A proposed multiple intelligence theory integrated curriculum model for grade three English

• Main Author: Zotomayor, Perla A.
• Format: text
• Language: English
• Published: Animo Repository 2009
• Subjects: English language > Curricula; Multiple intelligences; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/281
• Institution: De La Salle University

The research analyzed a grade three English Language Arts curriculum of Statefields School, within Howard Gardners Multiple Intelligence Theory framework. The paper also proposed a multiple intelligence integrated curriculum model for grade three English using Lazears Curriculum Journey Model in order to deepen the students understanding and learning better. In the analysis of the existing curriculum and in developing the MI integrated curriculum, the researcher followed three stages of Posners model of curriculum analysis: curriculum proper, curriculum in use and curriculum evaluation. This research used the descriptive evaluative method in analyzing an existing curriculum and in developing a new curriculum. Findings of the study revealed that both curricula enabled learners to use their multiple intelligences: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, naturalist intelligence, interpersonal intelligence, and intrapersonal intelligence. The competencies in both curricula were aligned to the BEC curriculum and were from simple to complex. However, the analyzed existing curriculum missed a few competencies, which were now covered by the proposed curriculum. In the analyzed existing curriculum, capacities of each intelligence were not embedded. Learning activities tended to use the same capacities all throughout the curriculum because teachers and students were not yet aware of the different capacities. Although intelligences were integrated in the analyzed curriculum, some of them were not properly classified and associated to the appropriate activity. iv The proposed curriculum in grade three English, employing Lazears Year Long Curriculum Journey Model, embedded all the capacities in each intelligence, except, understandably, for the complex mathematical computations. Varied, interesting and creative teaching strategies supported the integration of the MI theory. Evaluation of the learning outcomes still relied on paper and pencil tests however, performance assessment made use of more rubrics, student portfolios, and a personal MI checklist. It can be concluded that implementing Lazears Year Long Curriculum Journey Model in this research confirms its viability and feasibility as a curriculum model that integrates the Multiple Intelligence Theory framework of Howard Gardner. It is a practical model that could be used with curricula of schools that are still into isolated subject area focus, meaning the thematic or interdisciplinary approach is not yet used. In the light of the possible contribution of the curriculum model to effective learning of the students, expanding the implementation of the Lazears Curriculum Journey Model to other subject areas and other curricular levels is highly recommended. This will involve school wide curriculum designing and preparation.