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APPLICATION OF MULTIPLE INTELLIGENCE IN TEACHING THE LEARNERS OF

SECONDARY EDUCATION USING K12 PROGRAM

Glynish B. Libao
10-0616 SJ
Bachelor in Secondary Education Major in English

Atty. Perpetua Serapio

20 March 2012
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TABLE OF CONTENTS

ABSTRACT………………………………………………………………………………..……3

CHAPTER I. THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………………………………………………………...4
Background of the Study………………………………………………………………...5
Statement of the Problem ……………………………………………………………....10
Significance of the Study………………………………………………………….........11

CHAPTER II. THEORETHICAL FRAMEWORK

Relevant Theories……………………………………………………………………….12
Related Literature………………………………………………………………………13
Related Studies…………………………………………………………………………22
Definition of Terms……………………………………………………………………..23

CHAPTER III. METHODS OF RESEARCH

Research Design…………………………………………………………………………24
Research Instrument…………………………………………………………………….25

CHAPTER IV. SUMMARY, CONCLUSION AND RECOMMENDATIONS

Statement of the Problem……………………………………………………………….25
Hypothesis………………………………………………………………………………26
Summary of Findings…………………………………………………………………...26
Conclusions……………………………………………………………………………..27
Recommendations………………………………………………………………………28

BIBLIOGRAPHY……………………………………………………………………………..28
CURRICULUM VITAE……………………………………………………………………...29
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ABSTRACT

Every learner has differences in multiple intelligences. They are active learners and
should let them interpret new information based on what they already know. Multiple
intelligences assessments are usually done by the instructor, the collaborative teachers, and
students. This makes the assessments more interactive and unbiased than traditional assessments,
which are done by the instructors alone. In applying Gardner’s Multiple Intelligences and K-12
program need to work collaboratively in order to adequately take advantage of the opportunities
and to address the challenges in learning. Afterwards, we conclude with specific
recommendations for developing successful learning with an emphasis on the role of different
intelligences and of education in leading these efforts. Overall, the researcher recommends
understanding the differences of every student in learning and has different ways in studying that
should guide by the educator especially in adapting to the K+12 program.
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

Individuals think and learn in distinct ways. In any group of learners there will
always be different learning characteristics, particularly in the learners’ manner of processing
information. Some would absorb the lesson better when they work with their hands than when
they just listen. Others would prefer to watch a video about a topic. Students likewise have
preferred ways of expressing their thoughts, feelings and ideas. Some would prefer to write;
others would draw or even dance and sing. It is hard for them to learn if they will not apply their
own strategies in learning. More so, they need to adapt to the K+12 program and should have the
assistance of the educators.
Human abilities and potentials are direct evidence that multiple intelligences exist, and
these intelligences can be fully utilized either individually or combined. The theory can be
applied to any part of school and family, providing teaching methods more room for creativity,
emphasizing comprehension and applying new knowledge, techniques and concepts to the
teaching process. (Abdulaziz, 2008; Ulinwa, 2008) especially to the newly implemented program
which is the K+12 but was not new to other country.
A 10 year educational program was not being recognized by other country who
implements 12 year of studying. Therefore, the first research motivation was to increase teaching
effectiveness through the incorporation of multiple intelligences, applying it to the K+12
program.
In addition, according to multiple intelligences theory, schools should employ various
approaches to observe students’ problem-solving skills and accomplishments long-term. They
should also assess the students’ current level from different angles seeks to use the multiple
intelligences theory on a color theory course, centering the study on the students’ learning
interest in the hope of increasing learning effectiveness.
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Background of the Study

The theory of multiple intelligences (MI) was first described by Howard Gardner in Frames of
Mind (1983). Howard Gardner is Professor of Education at Harvard University and holds
research appointments at the Boston Veteran's Administration Medical Center and Boston
University School of Medicine. Gardner defines intelligence as "an ability or set of abilities that
allow a person to solve a problem or fashion a product that is valued in one or more cultures".
His most current research indicates that there are eight distinct forms of intelligence: linguistic,
logical-mathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal, and the
naturalist. Gardner suggests that different intelligences may be independent abilities--a person
can be low in one domain area but high in another. All of us possess the intelligences but in
varying degrees of strength and skill. Intelligence Quotient (IQ) theory (based solely on the
linguistic and logical-mathematical intelligences) assumes that a person's intellectual potential is
a fixed, genetically determined trait, which can be measured early in life and will determine an
individual's potential. Gardner's above definition suggests a broad view of cognitive functioning
and is in sharp contrast to intelligence as defined by IQ. In other words, Gardner's MI model
broadens our perceptions of what is meant to be intelligent. Until Gardner's arrival, this model of
intelligence was perceived as the norm throughout most of the world. The MI theory continues to
open the minds of educators, psychologists, learners and parents as to how learning and
education can be changed so that all persons may be guided to achieve their maximum potential.
It is tempting to equate learning styles and intelligences because there are similarities, but until
we have a much better understanding of both, it is best to avoid mixing the models.
His most current research indicates that there are nine distinct forms of intelligence. These are
the tails leading to children’s learning that teachers should address in their classrooms all the
time. They are:

Verbal/Linguistic Intelligence – learning through the spoken and written word. This intelligence
was always valued in the traditional classroom and in traditional assessments of intelligence and
achievement. These learners have highly developed auditory skills and often think in words.
They like reading, playing word games, making up poetry or stories. They can be taught by
encouraging them to say and see words or to read books together.
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Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical-Mathematical Intelligence – learning through reasoning and problem solving. Also, it is

highly valued in the traditional classroom, where students were asked to adapt to logically
sequenced delivery of instruction. Think conceptually, abstractly and are able to see and explore
patterns and relationships. They like to experiment, solve puzzles, and ask cosmic questions.
They can be taught through logic games, investigations, and mysteries. They need to learn and
form concepts before they can deal with details.

Visual-Spatial Intelligence – learning visually and organizing ideas spatially, seeing concepts in
action in order to understand them, the ability to “see” things in one’s mind in planning to create
a product or solve a problem. Think in terms of physical space, as do architects and sailors. They
are very aware of their environment. They like to draw, do jigsaw puzzles, read maps, and
daydream. They can be taught through drawings, verbal and physical imagery. Tools include
models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing,
television, multimedia, texts with pictures/charts/graphs.

Musical Intelligence – learning through patterns, rhythms and music. This includes not only
auditory learning, but the identification of patterns through all senses. It show sensitivity to
rhythm and sound. They love music, but they are also sensitive to sounds in their environments.
They may study better with music in the background. They can be taught by turning lessons into
lyrics, speaking rhythmically, and tapping out time. Tools include musical instruments, music,
radio, stereo, CD-ROM, multimedia.

Bodily-Kinesthetic Intelligence – learning through interaction with one’s environment. This

intelligence is not the domain of “overly active” learners. It promotes understanding through
concrete experience. It uses the body effectively, like a dancer or a surgeon. Keen sensed of body
awareness. They like movement, making things, touching. They communicate well through body
language and can be taught through physical activity, hands-on learning, and acting out, role
playing. Tools include equipment and real objects.
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Intrapersonal Intelligence – learning through feelings, values and attitudes. This is a decidedly
affective component of learning through which students place value on what they learn and take
ownership for their learning. It is the understanding of one's own interests, goals. These learners
tend to shy away from others. They're in tune with their inner feelings; they have wisdom,
intuition and motivation, as well as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books, creative materials, diaries,
privacy and time. They are the most independent of the learners.

Interpersonal Intelligence – learning through interaction with others. Not the domain of children
who are simply “talkative” or “overly social”. This intelligence promotes collaboration and
working cooperatively with others. It is the understanding, interacting with others. These
students learn through interaction. They have many friends, empathy for others, street smarts.
They can be taught through group activities, seminars, and dialogues. Tools include the
telephone, audio conferencing, time and attention from the instructor, video conferencing,
writing, computer conferencing, E-mail.

Naturalist Intelligence – learning through classification, categories and hierarchies. The naturalist
intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can
be used in all areas of study. It demonstrates expertise in the recognition and classification of
numerous species – the flora and fauna – of the environment. Value is placed on these
individuals who can recognize members of a species that are especially valuable or notably
dangerous and can appropriately categorize new and unfamiliar organisms. These abilities come
into play more probably with respect to “artificial” items. Discrimination by a teenager with
regard to sneakers, cars, sound systems, or CDs also fits the intelligence. To help the
categorization process:

• Verbal/Linguistic plays with words

• Logical/Mathematical plays with questions
• Visual/Spatial plays with pictures
• Musical/Rhythmic plays with music
• Bodily/Kinesthetic plays with moving
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• Interpersonal plays with socializing

• Intrapersonal plays alone
• Naturalist plays with categories Canfield Learning Styles (LS)

It also includes the use of hemispheric styles:

LEFT BRAIN (Analytic)
Successive Hemispheric Style
1. Verbal
2. Responds to word meaning
3. Sequential
4. Processes information linearly
5. Responds to logic
6. Plans ahead
7. Recalls people’s names
8. Speaks with few gestures
9. Punctual
10. Prefers formal study design
11. Prefers bright lights while studying
RIGHT BRAIN (Global)
Simultaneous Hemispheric Style
1. Visual
2. Respond to tone of voice
3. Random
4. Processes information in varied order
5. Responds to emotion
6. Impulsive
7. Recalls people’s faces
8. Gestures when speaking
9. Less punctual
10. Prefer sound/music background while
studying
11. Prefers frequent mobility while studying

Everyone has multiple learning styles. Dr. Albert A. Canfield created a learning styles (LS)
inventory as most people do not know what their LSs are or that their styles differ from others.
There is no one right or best LS. Our styles of learning, if accommodated, can result in improved
attitudes toward learning and an increase in productivity, academic achievement, and creativity.
We use some styles when learning, but we tend to prefer a small number of instructional
methods. Furthermore, evidence indicates that an individual can learn better, smarter, faster and
retain more information when material is presented in one’s preferred learning style/multiple
intelligence. However, research does not support that there will be one right method to teach to a
student. Humans learn in a variety of ways and it is likely that there are ways that have yet to be
discovered along with the instructional methods to meet them. Presenting information to students
in only one LS does not meet all of the student’s needs. A student might have roughly the same
preference for learning content through visual and hands-on materials. If the content is presented
only to the visual preference, the student would not learn as completely as he/she would if the
content was presented by hands-on methods. All students learn differently due to dominant or
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preferred LS. The Canfield LS instrument is easy to use and self-scoring. It provides students
with knowledge about their individual LS is and how they differ from others. The instrument is
paper based and takes about 30 minutes to complete. It can be submitted before the class begins
or the institution may keep the LS scores of all students on record and make them available to
instructors. The instrument helps determine preferred learning conditions, areas of interests,
modes of learning, and course expectations.
Since another educational program had been introduced, it may be easier for the learners to cope
up and adapt to this through the help also of their multiple intelligence/s.
What is the program that the students should adapt by the help of these multiple intelligences?
The Enhanced K+12 Basic Education. It has been officially started in the Philippines.  This
program will require all incoming students to enroll into two more years of basic education.
Thus, the K+12 System will basically include the Universal kindergarten, 6 years of
elementary, 4 years of junior high school with an additional 2 years for senior high school.
Moreover, the program aims to uplift the quality of education in the Philippines in order for
graduates to be easily employed. The program also aims to meet the standards required for
professionals who would want to work abroad.
Most importantly, the system aims to fully enhance and develop the students in order for them to
be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be
able to face the pressures of their future workplace.
However, not all are in favor of the K+12 Education. There are students complaining of the
additional years and there are parents who are not in favor of the additional expenses. But
indeed, it is an undeniable fact that additional years in the education system will really require
more budgets not just from the government but from the parents as well.
Aside from this, students will need additional classrooms, school supplies and facilities. The
program would need more qualified teachers as well.
There may be a lot of factors to consider for the K+12 Education to succeed. But as long as we
open our minds to change and we will take it on a positive way, we will definitely attain our
most-aspired educational standards which will play a great role in our country’s development
and will therefore, uplift us from poverty.
The K-12 education system is the public education system that most of us are familiar with
today. Comprised of thirteen grades, kindergarten through 12th, the K-
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12 education system refers to the public school system in all of the United States, Canada, the
UK, and parts of Europe as well.
It is difficult to pinpoint the exact history of education, as education has been occurring in some
form for centuries in all parts of the world.
Today, K-12 education represents the compulsory education required of all children.
Though a K-12 education can be attained from either publicly or privately funded institutions,
children who have reached compulsory school age (ranging from age six to eight, depending on
the state) are required by law to attend school.
Kindergarten, being the first grade in the K-12 education system today, was actually developed
prior to compulsory education. Though it is not compulsory in all states, children are required to
start school in most states at the age of six. If the child is too young to start kindergarten the year
he turns five, kindergarten may technically be required since he will be turning six that school
year.
Currently, the K-12 public education system provides a 12th grade education to eligible
students for free. Families have the option of sending their children to private schools, but are
then responsible for tuition. The future of K-12 education will undoubtedly experience change
and social and economical challenges, just as it have in the past. K-12 education programs may
soon expand to include pre-K compulsory attendance and could even expand to include options
beyond the 12th grade, as these are concepts, in their earliest stages, currently being explored.

Statement of the Problem

The study aimed to answer the following questions:

(1) What are the distributions of multiple intelligences of instructors?

(2) What are the distributions of multiple intelligences of students?
(3) What is the learning effectiveness of applying multiple intelligence in the K+12
educational program?

Significance of the Study

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This study shall provide significant information on the effectiveness of using multiple
intelligences in teaching the learners of secondary education using the K12 program.
Students. The pupil can bring his own (however limited) experiences to the classroom,
and his interests and reading, etc., and make use of them. Pupils can develop interests, ways of
study, and new skills at a pace which challenges them. Less able pupils can move at their own
and pupils requiring compensatory teaching, for whatever reason, can have personal/small group
attention from the teacher. The other pupils can work quietly on their own in a way that was not
possible using traditional methods.
Teachers. The teacher will have to (as a minimum requirement), prepare work for every
lesson, have audio and visual aids ready, plan activities for the children to carry out, prepare
remedial mini-lessons, have assessment sheets ready and assess both written and oral work,
prepare tests based on the objectives of the curriculum/syllabus, develop a criterion-referenced
scheme for each pupil, have ready material for able and less able students in addition to, ordinary
classroom management. The teacher can bring a large number of things into class to be looked
at, examined, drawn, painted, copied, read, taken to pieces, put together again, etc. The pupils
can practice a number of psycho-motor skills not previously possible. Materials can now be
written which guide and stimulate learning. They will encourage self-study and self-learning in
an environment where the teacher is ready to lend support.
Parents. When adults learn to look at their lives through the multiple intelligence model,
they can find liberation in examining potentials that were never developed. They can accept their
children through what intelligence does his/her children possesses. Programs of self development
through courses, hobbies, and other types of programs can re-integrate the individual's native
intelligences in ways that can be personally satisfying (Armstrong, n.d.). 
School. Multiple intelligences could not only provide teachers with more choices in
teaching and assessment methods, but also allow school to demonstrate their different styles and
methods in many different ways.
CHAPTER II
THEORETHICAL FRAMEWORK

Relevant Theories
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Bruner’s Constructivist Theory

Jerome Bruner was one of the first proponents of constructivism. A major theme in the
theory of Bruner is that learning is an active process in which learners construct new ideas or
concepts based upon their current/past knowledge
The distillation of most of the principles of cognitive psychologists is called Constructivism.
More associated with cognitive psychology than behaviorism, constructivism focuses on
knowledge construction. Just as there are different views within cognitive psychology,
constructivism also has different “versions”.
Discovery Learning refers to obtaining knowledge for oneself. Teacher plans and arranges
activities in such a way that students search, manipulate, explore, and investigate. Students learn
new knowledge relevant to the domain and such general problem-solving skills as formulating
rules, testing and gathering information. Most discoveries do not happen by chance. Students
require background preparation. Once students possess prerequisite knowledge, careful
structuring of material allows them to discover important principles.
Bruner (1966) states that a theory of instruction should address four major aspects:
1. Predisposition to learn. He introduced the ideas of “readiness for learning”. Bruner believed
that any subject could be taught at any stage of development in a way that fits the child’s
cognitive abilities. This feature specifically states the experiences which move the learner toward
a love of learning I general, or of learning something in particular. Motivational, cultural, and
personal factors contribute to this. He believed that learning and problem solving emerged out of
exploration. Part of the task of a teacher is to maintain and direct a child’s spontaneous
exploration.
2. Structure of Knowledge. The ways in which a body of knowledge can be structured so that it
can be most readily grasped by the learner.
3. Effective Sequencing. No one sequencing will fit every learner, but in general, the lesson can
be presented in increasingly difficulty. Sequencing, or lack of it, can make learning easier or
more difficult.
4. Reinforcement. He felt that ideally, interest in the subject matter is the best stimulus for
learning.
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Two views of Constructivism

1. Individual constructivism. This is also called cognitive constructivism. It emphasizes
individual, internal construction of knowledge. It is largely based on Piaget’s theory. Proponents
of this type choose child-centered and discovery learning.
2. Social Constructivism. This view emphasizes that “knowledge exests in a social context and is
initially shared with others instead of being represented solely in the mind of an individual”. It is
based on Vygotsky’s theory.

Characteristics of Constructivism
According to Eggan and Kauchak, these are:
1. Learners construct understanding. Constructivist do not view learners as just emplty vessel to
be filled up. They see learners as active thinker who interpret information based on what they
already know.
2. New learning depends on current understanding. Background information is very important. It
is through the present views or scheme that the learner has, that new information will be
implemented.

Related Literature

Teaching Strategies guided by Multiple Intelligences

1. Use questions of all types to stimulate various levels of thinking from recalling factual
information to drawing implications and making value judgements.
2. Provide a general overview of material to be learned, i.e., structured overviews, advance
organizers, etc., so that students’ past experiences will be associated with the new ideas.
3. Allow sufficient time for information to be processed and then integrate using both the
right-and left-brain hemisphere.
4. Set clear purposes before any listening, viewing, or reading experience.
5. Warm up before the lesson development by using brainstorming, set induction, etc.
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6. Use multisensory means for both processing and retrieving information. (Write directions
o the board and give them orally
7. Use a variety of review and reflection strategies to bring closure to learning (writing
summaries, creating opinion surveys, etc.)
8. Use descriptive feedback rather than simply praising “the example you’ve provided is an
excellent one to point to the concept of…”). (From Cornett, C.E. (1983). What you
should know about teaching and learning styles. Bloomington, IN: Delta Kappa
Educational Foundation.)

While MI theory has been widely applied in pre-school through twelfth grade, The National
Center for the Study of Adult Learning and Literacy at Harvard University was the first
extensive study of applications of MI for adult literacy (Kallenbach, 1999). They found that MI
was a robust theory that led to many interpretations which shared in common their student-
centered focus. Six themes emerged from this study. These were 

1. Teachers Using an MI framework offered a greater variety of learning activities, whether or

not they tried to identify their students' particular strengths 

2. MI-based approaches for adults can be characterized as constructivist. Students construct their
own meaning through problem-solving and their intelligence strengths, building on what their
previous knowledge. Projects which encourage self-directed learning have been successful. MI-
based activity often got the adult learners fully engaged in learning, and more willing to work
with abstract or decontextualized material. Choice-based lessons were a key component in
engaging the learner. 

3. Teachers found that using MI theory enabled them to take more risks and broaden their own
teaching styles. They felt their lessons became more creative, and they were able to overcome
the problem of different levels in the class. 

4. Teachers found that having students assess their own intelligences could be useful. Such self-
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assessment was a way to assist the development of intrapersonal intelligence. This can be
valuable to understanding one's own weakness and strengths, and develop awareness that others
think and learn differently. Intrapersonal intelligence is valuable in many practical endeavors,
including career planning. 

5. Students' regular reflection on their learning shifted and broadened their paradigms of
effective and acceptable teaching and learning practices. Initially students expectations of the
program seemed to be based on their previous educational experiences. Gradually students came
to accept a more diverse curriculum. Teachers concurred that developing students' metacognitive
skills is a challenging process, as students initially resisted reflection and failed to see its
relevance. 

6. Teachers perceived a shift in the balance of power in the classroom when they offered students
choices in how they learn and express their understanding. More empowered students often
exceeded their own and the teachers' expectations for learning. 

While working with adult students, Costanzo and Paxton (1999) explicitly introduced their
students to Multiple Intelligences and worked with them to identify their areas of strength and
weakness. One goal in these activities was to help the students begin to value nontraditional
learning activities and redirect their limited expectations for classes in basic adult education. A
second goal was to encourage students to develop metacognition, an awareness of their own
thinking and learning processes. Self-assessments were built into the routines of the class.
Individual and group reflection were used, and discussions helped them begin to express their
ideas and needs, and to begin taking over their own learning. Students also gave regular feedback
to the teachers to indicate whether they wanted more, the same or less of each activity. Individual
conferences with the students offered another level of student feedback, and many expressed
their appreciation of varied methods. Students also kept reflective journals. As time went on,
student feedback became more introspective. The feedback was used in planning the next
lessons. The authors discovered that these assessments themselves, over time, drew upon and
developed the students' interpersonal and intrapersonal intelligences. 
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According to Collins (1998), a priority for adult educators is to facilitate self-sufficient learning
in the adult student. Adult learners tend to be motivated by personal and work-oriented goals,
increases in productivity, and acquisition of immediately applicable skills. Because of these
practical goals, adult learners have added incentive to persevere through the frustrations inherent
in the learning curve. Critical theory in adult education emphasizes diversity in students' abilities,
backgrounds, and needs and develops awareness of under-served needs in the planning and
delivery of course material. 

When adults learn to look at their lives through the multiple intelligence model, they can find
liberation in examining potentials that were never developed. Programs of self development
through courses, hobbies, and other types of programs can re-integrate the individual's native
intelligences in ways that can be personally satisfying (Armstrong, n.d.). 

Sample learning activities for the first eight multiple intelligences 

Intelligence Massage and Bodywork Learning Tasks and Outcomes which Draw Upon and
Develop this Intelligence 

Verbal/ Linguistic Intelligence: Reading assignments, discussions, writing business plans,

written treatment plans; written and verbal case histories; jigsaw reading assignments,
communication courses, 

Logical Mathematical Intelligence: Anatomy and Physiology, Pathology 

Visual /Spatial Intelligence: Designing a business card: Have all students collect business cards
from many businesses; then spread them all out on a table and look at the colors, design,
lettering, paper quality, etc. for effectiveness 

Musical/ Rhythmic Intelligence: Use music to teach cadence and rhythm for massage and
bodywork technique 
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Bodily/ Kinesthetic Intelligence: Palpation skills, technique application, therapist body

mechanics, energy sensitivity 

Interpersonal Intelligence: Collaborative learning, interview and intake skills, group learning
exercises; case history discussions; 

Intrapersonal Intelligence: Reflective journals, learning log, 

Naturalistic Intelligence: Client assessment and pattern recognition, importance of nutrition for
health, 

Conditions
Peer: Working in teams; good relations with others; having friends; feeling positive about
working and building something together. Clearly a high priority in an organization: Work
logically and clearly organized; meaningful assignments and sequence of activities.

Goal Setting: Setting one’s own objectives; using feedback to modify goals and procedures;
making one’s own decisions on objectives. This is an important element of being self-directed
and proactive. They need to know how they fit in with the larger company goal.

Competition: Desiring comparison with others; needing to know how one is doing in relations to
others. America fosters this - but competing does not automatically foster excellence.
Competition is an extrinsic reward ... it is better replaced with an intrinsic reward system.

Instructor: Knowing the instructor personally; having mutual understanding; liking one another.
Give plenty of eye contact and positive non-verbal.

Detail: Specific information on assignments, requirements, rules, etc. People who want minimal
amounts of detail are right brain conceptual thinkers. They need to understand the concept first ...
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and then will sit through the detailed explanation - remembering only the details that are
important to their conceptual understanding. People who want details in a sequential order are
left brain linear thinkers. Take them through the process in an orderly, chronological process.

Independence: Working alone and independently; determining one’s own study plan; doing
things for one.
Authority: Desiring discipline and maintenance of order; having informed and knowledgeable
instructors and superiors.

Content
Numeric: Working with numbers and logic; computing; solving mathematical problems; etc.
Provide with charts, spreadsheets.

Qualitative: Working with words or language; writing, editing, talking. Provide a report to them
prior to a meeting or the need to make a decision. Lengthy question and answer periods will give
them time to formulate the idea in their own words Inanimate: Working with things; building,
repairing, designing, and operating. Provide a physical model or way to work with the idea in
question

People: Working with people; interviewing, counseling, selling, helping.

Mode
Listening: Hearing information; lectures, tapes, and speeches.

Reading: Examining the written word; reading texts, and pamphlet.

Iconic: Viewing illustrations, movies, slides, pictures, and graphs.

Direct Experience: Handling or performing; shop, laboratory, field trips, practice exercises, and
hands-on.
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Expectancy Score: The predicted level of performance.

Variance in One Class

It is quite useful to show a class all of the scores from the inventory as it helps them to
understand that everyone learns differently and that no one way of learning is best. This also
helps instructors to think about the LS class mix and how to create activities and assignments
that will meet a variety of styles. It provides support for instructional designers who need to learn
new ways to design instruction for classes with multiple LS and intelligences. Figures are shown
in percentiles so that a score of 95 would indicate the 95th percentile and the learner would have
a high need to have this style met. A score of 05 would indicate the fifth percentile – or a low
need for the learner. The Canfield is quite useful in distributed learning as it shows scores for an
instructor to provide structure, the independence level of the student, and the need for an
authority figure by the student. If the student instructor percentile score is 25, this indicates a low
need for an instructor to provide structure; 85 would indicate a much higher student need to have
structure imposed from the outside.
If the student’s independence score is high, such as an 85 or 95, it indicates that the student is
quite independent in learning and probably capable of working well in a distributed learning
environment. A low score would indicate that the student is not an independent, self-directed
learner and that the instructor will need to provide an intervention to help the student begin
movement toward this goal. Students need time to move through the process of becoming
independent learners. This may take six months to a year. If the student’s authority figure is low,
they are likely to function well in a distributed learning environment and collaborate well with
other students. If the figure is high, they require an authority figure to provide the structure and
set the rules. The instructor will need to provide an intervention that will the student’s reduction
of the need for authority imposed from the outside. These three scores are useful as indicators for
the distributed learning instructor of students who will do well in the environment, and those
who need interventions to begin movement toward self directed learning. It is always a
temptation to want to help the needy student and provide the structure and authority that they
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often demand in an instructor. These demands are usually another indication that the student is
unable to be self-directed and independent in their learning.
Gardner's Multiple Intelligences have been a buzz word in education for some time. If you are
not familiar, you can learn the basics about Gardner's Multiple Intelligences (MI), reasons why
teachers should try using MI in the classroom, and practical ideas to use it in the classroom in
this lesson. Multiple Intelligence & Howard Gardner Basics
Howard Gardner has been called a “paradigm shifter." He turned the psychometric and
behaviorist world on its ear in 1983 when he shared his Multiple Intelligences (MI) theory in his
book Frames of Mind: The theory of multiple intelligences. The second edition was released ten
years later.
He questioned Piaget and the idea that intelligence can be derived from a single assessment, such
as IQ tests. He believed that children can be at different stages of development at different times
in their lives.

Reasons to Give MI a Try

Some criticism and questions surround Gardner's ideas. However, Mark Smith believes that they
are still worthwhile to use in the classroom. "For example, Mindy Kornhaber and her colleagues
at the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the
performance of a number of schools and concluded that there have been significant gains in
respect of SATs scores, parental participation, and discipline (with the schools themselves
attributing this to MI theory)" in Smith's article, “Howard Gardner, Multiple Intelligences and
Education” on the Infed website.

Tools for Intelligence

Conference on patent intelligence Search tools, visualization tools
Gardner's Multiple Intelligences theory distinguishes between eight main types of intelligence:

 Verbal-linguistic intelligence (word smart): using language to store, process and transmit
information
 Logical-mathematical intelligence (number smart): using patterns to think and reason
logically
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 Musical intelligence (music smart): using music and rhythm to learn

 Bodily-kinesthetic intelligence (body smart): using the body or physical activity to learn
 Spatial intelligence (picture smart): using visual sources to interpret information
 Interpersonal intelligence (people smart): able to interact with others, understand them,
and interpret their behavior
 Intrapersonal intelligence (self smart): able to understand self: strengths, weakness,
reactions and emotions
 Naturalist intelligence (nature smart): able to use patterns to connect to nature

Practical Uses of Multiple Intelligences in the Classroom

Students learn differently. They may be strong in one of the Multiple Intelligences and average
in a few others. Teachers can use to this to their advantage and try to teach content through a
variety of activities that incorporate all of the intelligences or at least a few. The key is not using
MI in Language Arts Class
When trying to use the MI, try to incorporate them into existing lessons. Here are basic activities
for a novel in a language arts class using MI.

 Linguistic and interpersonal: Read key passages in pairs or small groups and discuss the
meaning
 Musical: Choose music that would reflect the mood for various passages or scenes in the
novel
 Bodily-kinesthetic: Stand and dramatically read a passage or act it out
 Interpersonal and Spatial: Make a scrapbook or poster using photos, drawings, quotes or
poems to represent a character, the setting or the novel as a whole
 Intrapersonal and linguistic: Reflect upon an analysis that the student wrote about a
character or passage. Students should focus on positive and negative.
 Spatial, Musical, Interpersonal, and Linguistic -Create a multi-media presentation about
the novel in small groups
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 Logical-mathematical, Spatial, and Linguistic- Craft a game or puzzle for the novel

Related Studies

Teachers can use the information to determine how learner cantered they are and to
improve their teaching.
Not only the focus of the teaching process but they can also determine the differences of
intelligences and should be Learner-cantered education.
Teacher-cantered instruction is inefficient and frustrating to most learners, and certainly
is not consistent with education for all. Hence, we shall have to help both our teachers and
learners become skilled at developing and working in learner-cantered settings.
Teachers should put the needs of the learner at the centre of what they do in the
classroom, rather than the learner being made to fit whatever needs the teacher has decided upon.
This means that activities which put the learner at the centre of teaching and learning must begin
by using or finding out the learners’ existing knowledge, skills and understanding of the topic.
The teacher is responsible for developing different activities to find out what the learners
already know about the topic. Then teachers develop more activities that build on and extend the
learners’ knowledge.
The starting point is the learners’ existing knowledge, skills, interests and understanding,
derived from previous experience in and out of school;
The natural curiosity and eagerness of all young people to learn to investigate and to
make sense of a widening world must be nourished and encouraged by challenging and
meaningful tasks;
The learners’ perspective needs to be appreciated and considered in the work of the
school; learners should be empowered to think and take responsibility not only for their own, but
for another’s learning and total development; learners should be involved as partners in, rather
than receivers of educational growth.

Learner Centered Education instruction

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Clearly there will be times when the teacher will want to give instruction – indeed in the
first grades of primary school, the teacher will spend as much as a third of each class hour
talking and eliciting responses. Giving instruction and establishing a relationship with the class
is an obvious element in a teacher’s repertoire. But if the teacher is to perform well, a range of
activities in which the pupils are fully involved is essential. The teacher is then free to go round
the class paying attention to individual pupils, organizing and instructing a remedial group,
encouraging and advising other pairs, groups, individuals, marking individual work, assessing
pupils by observing them, doing further preparation. Because the focus of learning has moved to
the pupil, many people are afraid that teachers will have a much smaller role in the classroom.
Of course, nothing could be further from the truth. As we will see, the learner-cantered
classroom will require continuing hard work for the teacher. But more interesting and
challenging than when the empty vessel approach is employed. In the learner-cantered
classroom, teachers will be participating all the time, their preparation will have to be more
exhaustive and their contribution will be on a far more influential scale than with traditional
methods.

Definition of Terms

constructivism – it is the distillation of most of the principles of cognitive psychologies

linguistic - spoken and written word

logical – close, coherent, consistent, rational, reasoned

principle – constituent, element, essence, theory or reason

program - it is an/a series/ agenda, plan, list, line up

CHAPTER III
METHODS OF RESEARCH

Research Design
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This kind of research involves the gathering of facts to test hypothesis to meet the
objective of exploring the students’ differences in intelligences and o how to apply it to the
implemented educational program.
One factor that brings about students diversity is thinking/learning styles. Individuals think and
learn in distinct ways. In any group of learners there will always be different learning
characteristics, particularly in the learners’ manner of processing information. Some would
absorb the lesson better when they work with their hands than when they just listen. Others
would prefer to watch a video about a topic. Students likewise have preferred ways of expressing
their thoughts, feelings and ideas. Some would prefer to write; others would draw or even dance
and sing. These preferences involve thinking/learning styles and multiple intelligences.

It is important for teachers to use their knowledge about thinking/ learning style and
multiple intelligences in planning actively to help the students to effectively learn.

While researches on these typologies continue, it is clear that the teachers can no longer
just teach the text book and it is sensible practice to teach each child according to his/her
thinking/learning styles and multiple intelligences.

Teaching Strategies guided by Thinking/Learning Styles and Multiple Intelligences

1. Use questions of all types to stimulate various levels of thinking from recalling factual
information to drawing implications and making value judgements.
2. Provide a general overview of material to be learned, i.e., structured overviews, advance
organizers, etc., so that students’ past experiences will be associated with the new ideas.
3. Allow sufficient time for information to be processed and then integrate using both the
right-and left-brain hemisphere.
4. Set clear purposes before any listening, viewing, or reading experience.
5. Warm up before the lesson development by using brainstorming, set induction, etc.
6. Use multisensory means for both processing and retrieving information. (Write directions
o the board and give them orally
7. Use a variety of review and reflection strategies to bring closure to learning (writing
summaries, creating opinion surveys, etc.)
8. Use descriptive feedback rather than simply praising “the example you’ve provided is an
excellent one to point to the concept of…”). (From Cornett, C.E. (1983). What you
should know about teaching and learning styles. Bloomington, IN: Delta Kappa
Educational Foundation.)
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Research Instrument

This study made use of data gathering in the form of researching. Data processing was
done using ideas and collection of supply-type items was it is content-analyzed in terms of main
idea.

CHAPTER IV
SUMMARY, CONCLUSION AND RECOMMENDATIONS

Multiple intelligences could not only provide teachers with more choices in teaching and
assessment methods, but also allow students to demonstrate what they have learned in many
different ways. Another research motivation, then, is to use multiple intelligences teaching as a
means for college students to explore their intelligence strengths. Since the diverse style of
learning proposed by multiple intelligences theory can expose the strengths and weaknesses of
students, it helps the instructors understand each student better and provide specific support
where necessary. It is also to assist students in excelling in their areas of strength and to study the
learning difference.

Statement of the Problem

The study aimed to answer the following questions:

(1) What are the distributions of multiple intelligences of instructors?

(2) What are the distributions of multiple intelligences of students?
(3) What is the learning effectiveness of applying multiple intelligence in the K+12
educational program?

Individuals think and learn in distinct ways. In any group of learners there will always be
different learning characteristics, particularly in the learners’ manner of processing information.
 26

Some would absorb the lesson better when they work with their hands than when they just listen.
Others would prefer to watch a video about a topic. Students likewise have preferred ways of
expressing their thoughts, feelings and ideas. Some would prefer to write; others would draw or
even dance and sing. It is hard for them to learn if they will not apply their own strategies in
learning. More so, they need to adapt to the K+12 program and should have the assistance of the
educators.

Hypothesis of the Study

1. It is important for teachers to use their knowledge about multiple intelligences in

planning actively to help the students to effectively learn.
2. While researches on these typologies continue, it is clear that the teachers can no
longer just teach through traditional practice of teaching by discussing it or telling the subject
matter but should discover it by each of the students according to his/her multiple intelligence/s.

Summary of Findings

The learner-cantered classroom offers teachers an opportunity to develop elements of

their pupils other than just those concerned with the acquisition of knowledge. While the work is
challenging, many teachers will discover that they can develop their skills far more fully than the
traditional classroom. This approach is different, effective and more powerful in promoting
learning. Like any method that is new and different, it must be learned, practiced and perfected
by the teacher. It is not a magic formula; it is an important development in education worldwide.
One opportunity created is the ability for faculty and teachers to create active, learner-
centered classrooms where K-12 and teacher education students are focused on standards-based,
higher level skills and learning outcomes. Many have argued that technology provides teacher
education programs and K-12 schools with the tools for needed reform; and with these tools,
exciting new structures for active classrooms and authentic learning are now possible (Becker,
1994; Campoy, 1992; Harrington, 1991; Jonassen, 1995; Means & Olson, 1994; Pearlman,
1989). However, a challenge is the need to educate teachers and faculty about the reasons for
 27

using technology in learning and teaching (AACTE, 1987; Byrum & Cashman, 1993; Sandholtz,
Ringstaff, & Dwyer, 1997).

Conclusion

Multiple intelligences assessment emphasizes “learn by doing, assess in learning.” In order to

stay unbiased, as stated by the theory, the assessments should be done according to the students’
knowledge and performance. Multiple intelligences assessments are usually done by the
instructor, the collaborative teachers, and students. This makes the assessments more interactive
and unbiased than traditional assessments, which are done by the instructors alone. The
assessment of multiple intelligences should be (1) Forming: Designed to unfold, entice, or rouse
strengths in students. (2) Variety: Offering students all kinds of opportunities to demonstrate
what they know. (3) Substantially beneficial: Through evaluations, help students improve
intrinsic quality or enhance understanding in both themselves and the academic subjects. (4)
Mutually corresponding: Allow students to choose means of expression based on their learning
experience and preferences and fully demonstrate their academic strengths.
There are forms of assessing and evaluating multiple intelligences: (1) Linguistic intelligence:
Oral reports, writing presentations are used. (2) Logical-mathematical intelligence: Problem-
solving task, cause-effect inference. (3) Visual-spatial intelligence: Can use charts, photographs
and slideshows. (4) Intrapersonal intelligence: Some type of record of introspecting one’s own
learning experiences. (5) Musical intelligence: Music appreciation, musical performances.
(6) Interpersonal intelligence: Collaborative learning, peer reviews. (7) Naturalist intelligence:
Can ask students to make observations or classification reports. (8) Bodily-kinesthetic
intelligence: Acting or dancing. (Furnham & Mkhize, 2003;
Strecker, 2008).

Recommendation

The learners should be allowed to discover principles through their own exploration rather than
direct instruction by the teacher. There should understanding in the differences of every student
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in learning and has different ways in studying that should guide by the educator especially in
adapting to the K+12 program. Every learner has differences in multiple intelligences. They are
active learners and should let them interpret new information based on what they already know.
To make the k+12 program successful, the teachers should play the role of a facilitator, not
giving the subject matter itself and letting the students to use their own way of learning.

BIBLIOGRAPHY

Armstrong, Thomas. (n.d.) 

Campbell, L., Campbell, B., Dickinson, D. (1999). 

Costanzo, M. and Paxton, D. (1999). 

Coustan, T. and Rocka, L. (1999). 

Gardner, H. (1983). 

Gardner, H. (1999). 

Kallenbach, S. (1999). 

McKenzie, W. (1999). 

GLYNISH B. LIBAO
#023 Blk. 6 Gumaoc Centran City of San Jose del Monte, Bulacan

Contact #: 09215511095/09265527171
 29

I. Personal Background

Age: 19
Birthday: October 27,1992
Height: 5’4’
Weight: 40kgs
Religion: Iglesia ni Cristo
Nationality: Filipino

II. Educational Background

School Attended Inclusive date of Attendance Date

graduated

Bulacan State University 2010

(Sarmiento campus)

Paradise Farms national 2007 March 2009

High School
(transferred)

Tinajeros National 2004

High School

Tinajeros 1998 March 2004

Elementary School
(Main Campus)

III. Work Experience

Nature of Work Place of Work Inclusive date of Attendance

Kindergarten New Era University 2011

Teacher

ALS (Alternative Gumaoc Central 2010

Learning System)
Facilitator

Band Vocalist Carissa 3A 2009-present

 30

IV. Character Reference

Name Position Contact#

1. Jaymar Nalundasan Media 09173832252

2. Bro. Azarias Juacalla Church Minister 09063901965
3. Lani Mecate Nurse 09052125554
31