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

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 ord...

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Main Author: Zotomayor, Perla A.
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Language:English
Published: Animo Repository 2009
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Online Access:https://animorepository.dlsu.edu.ph/etd_doctoral/281
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_doctoral-12802024-01-25T03:48:20Z A proposed multiple intelligence theory integrated curriculum model for grade three English Zotomayor, Perla A. 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. 2009-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_doctoral/281 Dissertations English Animo Repository English language--Curricula Multiple intelligences Educational Leadership
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic English language--Curricula
Multiple intelligences
Educational Leadership
spellingShingle English language--Curricula
Multiple intelligences
Educational Leadership
Zotomayor, Perla A.
A proposed multiple intelligence theory integrated curriculum model for grade three English
description 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.
format text
author Zotomayor, Perla A.
author_facet Zotomayor, Perla A.
author_sort Zotomayor, Perla A.
title A proposed multiple intelligence theory integrated curriculum model for grade three English
title_short A proposed multiple intelligence theory integrated curriculum model for grade three English
title_full A proposed multiple intelligence theory integrated curriculum model for grade three English
title_fullStr A proposed multiple intelligence theory integrated curriculum model for grade three English
title_full_unstemmed A proposed multiple intelligence theory integrated curriculum model for grade three English
title_sort proposed multiple intelligence theory integrated curriculum model for grade three english
publisher Animo Repository
publishDate 2009
url https://animorepository.dlsu.edu.ph/etd_doctoral/281
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