Managing Integration of Multiple Intelligences and Higher Order Thinking Skills in Classroom instruction: Basis for Proposed Action Plan at Balete Central School

Abstract

INTRODUCTION

The main purpose of this study was to analyze in managing the integration of multiple intelligences and higher order thinking skills that anchored on the theory of Gardner and Blooms Taxonomy that lead to the development of proposed action plan for classroom instruction in the 21st century.

METHODS

The descriptive qualitative research was used in this study. It implies an emphasis on the qualities of entities and on processes and meanings that are not experimentally examined or measured if measured at all in terms of quantity, amount, intensity, or frequency. Qualitative research stresses the socially constructed nature of reality, the intimate relationship between the researcher and what is studied, and the situational constraints that shape inquiry. Sucha researcher emphasizes the value-laden nature of the inquiry.

RESULTS

The teacher should prepare plans to enable to integrate MI and HOTS in classroom instructions. The teacher should be able to ensure proper time allotment in the integration of MI and HOTS in classroom instructions. The teacher should be able to match the level of students' ability in techniques and teaching styles. Teachers must create journals regarding their reflection to enhance their classroom instructions. Teachers must have collaboration with their co-teacher to create a good integration of MI and HOTS. School Heads should conduct at least once a week of process observation. The results analyze that School Heads should conduct coaching and mentoring particularly the integration of MI and HOTS in classroom instruction.

DISCUSSIONS

School Heads should help among teachers to construct HOTS questions and activities that needed among learners. Schools Heads should encourage among external stakeholders to participate well in remedial instruction particularly the integration of MI School heads must help among learners to collaborate with the different activities using journals.