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Perceptions of Usefulness: Using the Holland Code Theory, Multiple Intelligences Theory, and Role Model Identification to Determine a Career Niche in the Fashion Industry for First-quarter Fashion StudentsGreen, Crystal D. 13 May 2010 (has links)
No description available.
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Geleenthede wat uitkomsgebaseerde taalhandboeke bied vir die ontwikkeling van leerders se meervoudige intelligensiesVan den Berg, Geesje 08 December 2004 (has links)
Text in Afrikaans / This study investigates the opportunities provided in outcomes-based language textbooks to develop learners' full potential. This is done by looking at how learners' multiple intelligences can flourish. Howard Gardner's theory of multiple intelligences, which is used as a framework in the current study, claims that learners have different combinations of intelligences, and that the various intelligences can be developed. By doing so, learners are developed in their totality as knowledgeable, skilful and balanced adults.
By giving learners a variety of activities which accommodate the different intelligences, they have the opportunity to use their strong intelligences in the language classroom. At the same time, learners are given the opportunity to expand their less developed intelligences. In this study, selected Afrikaans and English language textbooks are analysed to determine how the different intelligences are covered. Outcomes-based language textbooks are used because outcomes-based education deals with the development of learners' full potential. The assumption can be made that this approach to teaching and learning enables learners to develop their multiple intelligences.
The study brings to light that only some intelligences receive attention in language textbooks, namely the linguistic, logical-mathematical, interpersonal, intrapersonal and spatial intelligences. On the other hand, other intelligences get little or even no attention in the textbooks that were analysed, namely the bodily-kinesthetic, naturalistic and musical intelligences. In spite of the important role that music plays in language teaching, it appears that the musical intelligence is afforded the least attention of all the intelligences in seven of the eight textbooks that were analysed. As a result, learners' uniqueness in this regard is not respected, and their total development as knowledgeable, skilful and balanced human beings can therefore be hindered.
Recommendations are made regarding the curriculum, teaching practice and teacher training, and are directed to stakeholders in the writing of textbooks. The recommendations make it clear that different aspects of all the intelligences should be taken into consideration in the development of textbooks and other learning materials for language teaching and, by implication, teaching in general. / Educational Studies / D. Ed. (Didactics)
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Application of accelerated learning techniques with particular reference to multiple intelligencesPienaar, Hester Catharina 31 March 2008 (has links)
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)
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The role of the foundation phase teacher in facilitating multiple intelligences in the classroomDe Vries, Marilyn 07 1900 (has links)
Multiple Intelligences (MI) is a theory that has radically challenged the conventional perception of human intelligence. Individuals have different combinations of intelligences (strengths and weaknesses). Teachers who want to achieve success in facilitating the learning of all learners in their classes need to understand and respect the varied learning styles and differences in each individual. In formulating this study, I was interested in how MI is utilised in the classroom, enabling learners to solve problems individually and in society.
The aims of the study are to describe and understand the experiences of the Heads of Departments at their schools, in terms of whether teachers facilitate MI practices in their classrooms and how this impacts both on teachers and learners.
In this study I followed a qualitative approach and I employed a case study design. Data collection consisted of semi-structured interviews that were conducted with four Heads of Department (HODs), in different local school settings in an urban environment. I also used a research diary, observations and visual data collection techniques. It was found that leadership plays a crucial role in how teachers understand and facilitate MI in their schools. There is a basis from which the HODs could be empowered to change the conditions where they manage, teach or facilitate. Teachers can be empowered to meet the challenges of implementing MI in their own planning, preparation and classroom practice. / Inclusive Education / M. Ed. (Inclusive Education)
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The role of the foundation phase teacher in facilitating multiple intelligences in the classroomDe Vries, Marilyn 07 1900 (has links)
Multiple Intelligences (MI) is a theory that has radically challenged the conventional perception of human intelligence. Individuals have different combinations of intelligences (strengths and weaknesses). Teachers who want to achieve success in facilitating the learning of all learners in their classes need to understand and respect the varied learning styles and differences in each individual. In formulating this study, I was interested in how MI is utilised in the classroom, enabling learners to solve problems individually and in society.
The aims of the study are to describe and understand the experiences of the Heads of Departments at their schools, in terms of whether teachers facilitate MI practices in their classrooms and how this impacts both on teachers and learners.
In this study I followed a qualitative approach and I employed a case study design. Data collection consisted of semi-structured interviews that were conducted with four Heads of Department (HODs), in different local school settings in an urban environment. I also used a research diary, observations and visual data collection techniques. It was found that leadership plays a crucial role in how teachers understand and facilitate MI in their schools. There is a basis from which the HODs could be empowered to change the conditions where they manage, teach or facilitate. Teachers can be empowered to meet the challenges of implementing MI in their own planning, preparation and classroom practice. / Inclusive Education / M. Ed. (Inclusive Education)
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Application of accelerated learning techniques with particular reference to multiple intelligencesPienaar, Hester Catharina 31 March 2008 (has links)
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)
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Geleenthede wat uitkomsgebaseerde taalhandboeke bied vir die ontwikkeling van leerders se meervoudige intelligensiesvan den Berg, Geesje 08 December 2004 (has links)
Text in Afrikaans / This study investigates the opportunities provided in outcomes-based language textbooks to develop learners' full potential. This is done by looking at how learners' multiple intelligences can flourish. Howard Gardner's theory of multiple intelligences, which is used as a framework in the current study, claims that learners have different combinations of intelligences, and that the various intelligences can be developed. By doing so, learners are developed in their totality as knowledgeable, skilful and balanced adults.
By giving learners a variety of activities which accommodate the different intelligences, they have the opportunity to use their strong intelligences in the language classroom. At the same time, learners are given the opportunity to expand their less developed intelligences. In this study, selected Afrikaans and English language textbooks are analysed to determine how the different intelligences are covered. Outcomes-based language textbooks are used because outcomes-based education deals with the development of learners' full potential. The assumption can be made that this approach to teaching and learning enables learners to develop their multiple intelligences.
The study brings to light that only some intelligences receive attention in language textbooks, namely the linguistic, logical-mathematical, interpersonal, intrapersonal and spatial intelligences. On the other hand, other intelligences get little or even no attention in the textbooks that were analysed, namely the bodily-kinesthetic, naturalistic and musical intelligences. In spite of the important role that music plays in language teaching, it appears that the musical intelligence is afforded the least attention of all the intelligences in seven of the eight textbooks that were analysed. As a result, learners' uniqueness in this regard is not respected, and their total development as knowledgeable, skilful and balanced human beings can therefore be hindered.
Recommendations are made regarding the curriculum, teaching practice and teacher training, and are directed to stakeholders in the writing of textbooks. The recommendations make it clear that different aspects of all the intelligences should be taken into consideration in the development of textbooks and other learning materials for language teaching and, by implication, teaching in general. / Educational Studies / D. Ed. (Didactics)
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Multiple intelligences theory in English language teaching: An analysis of current textbooks, materials and teachers’ perceptionsBotelho, Maria Do Rozário de Lima January 2003 (has links)
No description available.
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Implications of multiple intelligence theory and integrated skills language teaching for textbook development : / the case of grade 9Mengesha, Yohannes Tefera 09 1900 (has links)
The study aims to examine the extent to which considerations of syllabus design
and materials development are employed in a grade 9 English textbook of
Ethiopia- English for Ethiopia: Secondary English Course: Grade 9 Students
Book with particular emphasis on Multiple Intelligence Theory (MIT).The study is
an evaluation research which makes use of a mixed method approach. Data
were collected using interviews, coding form and a teachers’ questionnaire. The
study involved English language syllabus writers in the Ministry of Education in
Ethiopia. Furthermore, 50% of the contents of the Grade 9 English Textbook (6 of
12) were used for content analysis. In addition, 218 Grade 9 English teachers
from fifty high schools that were drawn from 6 Regional States of the country
responded to the questionnaire. In line with this, I collected quantitative data
using a coding form and a questionnaire, as well as other forms of qualitative
data using interview. Data were analysed both qualitatively and quantitatively.
The study revealed that the syllabus writers used the competency-based
approach in developing the Grade 9 English language syllabus. However, this
approach has some drawbacks. On the one hand, competency-based education
is a manifestation of the behaviouristic approach that is excessively reductionist,
narrow, rigid and atomized; many areas in which people need certain
competencies are impossible to operationalise; the approach does not clearly
show how the list of competencies could be realised, how they should be
formatted and presented so as to address learner differences. Above all,
describing an activity in terms of a set of different competencies is not enough in
order to deal with the complexity of the learning process as a whole. Regardless
of these drawbacks, CBL was used to identify and list down the contents as well
as the learning outcomes to be incorporated in the textbook. Thus, the how
aspect remain obscured in that a theory driven approach to developing
teaching/learning materials that meet learners' differences was not markedly
taken note of as a guiding framework in developing the Grade 9 English
language syllabus. The study showed that the great majority of the language
tasks are meant to nurture verbal/linguistic intelligence followed by interpersonal
and intrapersonal intelligences respectively. As a language textbook, it is good
that it gives more coverage to these two intelligence profiles.
When it comes to intentional application of principles of task design and materials
development, many of the listening, reading and speaking lessons are
appropriate in terms of providing comprehensible input, engaging students
cognitively and affectively, promoting emotional/affective involvement and
facilitating better language use. Similarly, visual imaging is also well taken care of
with exception of few of the vocabulary and the grammar lessons. The study
also revealed that the syllabus writers were well aware of the need of integrating
various language skills, and it was found that the issue of using the integrated
approach to ELT materials development was also well addressed and most of
the language tasks are designed in an integrated manner with the exception of
few of the vocabulary and the grammar lessons. Some drawbacks were also
identified with few of the vocabulary and the grammar lessons in terms of
providing comprehensible input and enhancing language use.
On the other hand, as implementers of the textbook, the target schools’ Grade 9
English language teachers have a good understanding of language learning
theories and task design principles. This understanding could help them design
supplementary language tasks for their English classes. At last, conclusions are
drawn and recommendations are given. / English Studies / D. Litt. et Phil. (English)
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Förmågor i uppgiftskonstruktion : En analys av uppgiftskonstruktioner i svenskämnet i relation till teorin om multipla intelligenser / Abilities in task construction : An analysis of task constructions in Swedish in relation to the theory of multiple intelligencesHellvin, Sebastian January 2017 (has links)
I denna studie undersöks hur svensklärares uppgiftskonstruktioner möter elevers olika förmågor. Med utgångspunkt i Gardners teori om multipla intelligenser definierade jag olika kategorier av förmågor som motsvarade de olika intelligenserna i tretton olika uppgiftskonstruktioner för svenskämnet i gymnasieskolan. Studien visar att den lingvistiska förmågan är absolut vanligast i det undersökta materialet, vilket också var väntat. Men de personliga förmågorna är också vanligt förkommande, vilket visar att lärarna begär att eleverna ska dela sina egna tankar, minnen och upplevelser. Den lingvistiska förmågan fungerar i uppgifterna vanligen som metod, men i det stoff eleverna skriver om är de personliga förmågorna långt vanligare än den lingvistiska. / This study examines how the tasks constructed by teachers of Swedish meet the pupils’ differing abilities. Based on Gardner’s theory of multiple intelligences, I defined different categories of abilities corresponding to the different intelligences in thirteen different tasks constructed for the subject of Swedish in upper secondary school. The study shows that linguistic ability is by far the most common in the studied material, as expected. But personal abilities are also commonly found, which shows that the teachers ask the pupils to share of their own thoughts, memories and experiences. The linguistic ability usually functions in the tasks as a method, but in the material that the pupils write, the personal abilities are far more common than the linguistic ability.
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