Impacting Instructional Practices with Multiple Intelligences

TUCKER, A.S. (ARIEL)¹, Scott, D.M. (Darla)^2
1Bowie State University, 14000 Jericho Park Rd, 20715, Bowie
²Bowie State University, 14000 Jericho Park Rd, 20715, bowie

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

impacting instructional practices, instructional practices, teaching, multiple intelligence, howard gardner, intelligence

Summary

Within the educational system, there is a big emphasis on intelligence and labels (e.g. gifted, talented, or unintelligent). Instead of adhering to labels, the educational system should reimagine their definition of intelligence and how the integration of multiple intelligence (MI) theory into instructional practices could be implemented to assist students. The purpose of this research is to understand the extent to which teachers utilize their knowledge of multiple intelligence in their instructional practices and how these practices are operationalized in typical classrooms.

For this study, a snowball sampling method will be used to survey high school teachers about their knowledge of the MI theory and their likelihood to use and incorporate the modalities into their instructional practices. It is hypothesized that educators have used some of the modalities in their instructional practices but does not report incorporating the remaining modalities of intelligence into their instructions.

Educators, students, and administration can all benefit from this research. First, by efficiently understanding and utilizing multiple intelligence for instructional practices. Secondly, creating an environment that emphasizes and encompasses intelligence in individualized ways. Lastly, distributing skills to their students to produce efficient studying mechanisms that adhere to their corresponding modality of intelligence.    

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