Incorporating Multiple Intelligences Theory in the Learning and Teaching Operation: Teacher’s Guide

Hammoudi Abdelhak, Chibani Romaissa
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Abstract

One of the challenges of 21st Century classrooms is the broad diversity of experiences, identities and intelligence students bring to class. Research in psychology and neurosciences has indicated that we should never treat students as essentially alike. Each brain is unique with a predominant intelligence, which plays a crucial role in learning. Gardner (1983) believes there are nine bits of intelligence: logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal, interpersonal, and existential. They constitute students’ preferred channels of learning. Hence, the purpose behind this article is to help teachers plan their teaching operation according to this theory so that they can respond to class diversity and improve learners’ performance. The implementation procedure consists of (1) understanding the essence of multiple intelligences theory, (2) showing teachers how to identify learners’ multiple intelligences using the McKenzie MI Inventory, and (3) suggesting a variety of activities that cater for this intelligence, boost students’ engagement, and develop the whole learner.
多元智能理论在教学操作中的应用:教师指南
21世纪课堂的挑战之一是学生带来的广泛的经验、身份和智力的多样性。心理学和神经科学的研究表明,我们不应该把学生当作本质上相似的人来对待。每个大脑都是独一无二的,具有优势智力,这在学习中起着至关重要的作用。Gardner(1983)认为智力有九个部分:逻辑、语言、空间、音乐、动觉、自然、内省、人际和存在。它们构成了学生首选的学习渠道。因此,本文的目的是帮助教师根据这一理论规划教学操作,以应对班级多样性,提高学习者的表现。实施过程包括(1)理解多元智能理论的本质,(2)向教师展示如何使用麦肯齐智能量表识别学习者的多元智能,以及(3)建议各种适合这种智能的活动,提高学生的参与度,并发展学习者的整体。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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