Running head: LEARNING WITH MULTIPLE INTELLIGENCES 1
Action Research Proposal:
Engaging Student Learning by Teaching through the Multiple Intelligences Kristina Ebner The Masters College Summer 2013
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Engaging Student Learning by Teaching through the Multiple Intelligences Modern day classrooms and education as a whole have drastically changed since the days of our parents and grandparents. However, there is still a great divide between what we can do in the classroom from a teaching perspective and what is actually being used. In a third grade classroom at a charter school in Southern California, students learn and grow through innovative and pioneering practices and pedagogy from their teacher. The framework of the curriculum is based on the California State Standards, but the lesson creations and instruction practices are up to the teachers discretion. Parts of this teachers lessons are approached from several of the identified multiple intelligences and those are also incorporated into the independent activities completed at the end. Students use learning contracts that allow them to work within their strengths and still meet standards that complete the work the whole class is focused on (Allcock, 2010). The goal of this classroom is to present evidence that students learn better and have a deeper understanding of curriculum due to this type of teaching pedagogy. The theory of multiple intelligences has had a great impact on education and the idea that people can be smart in many different ways and there is not simply one form of intelligence or IQ (Gardner, 1983). The idea that one person contains eight different areas of intelligence makes research on the subject somewhat difficult. It provides for many variables and some difficult areas to maintain validity and have a control group as well. The third grade classroom referred has different groups of students who could fulfill the needs for strong scientific research to take place. These facts brought about the realization that this classroom is the perfect setting for research on the effects of multiple intelligence based learning. Teaching third grade for two years and a combination third and second for one introduced many opportunities to question the modern education system we have in place. Using standardized testing methods, lecture style LEARNING WITH MULTIPLE INTELLIGENCES 3
teaching practices and now with the introduction of Common Core many educators are being led to look for alternatives to help students learn (McFarlane, Spring 2011). As one of those educators, it would not only change teaching practices, but curriculum as a whole if the educational system embraced this theory and integrated the ideas into its structure. Purpose One of the main goals of teaching is to create lifelong learners. Students who are struggling to pay attention or be active participates in the learning atmosphere in a classroom are often times bored or not engaging simply because there is a lack of interest (2010). There is a significant amount of diversity found in most classrooms today whether it be ethnic diversity, financial diversity, or simply a difference in the way students grew up or how their families are run. This diversity has presented educators with new predicaments and required them to become much more creative if they want to hold their students attention. Another significant change in the past few decades is our students knowledge and abilities in regards to technology. Our children are inundated with constant and fast moving visual, auditory and musical distractions. This change to our society is requiring educators and administrators to look through new lenses and reach for something different to help our students engage (Williamson, 2009). Is there a relationship between the use of multiple intelligence based curriculum and increased enduring understanding that would offer students a way to engage and absorb information in a superior way? Literature Review There is a high number of educators that claim multiple intelligence based curriculum greatly changes curriculum design for the better (Abiola, 2012). However, there hasnt been a great deal of sound research found in order to bring about country-wide change. This is for LEARNING WITH MULTIPLE INTELLIGENCES 4
several reasons, but the most critical is the amount of variables present in this type of study. It is very difficult for a school to have an even control group and test group within a certain grade or subject in order to record enough sound data (Armstrong, 2009). However, one study done by John Hopkins University showed great results in their use of multiple intelligence based curriculum (Cambell, 2004). Since Gardner first introduced the theory in 1983, there has been a great deal of interest and use of his ideas in classrooms. Those ideas when present in a classroom here in Southern California would have a great impact on student learning. Teachers who find innovative new ways to teach and use pedagogies that connect students to learning the results can only be positive and beneficial to kids (Spring 2011). Despite the difficulty of recording quality research about the changes multiple intelligence learning brings to classroom lessons there has been a great deal of support. It has been proven that kids retain information better when they are actively involved in learning. Providing curriculum that includes logical problem solving activities, musical numbers with hand motions to help with memory of facts and opportunities to present your knowledge on a subject and the item you created are all ways to engage learners and help them retain necessary information. Therefore why wouldnt good teachers want to use these practices in their classrooms (Temur, 2007). On the second page of Temurs article, there is a perfect quote regarding the use of Multiple Intelligence based curriculum in classrooms despite the research so far. It says, Since all children do not learn with the same method, it will be possible to reach more children using this approach meaning that teaching students content from several different methods, or in our case intelligence focuses, you are much more likely to help to students create enduring understanding . According to Howard Gardner, this way of teaching is creating different windows into the same room (2007). LEARNING WITH MULTIPLE INTELLIGENCES 5
The Brains Abilities The vast differences between peoples brains can account for many struggles we encounter in children learning. If a teacher is not speaking in their language of learning it is difficult to reach them and create an enduring understanding of a subject. There has been a great deal of research not only on multiple intelligences, but on the brains ability to learn and retain things over the past few decades. All this new information has helped teachers reach more students within one classroom, differentiate instruction in order to help each individual specifically and help children learn better in their brains natural learning process (Madrazo Jr, 2005). The acceptance and use of the multiple intelligence theory can also be attributed to the research done on brain based learning. The more information we come across as educators in connection to the brain the better we can instruct and the more students we will help. The brain organizes information through different pathways. By engaging more than one pathway while students are learning, teachers have a much better chance of creating long lasting memory about the subject at hand (Connell, 2009). This is directly connected to the theory of multiple intelligences and teaching using different strategies. Creating lessons that address certain standards and subjects from many different avenues ensures students will more likely understand the curriculum. Teaching a specific piece of content through something musical, solve a problem involving the information and then present their findings means students have three times to engage in the curriculum and learn (Dillihunt, 2006). Test Scores, Examples and Criticisms One of the major criticisms of the multiple intelligence theory is the lack of evidence for its claims. This has been a criticism for many alternative ways of educating such as learning styles as well. Brain Based Learning was one focus of education in recent times that broke the LEARNING WITH MULTIPLE INTELLIGENCES 6
criticism for good research and had a great deal of scientific research to back its claims (Duman, 2010). One claim critics of multiple intelligence theory make involves the need for people today to claim intelligence of some kind. There are many who feel the theory is simply a desirable thought because it means every person is smart in some one. Another words, children just have strengths and weaknesses but are not better than each other (Ferguson, 2009). There has been a great push in the last decade for equality not only among people groups, but in education as well. Some scientist and scholars want to maintain that intelligence is only one entity or g as they refer to it as and a person either has a high IQ or they dont (2009). These two ideas have battled for several decades and the argument will most likely continue for some time. However, there has been no proof that the idea of multiple intelligence theory has hurt teaching practices either. One would assume that a theory so hotly debated would have research attempting to debunk its hypothesis. This is not the case from what could be found. There is simply a lack of good, scientific research either way. By using multiple intelligence theory in the classroom to help increase enduring understanding in students educators are not hindering student learning and therefore can only be helping it. One of the greatest defenses was from Gardner himself. In response to much criticism surrounding his theory he wrote to Wilson Quarterly saying, "multiple intelligence was developed as a theory of the mind, not as an educational intervention. But he supported the notion that the theory holds out hope that students can be reached in different ways (Mathews, 2004). His goal through his research and the presentation of his theory was not to change education as a whole, or alter curriculum and the system in place for American students. While he and many other scientifically minded men and women see great benefit from including this theory in the classroom, it is not the end all answer to the education LEARNING WITH MULTIPLE INTELLIGENCES 7
needs of all students. The theory is simply a way to differentiate and reach childrens ability to learn from varying pathways and areas of intelligence in their brain (2005). Connection of Theory and Learning The idea of multiple intelligence based learning is not something new. There are many schools across the United States that contain a framework built on the multiple intelligence theory. Yet, there are still many critiques that the theory actually has relevance. There is a great deal of support for further investment into the ideas associate with multiple intelligences in the classroom and research that proves the connection between the theory and a greater enduring understanding in students (Bernard, 2009). One study that provides a great deal of scientific research was done by Harvard University and has been an ongoing research subject for their education program. There is great evidence coming out of their work that teaching students with a focus on their strengths of intelligence in learning is proving beneficial for their educational carriers (Krechevsky, 2013). Researching schools with an emphasis on the multiple intelligences provides a great deal of information for further investigation. These schools have exemplified worthy results of success for further growth in this area (Moore, 2013). Other schools across the country have begun to take notice and attempt to put multiple intelligence theory practices into place as well. The more research that is done, the stronger the case grows for multiple intelligence based curriculum in schools. Methodology A research study done on curriculum design is based on the multiple intelligence theory and the connection to a greater understanding and engagement in the curriculum by students to help them grow and expand in their educational abilities. If a positive impact can be proven and shown as vital, there will be a reason and scientific support that encourages a change to the LEARNING WITH MULTIPLE INTELLIGENCES 8
traditional form of curriculum design and engaging students in learning. Students and the world around us are changing every day, but teaching content from different recognized intelligence strengths will help continually ensure students are being given the greatest possible chance to succeed and come away with an enduring understanding of content from their educational career. One of the main methods I will use in this research is assessments and performance based assessments from all students. I will carry out a case study on four specific students as well as the class as a whole divided into specific groups. A journal will be kept on each of the four students that are specifically being observed and tracked, as well as a journal for each group that together make up the whole of my research. The groups will be divided by ability, strengths and their recognized interests. I will have a control group made up of students who will receive standard instruction and state advised pedagogy in the content area we are studying. There will be three groups who have similar strengths in the area of intelligences and they will work on content taught from their intelligence strengths. One group will have varied interests and receive instruction that covers many of the different recognized intelligences. The last group will be made up of students who have similar interests, but will be taught through multiple intelligence based curriculum that is not in their area of strength. There will be several unit of study completed during the course of this research project. One will cover the United States of America, their state capitols, the regions that make up our country and varying interests and facts about each state that makes up the Union. Another unit will cover math in the area of division using four digit numbers and four digit money problems as well as a strong focus on word problems and the vocabulary and skills needed in that area. There will also be an opinion writing unit covered during this time. The units of study will provide many ways to use multiple intelligence based curriculum as well as standard teaching practices. LEARNING WITH MULTIPLE INTELLIGENCES 9
The students in this classroom come from varied walks of life, family situations, financial statuses and their abilities versus where they struggle. These facts allow me to cover many questions and areas of focus during the research. In order to get a starting point I will administer several surveys, multiple intelligence tests and also use my perception of students thus far into the year. I will use the tests and surveys to create my groups and choose the four students I will observe specifically during this project (Honey, 2006). I will take all the information I gather and address it again a few weeks into the study to look for areas that could lack validity or have an effect on the research. Each day I have 20 minutes of prep set aside at the end of our school day that I have designated to reflect, take notes on what I have observed and organize work that has been completed. Another way I will keep track of findings is through peer and administrative observations. I have two fellow teachers who will weigh in on my research through notes and observation of my class. My research proposal has also been accepted through my school administrator and she is very interested in my findings. She has agreed to observe once a week in our classroom while instruction is taking place or while students are completing projects under their learning contracts. She will pass on her thoughts and findings as well. These two resources will give an outside perspective into the happenings of our classroom and the information provided in my research. This research project will need to take into account the strengths and weaknesses of students in similar tasks leading up to my study as well as the output after the direct research has been completed. Negative responses or a drop in student ability will help prove there is a correlation to the multiple intelligence based curriculum if a negative occurs. In the same way if a student maintains the level of work and their ability to revoice what they have learned this may LEARNING WITH MULTIPLE INTELLIGENCES 10
present a question of validity to my findings. A study of this nature must have good records and long standing records showing positive or negative correlations if it is going to present scientific research and report of findings. Therefore cumulous note taking and extreme organization on my part as the teacher will be crucial to success. The last thing that will be an important indicator of success or failure of the hypothesis will be the level of student engagement in tasks and the quality of work students put forth. Children who are interested in a subject or truly engaged in content will put out great work that is interesting, beyond what was asked and shows use of critical thinking. Students who are excited to learn, and excited to work on their projects are also great indicators that what we are doing is having some sort of impact. There are times daily in my class when students must be reminded to stay on task or put for effort in their work. These students and events have been documented in order to provide a comparison point later on in the research project. Conclusion It must be understood that this action research project is focused on the third grade students at this school. However, it is my hope that the findings presented after its completion will spur a focus on this subject and a great deal more research will be performed. Many of the practices and findings may be similar to other third grade classrooms or classrooms in general, but they may be very different as well. It will be awesome if there is a great impact on student learning and their enduring understanding of the subjects at hand. My hope is that they will take what they learn and continue to build on it in their future. There are other effects that may simply happen do to the focus being put into the planning of curriculum by the teacher or the excitement around carrying out a new way of learning. Students are also known to perform differently when they are being observed and these LEARNING WITH MULTIPLE INTELLIGENCES 11
things must be taken into account when looking at the findings that are presented. Over the course of the study there may be factors or situations that arise which will need to be addressed, but overall this study has a good framework. The findings presented when this research project is complete, whatever they end up being, will have a great impact not only on my teaching abilities, but on the knowledge and ability of the students who make up this class. This venture will bring about growth and a greater depth not only to my teaching and the pedagogy I use, but will also provide more information into the world of multiple intelligence theory and its impact on education.
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References Abiola, O. O. a. D., Hakirat S. . (2012). Improving Classroom Practices Using our Knowledge of how the Brain Works. International Journal of Environmental & Science Education, 7(1), 71-81. Allcock, S. J., Hulme, Julie A. (2010). Learning styles in the classroom: Educational benefit or planning exercise? Psychology Teaching Review, 16(2), 67-79. Armstrong, T. (2009). Multiple Intelligences in the Classroom. Alexandria, Virginia: ASCD Publications. Bernard, S. (2009). How to Address Multiple Intelligences in the Classroom, Edutopia. Cambell, L. C., Cambell, Bruce. Dickinson, Dee. (2004). Teaching and Learning through Multiple Intelligences. Munich: Pearson. Connell, D. J. (2009). The Global Aspects of Brain-Based Learning. Educational Horizons, 88(1), 28-39. Dillihunt, M. L. (2006). Examining the Effects of Multiple intelligence Instruction on Math Performance. The Journal of Urban Learning, Teaching and Research, 2, 131-150. Duman, B. (2010). The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles. Educational Sciences: Theory and Practice, 10(4), 2077-2103. Ferguson, C. (2009). Not Every Child Is Secretly a Genius, The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Not-Every-Child-Is-Secretly/48001/ Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books. Honey, P., Mumford, Alan. (2006). Learning Styles Questionnaire 40 Items. LEARNING WITH MULTIPLE INTELLIGENCES 13
Krechevsky, M. (2013). Project Spectrum. Project Zero. http://www.pz.gse.harvard.edu/project_spectrum.php Madrazo Jr, G. M., and Motz, LaMoine L. (2005). Brain Research: Implications to Diverse Learners. Science Educator, 14(1), 56-60. Mathews, J. (2004). 21 Years Later, 'Multiple Intelligences' Still Debated, The Washington Post, p. A09. Retrieved from http://www.washingtonpost.com/wp-dyn/articles/A1337- 2004Sep6.html McFarlane, D. A. (Spring 2011). Multiple Intelligences: The Most Effective Platform for Global 21st Century Educational and Instructional Methodologies. College Quarterly, 14(2http://files.eric.ed.gov/fulltext/EJ962362.pdf). Moore, J. (2013). Gainesville City Schools: A Georgia Charter System. 2013, from http://www.gcssk12.net/ Temur, O. D. (2007). The Effects of Teaching Activities Prepared According to the Multiple Intelligence Theory on Mathematics Achievements and Permanence of Information Learned by 4th Grade Students. International Journal of Environmental & Science Education, 2(4), 86-91. Williamson, S., Haigney, Di. (2009). Engaging Students: Promoting Mutual Support and Exploration. Psychology Teaching Review, 15(1), 61-65.