Multiple Intelligences of Grade Six Pupils In kablacan Integrated School: Basis for Proposed Learning Enhancement Program

Abstract

INTRODUCTION

Educators are confronted with the trial of teachingstudents with a varied series of capabilities. VanSciver (2005) specified, Teachers are now dealing with a level of academic diversity in their classrooms unheard of just a decade ago. Consequently, teaching students with a wide range of abilities requires teachers to be innovative enough on how learning opportunities are offered. One solution to this challenge is to make differentiated instructional materials in the classroom. Differentiated IM's accommodates the diverse learning needs of the students by varying the methods and materials used to teach each concept. McBride (2004) stated that "Differentiated IM's is vital to have a positive change in student performance because the one-strategy-fits-all approach doesn't work in a real classroom" (p. 39). Asa way to have differentiated IM's, a teacher may implement the theory of multiple intelligence (MI). The theory was developed by Howard Gardner in the early 1980s and states that each person has several distinct bits of intelligence correlating with a specific part of the brain. Utilizing the MI theory, teachers can differentiate learning activities to accommodate each of the intelligence in the classroom. This means students will have targeted learning experiences, resulting in higher levels of achievement.

METHODS

The descriptive survey method was used in this study. It identified and described a particular condition in a given school environment, as a reference point in planning and making appropriate educational decisions. In this study, it assessed the multiple intelligences of a group of elementary pupils as a basis for the design and development of the program and instructional materials/ activities.

RESULTS

The result shows that the top three bits of intelligence of the respondents are bodily/kinesthetic (12.96), musical/rhythmic (12.94) followed by visual/spatial intelligence (12.86). This means that most of the respondents have kinesthetic strength which reflects body smart. Some of the respondents have musical intelligence which reflects music smart. This means that they usually think, feel and process information primarily through sound. Others have visual/spatial strength which reflects picture smart. They have a natural ability to learn easily by just merely looking at representations.

DISCUSSIONS

It assumes that every child can be considered to possess the eight multiple intelligences in varying degrees. These intelligence can be enhanced through creative strategies, appropriate instructional materials, and a stimulating and nurturing environment. Pupils' performance in the different subject areas will remarkably improve if activities inspired by the Multiple Intelligences Theory will be integrated into the lessons. Furthermore, Using Gardner's Multiple Intelligence Theory as a basis of preparing MI Module is one approach to revolutionize the traditional and routine teaching and learning process in the Philippine context.