Designing an Instructional Module for Classroom Teaching Based on the Multiple Intelligences Theory

Lee P. Malapad, M. Quimbo
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引用次数: 1

Abstract

Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in the 5E-MI instructional module and teaching method. During implementation, the teacher and the students were observed to assess the perceived usefulness of the module. The study established that the 5E-MI instruction module was a useful lesson planning method to increase students' engagement, who were observed to be attentive and participative during the implementation. Lesson planning was easier for the teacher since enrichment activities incorporated were guided by the dominant MI of the students. Through this study, educators are provided direction in incorporating MI in lesson planning and curriculum integration.
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基于多元智能理论的课堂教学模块设计
课程内容需要积极参与,以激发学生的兴趣。教师在课堂教学中面临着学生参与度方面的挑战,学习已经成为程序性的。这项实地研究开发了一个教学模块,整合了以霍华德·加德纳的多元智能理论为基础的5Es教学方法。Chislett的多元智能(MI)测试对七年级学生和科学老师进行了学习需求评估,以确定他们的优势多元智能。学生的显性MI决定了5E-MI教学模块和教学方法中包含的丰富活动。在实施过程中,观察教师和学生评估模块的有用性。研究表明,5E-MI教学模块是一种有用的课程规划方法,可以提高学生的参与度,他们在实施过程中表现出专注和参与的态度。课程规划对老师来说更容易,因为所包含的丰富活动是由学生的主要MI指导的。通过这项研究,为教育工作者提供了将MI纳入课程规划和课程整合的指导。
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审稿时长
12 weeks
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