Title of Presentation or Performance
Incorporating Multiple Intelligences into the Classroom: An Attempt to Engage Students in Learning
Submission Type
Event
Expected Graduation Date
2013
Location
Lower Level, Ames Library, Illinois Wesleyan University
Start Date
4-20-2013 9:00 AM
End Date
4-20-2013 10:00 AM
Disciplines
Education
Abstract
When walking into an elementary classroom, you may see a teacher lecturing, some students sitting passively, and others struggling to pay attention. What you may not see is students actively engaged in the lesson. One way to improve student engagement in learning is to incorporate students' multiple intelligences in the classroom. Multiple intelligences provide a framework for building various classroom activities. This qualitative study looks at how student engagement changes when the seven multiple intelligences identified by Gardner (1983) are incorporated into lessons (primarily science lessons). The study uses various data collection methods such as field notes and student work. The findings of this study indicate that students are more engaged in their learning when multiple intelligences are incorporated into the lessons. This study supports incorporating multiple intelligences in the classroom and further research in multiple intelligences and the connection with student engagement.
Incorporating Multiple Intelligences into the Classroom: An Attempt to Engage Students in Learning
Lower Level, Ames Library, Illinois Wesleyan University
When walking into an elementary classroom, you may see a teacher lecturing, some students sitting passively, and others struggling to pay attention. What you may not see is students actively engaged in the lesson. One way to improve student engagement in learning is to incorporate students' multiple intelligences in the classroom. Multiple intelligences provide a framework for building various classroom activities. This qualitative study looks at how student engagement changes when the seven multiple intelligences identified by Gardner (1983) are incorporated into lessons (primarily science lessons). The study uses various data collection methods such as field notes and student work. The findings of this study indicate that students are more engaged in their learning when multiple intelligences are incorporated into the lessons. This study supports incorporating multiple intelligences in the classroom and further research in multiple intelligences and the connection with student engagement.