 2015 International Symposium on Educational Technology (ISET). IEEE, 2015. http://dx.doi.org/10.1109/iset.2015.24.

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Sudarsana, I. Ketut, Ni Kadek Surpi, I. Gusti Widya Sena, and I. Gusti Setiawan. "Technology Based Hinduism Learning And Multiple Intelligences." In The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300642.

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Hadi Prajitno, Sunyoto, and Erlin Ladyawati. "Discrete Mathematics’ Textbook Development based on Multiple Intelligences." In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008519702220227.

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Winarti, Atiek, Agus Nor Ichsan, and Maya Istyadji. "Multiple Intelligences in the Classroom: The Development of Chemistry Learning Devices Using Collaborative Strategy based on Multiple Intelligences." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.13.

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Selvi, S. Thamarai. "Moviefication: Teaching Activities Based on Theory of Multiple Intelligences." In 2018 Tenth International Conference on Advanced Computing (ICoAC). IEEE, 2018. http://dx.doi.org/10.1109/icoac44903.2018.8939093.

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Khawas, Chunnu, and Softya Sebastian. "An android based application to know your multiple intelligences." In 2016 International conference on Signal Processing, Communication, Power and Embedded System (SCOPES). IEEE, 2016. http://dx.doi.org/10.1109/scopes.2016.7955625.

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Jia, Zhi. "Research of B-SLIM based on multiple intelligences theory." In 3rd International Conference on Green Communications and Networks. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/gcn130661.

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Zhang, Zhao, Shili Sheng, Rensong Liu, Peipei Song, Feng Duan, and Hajime Asama. "Design of a hierarchical intelligence architecture based on multiple intelligences." In 2016 International Conference on Advanced Robotics and Mechatronics (ICARM). IEEE, 2016. http://dx.doi.org/10.1109/icarm.2016.7606966.

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Ali, Bushro, and Halimah Badioze Zaman. "Multimedia mathematics courseware based on the multiple intelligences model (MI-MathS)." In 2008 International Symposium on Information Technology. IEEE, 2008. http://dx.doi.org/10.1109/itsim.2008.4631736.

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Reports on the topic "Multiple intelligences based instruction"

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Snider, Allyn. A classroom preferences questionnaire based on the theory of multiple intelligences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6304.

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