Using the Multiple Intelligences theory to compare student learning styles with classroom curriculum opportunities

This 40 credit M.A. research thesis uses Howard Gardner’s Multiple Intelligences (MI) Theory as an analytical tool for comparing student learning inclinations against classroom practices and guidelines from the Icelandic National Curriculum. This is a mixed methods case study of one grade-school classroom. Data collection methods include: an Icelandic MI survey administered to case study students, observation and documentation related to MI in teaching and lesson formats, observation of teaching methods and classroom practices, and interviews of the classroom teacher and school Principal on teaching methods and interpretation of Iceland’s curriculum. Data is analyzed using Gardner’s eight intelligences (linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal), as a framework to compare the specific kinds of classroom practices observed, and frequency and importance of MI activities and instruction in written texts and interview responses. A comparison between student’s MI inclinations, and perceived classroom methodology and curriculum gives greater insights into how well Iceland’s educational goals and classroom practices reflect the way students learn. This includes how the curriculum adapts, or fails to adapt, to the learning needs of individual students in the classroom. Iceland’s new Pillars of Education focus on students utilizing their strengths, a balance between academic and practical education, and Learnability (a student’s knowledge of their own strengths and weaknesses). This study collected additional information on how these outcomes translate into student learning in the classroom, and discusses the strengths and weaknesses of the case study classroom’s approach.

Author dc:creator

• Sydney Ross Singer 1990-

Contributors dc:contributor

• Háskóli Íslands

• Alþjóðlegt nám í menntunarfræði
• Meistaraprófsritgerðir
• Fjölgreindarkenning
• Námsaðferðir
• Grunnskólanemar
• Kennsluaðferðir
• Multiple intelligence
• Study skills

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/1946/26335

OAI identifier oai:identifier

oai:skemman.is:1946/26335