THE Multiple Intelligences, Curriculum and Assessment Research Project at UCC is examining the application of the multiple intelligences theory to curriculum and assessment in relation to the transition from primary to second level and the new civic, social and political education programme. The aim of the project is to produce teaching methodologies and assessment techniques, which reflect a variety of intelligences.
The project, which includes action research (teacher led, school based research), involves 45 teachers in over 25 Cork schools. The teachers plan, teach and evaluate classes which focus on three intelligences - logical mathematical, visual spatial and interpersonal.
Reports from teachers are extremely positive, according to Marie Flynn, one of the project's two research fellows - Pat Naughton is the other. Strategies to teach for and through the logical mathematical intelligence include using sequencing activities for English and history, getting children to design questionnaires on foreign and home holidays and using codes to communicate messages.
Classes based on spatial intelligence include the construction of paper models of a map of France and of the body system. In classes focusing on interpersonal intelligence teachers employ group work methods.
Many of the teachers have moved on from the three intelligences used by the project and are also working in the other intelligences. They are adapting the original strategies suggested by the project leaders and are also designing new strategies, Naughton notes. "Some teachers are using the bodily kinesthetic intelligence," he says. "In one class students have physically represented the movement of solids, liquids and gas and another group have acted out the story of the French Revolution. One class ran around a course which was designed to represent the circulatory system of the heart. They ran quickly and slowly, increasing and decreasing both their heart and pulse rates. Other classes enjoy discussions, brain storming sessions an oral and written presentations, which are designed to enhance linguistic intelligence.
Applying the MI theory can turn up some surprises. Teachers note "modified behaviour" of livelier pupils and greater assertiveness in quieter students. Working in groups enables children to gain confidence and realise that making mistakes is permissable.
A JOY to watch ... this is how some teachers describe the experience, according to Flynn. "There are increased levels of participation and involvement, students are highly motivated and active, have a greater incentive to learn and find it easier to remember what they have learned."
However, she says, teachers need a lot more planning. They are challenged to develop new ways of teaching familiar material.
