Multiple intelligences and outcomes based education

Elaine Ridge

Abstract


This article explores the reasons that make it advantageous to develop learning programmes which draw on the theory of multiple intelligences (MI). A unitary view of intelligence privileges analytic/linguistically gifted learners. The theory of MI, on the other hand, takes account of the diversity of learners and challenges educators to provide opportunities for them to use their varied intelligences. The outline of each of the eight intelligences demonstrates the many ways in which learners can demonstrate their ability to excel. Application of these insights can complement the kind of transformatory education envisaged in the Department of Education policy documents. MI translated into school practice has taken a variety of forms: project-based approaches, interdisciplinary curriculums, entry points to lesson plans and complex assessments are only some of these. Ordinary classroom teachers can create diverse opportunities for all learners to enjoy a high measure of success.

Hierdie artikel ondersoek die redes waarom dit voordelig is om leerprogramme te ontwikkel wal gebaseer is op idees uit die leorie van meervoudige intelligensies (MI). 'n Unitêre siening van intelligensie bevoordeel analities- en taalbegaafde-leerders. Die MI-teorie, daarenleen neem die ongelyksoortigheid van die leerders in ag en daag opvoeders uit om geleenthede te skep vir die leerlinge om verskeie van hulle intelligensies te gebruik. Die omskrywing van elk van die agt soorte intelligensies demonstreer die talryke-maniere waarop leerders hulle vermoë om uit te blink kan bewys. Die toepassing van hierdie insigte kan bydra tot die transformerende aard van die opvoeding wat met die Department van Opvoedkunde se beleidsdokumente beoog word. MI toegepas in skoolpraktyk neem verskillende vorms aan: projek-gebaseerde benaderinge; interdissiplinêre kurrikulums; loelreepunte vir lesplanne en veelsydige assessering, om maar 'n paar te noem. Gewone klas-onderwysers kan 'n verskeidenheid geleenthede skep om te verseker dat alle leerders In hoë mate van sukses behaal.


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DOI: https://doi.org/10.5785/14-1-181

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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