Institut Pendidikan Guru Kampus Tun Abdul Razak Kota Samarahan Sarawak PROGRAMME & COURSE Bachelor Degree of Teaching with Honours [TESL] LEARNING AND THE LEARNER EDU 3103 [3 (3+0)] DETAILS OF TRAINEE NAME ID CARD LING CHIEW JUNG 921108-13-5860 SEMESTER : 2 GROUP : PISMP TL 2112 LECTURER : MR MANOGARAN A/L SUBRAMANIAN SUBMISSION DATE : 24 SEPTEMBER 2012
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Institut Pendidikan Guru KampusTun Abdul Razak Kota Samarahan Sarawak
PROGRAMME & COURSE
Bachelor Degree of Teaching with Honours [TESL]
LEARNING AND THE LEARNEREDU 3103[3 (3+0)]
DETAILS OF TRAINEE
NAME ID CARD
LING CHIEW JUNG 921108-13-5860
SEMESTER : 2
GROUP : PISMP TL 2112
LECTURER : MR MANOGARAN A/L SUBRAMANIAN
SUBMISSION DATE : 24 SEPTEMBER 2012
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Contents
Page
Contents 1
Project tasks
1.0 Review
2.0 Identify instrument
3.0 Data collection
4.0 Reflection
2
3
13
18
26
References 30
Appendixes 33
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Project tasks
2
Project Tasks (100 marks)
Teachers should be aware and take into account individual differences among pupils in their classroom. Hence, understanding and application of Learning Theories, multiple aspects of individual differences, learning and thinking styles is vital in determining the effective implementation of appropriate teaching and learning strategies, approaches and methods in the classroom in order to optimize learning among pupils. Based on input provided by your lecturer and from your own reading.
1. Critically review at least five research articles related to Topics 3, 4, 5, and 6 in the Pro Forma and summarise them into appropriate and relevant subtopics. Length of the review should be 5-7 pages. (40 marks)
2. From the literature read, identify an instrument to collect data related to one of the individual differences (e.g. motivation). Describe the source of your instrument; explain the procedures that you follow in preparing and administering your instrument. (20 marks)
3. Carry out data collection during School Based Experience (SBE) and analyse data collected using Excel or SPSS software. Report the outcome of the data analysis and suggest what are the actions the teacher should take as follow-up to your findings. The report should be 4-5 pages. (30 marks)
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1.0 Critically review at least five research articles related to Topics 3, 4, 5, and 6 in the Pro Forma and summarise them into appropriate and relevant subtopics.
1.1 Individual Differences
It is very obvious that people around the world are different from one
another. There are no two people in this world are exactly the same in
appearance, personality, attitude, self-esteem and so on. Even identical twins do
not show exactly the same in all aspects. Number of studies proves that identical
twins are not exactly the same although they are remarkably similar in most
aspect. How and why they differ is less clear and is the subject of the study of
Individual Differences (IDs).
Education.com (n.d.) defines IDs as differences in personality, attitudes,
physiology, learning or perceptual processes, etc., that account for variation in
performance or behaviour. Fraser-Thill R. (n.d.) defines IDs as the variations from
one person to another on variables such as self-esteem, rate of cognitive
development or degree of agreeableness. She stated that IDS have been most
studied in the area of personality development. Vast amounts of data have been
collected by psychologists on how people vary from one another in terms of their
traits.
Bates E. and her associates (n.d.) conduct a study on individual
differences and their implication for theories of language development. In the
study, they mention that like every other aspect of human development, language
development is characterized by variation. This variation has been largely ignored
by students of child language, who have concentrated on the remarkable
similarities in sequence of development that are usually observed across children
acquiring a given language. Individual differences in rate of development and
individual differences in learning style have been left to applied practitioners such
as special educators and speech pathologists.
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1.2 Learning Styles
1.2.1 Introduction
Wratcher, Marrison, Riley & Scheirton (1997) declared that the idea that
people learn differently is venerable and probably had its origin with the ancient
Greeks. (Diaz D.P. and Cartnal R.B., 1999). According to Diaz D.P. and Cartnal
R.B. (1999), educators have, for many years, noticed that some students prefer
certain methods of learning more than others and these dispositions, referred to
as learning styles.
1.2.2 Definition of learning styles
Grasha (1996) defined learning styles as, ‘personal qualities that
influence a student’s ability to acquire information, to interact with peers and the
teacher, and otherwise participate in learning experiences. (Diaz D.P. and Cartnal
R.B., 1999). Scarcella & Oxford (1992) defines learning style as a general
approach a learner uses to learn a new language. (Haley, 2004).
1.2.3 Learning style categories
In a study conducted by Diaz D.P. and Cartnal R.B. (1999), Grasha-
Riechmann Student Learning Style Scales (GRSLSS) was administered to
determine student social learning preferences in six learning style categories.
Learning Preferences
Elaboration
Independent learning styles
Independent students prefer independent study
Dependent learning styles
Dependent students prefer an authority figure to tell them what to do
Competitive learning style
Competitive students learn in order to perform better than their peers and receive recognition for their academic accomplishment
Collaborative learning style
Collaborative students acquire information by sharing and cooperating with teachers and peers
Avoidantlearning style
Avoidant learners are not interested in learning and sometimes overwhelmed by class activity
Participant learning style
Participant learners are always interested in class activities and they show great interest in doing work.
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1.2.4 Related study
Diaz D.P. and Cartnal R.B. (1999) conducted a study entitled ‘comparing
student learning styles in an online distance learning class and an equivalent on-
campus class’ to compare student learning styles of two online health education
classes with an equivalent on-campus class. This study managed to prove that
students enrolled in an online class are likely to have different learning styles than
equivalent on-campus students. Online students were more independent and on-
campus students more dependent.
1.2.5 Related survey
A survey entitled ‘A Survey of the Learning Style Preferences of English
Conversion Teachers’ was conducted by Wong Lee Tung (2004). This study is
conducted to discover what ways have been done by those in-service teachers to
learn English by summarizing the preferred ways of doing it.
From the data collected, participants show positive attitude in learning
English. They would like to learn how to pronounce words correctly as phonetics
and phonology is one of the most important aspects teaching English. They prefer
to be given more problem solving tasks as this can incorporate their critical and
creative thinking skills. Teachers need to be creative and being creative lead to
be critic. Being critical, they are able to reflect, criticize and evaluate their own
work. They choose to learn in groups. Through cooperative and collaborative
learning, they interact and learn from one another. Thus improve their
communication skills. However, they prefer lecturers to correct all their mistakes
and explain most of the things to them. This is not the attitude which should have
among teachers as they are too dependent on their lecturers. They depend much
on lecturers. They didn’t take initiative to update themselves with the latest
knowledge. As the time goes, they will be out of date.
In short, every student has his or her own learning styles preferences.
Each and every learning style has its own pros and cons. There is no point
arguing over which learning style is better than another.
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1.3 Multiple Intelligences (MI)
1.3.1 Definition of terms
According to Gardner (1983), he defines intelligence as an identifiable set
of operations or thought processes that can actually be observed. (Haley, 2004).
According to Gardner 1999:33, Howard Gardner’s Theory of Multiple Intelligences
challenges the concept of intelligence as a single entity, by defining intelligence
as ‘the ability to solve problems or create products that are valued within one or
more cultural settings. (Hammond N., 2007). Gardner 2004:29 describes an
intelligence as ‘a biopsychological potential to process specific forms of
information in certain kinds of ways… that allow them to solve problems or to
fashion products.’ (Hammond N., 2007).
Below is the definition of terms of Howard Gardner’s eight MI.
MI DefinitionBodily/
KinesthetisThe ability to use one’s mental abilities to manipulate and coordinate movements of one’s physical body
Interpersonal/Social
The ability to recognize and understand others’ feelings and interact appropriately with other people
Intrapersonal/Introspective
The ability to perceive one’s own feelings and motivations for planning and directing one’s life
Logical/Mathematical
The ability to detect patterns, calculate, think logically, and carry out mathematical operations
Musical/Rhythmical
The ability to recognize, compose, and remember tonal changes, rhythms and musical pitch
Naturalist The ability to recognize and classify natural surroundings, such as flora and fauna or rocks and animals
Verbal/Linguistic
The ability to effectively manipulate language to express oneself and use language as a means to remember information
Visual/Spatial
The ability to perceive and manipulate images to solve problems
(Haley, 2004)
1.3.2 Background of MI
MI theory was originally proposed by psychologist Howard Gardner at
Harvard University in 1983. MI theory centers on the concept that there is no
general intelligence, but rather that each person has at least eight distinct
intelligences that can be developed throughout his or her lifetime. (Haley, 2001).
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MI theory asserts that
1. Every person has all eight intelligences2. The majority of the population can develop intelligences to fully
competent levels3. People with more intelligence usually operate in more complicated
ways4. Each intelligence can be expressed through a variety of ways
Mindy, 2005; Osmon & Jackson, 2002 (quoted in J.C.Xie, R.L.Lin, 2009)
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Armstrong, 2007; Gardner, 1983 stated that Gardner defined eight measures of
musical, bodily-kinesthetic and naturalist. (J.C.Xie, R.L.Lin, 2009). Human
abilities and potentials are direct evidence that MI exists. These intelligences can
be fully utilized either individually or combined. Abdulaziz, 2008; Ulinwa, 2008
claimed that this theory can be applied to any part of school and family, providing
teaching methods more room for creativity, emphasizing comprehension and
applying new knowledge, techniques and concepts to the teaching process.
(J.C.Xie, R.L.Lin, 2009).
1.3.3 Views and principles of MI
MI theory criticizes the traditional intelligence evaluation as well as the
teaching techniques and materials used in schools.
Gardner(1983) stated the principle of MI: emphasis on the development
of certain intelligences; utilizing if all intelligences in developing different teaching
methods; based on the concept of ML, instructors should review lesson plans and
ensure they have variety, fairness and richness; providing students with the
opportunity to choose learning activities and assessment methods; provide
students with the opportunity to use dominant intelligences to develop the weaker
intelligences; use the intelligences to fully comprehend broad subjects. (J.C.Xie,
R.L.Lin, 2009).
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1.3.3 MI teaching
MI teaching involves comprehension, application and stimulation.
Rockwood (2003) claimed that some components of MI teachings are critical
thinking, passion and enthusiasm for the surrounding, courage to try new things,
creativity and skills, generosity and tolerance and keen observations. (J.C.Xie,
R.L.Lin, 2009). Teachers should first observe their own intelligence before
carrying out MI teachings. They should use their dominant intelligence in planning
materials and lesson plans. In order to assess each student’s intelligence and
provide support accordingly to students, teachers ought to keep track of student
performances with observations and written records.
1.3.4 MI Instructional Strategies and Activities
Table below shows the strategies and activities suggested for teachers to
implement MI theory in the teaching plan.
Intelligence Strategies and ActivitiesBodily/
KinestheticRole playing, Dancing, TPR, TPRS, Hands-on learning, Manipulatives, Multimedia games or activities, Aerobic alphabet, Building a model or 3-D project
Interpersonal/Social
Cooperative teams, Paired activities, Peer teaching, Board games, Simulations, Surveys and polls, Group brainstorming, Situations or dialogs
Intrapersonal/Introspective
Describe/write about preferred way(s) of spending free time, Keep a journal on a particular topic, Engage in independent study
Logical/Mathematical
Word order activities, Grammar relationships, Pattern games, Number activities, Classifying and categorizing, Sequencing information, Computer games, Cause and effect activities
Musical/Rhythmical
Write jingles for a commercial, Jazz chants to remember vocabulary/grammar/verbs, Musical close activities, Create music for skits and plays, Use music as a stimulator, Look for tonal/rhythmic patterns in music of target language
Naturalist Describe changes in the local environment, Debate the issue of homeopathic medicine versus store-bought remedies, Plan a campaign drive that focuses on saving an endangered species
Verbal/Linguistic
Debates, Storytelling, On-line communications (E-pals), Group discussions, Word-processing programs, Word games
Visual/Spatial
Using graphs and diagrams, Drawing a response, Video exercises, Computer slide shows, Multimedia projects, Mind mapping, Graphic organizers
(Haley, 2004)
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1.3.5 MI assessments
The emphasis of MI assessment is ‘learn by doing, assess in learning’. MI
assessments which done by instructors or teachers should be according to the
students’ knowledge and performance. Assessment of MI should be forming,
variety, substantially beneficial and mutually corresponding. Neil Hammond
(2007) comes out with the criteria for assessing MI.
1.3.6 Implications of MI in teachings
Kagan & Kagan (1998) claimed that individuals may differ in particular
intelligence profiles from birth, that is to say, ‘all human intelligences are a
function of genes and environment interacting in different ways and in different
proportions for each group and for each individual”. (Haley, 2001). Life
experiences alter these profiles over time. According to Gardner (1983), one of
the most important purposes of schools is to develop MI, thus helping people
reach vocational goals that are appropriate to their particular spectrum of
intelligences. (Haley, 2001).
Marjorie Hall Haley had conducted two studies on MI. One of the studies
entitled ‘understanding learner-centered instruction from the perspective of MI’
that investigated applications of the Theory of MI to shape and reform teaching
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practices and instructional strategies. Results prove that both teachers and
students were profoundly affected by these approaches. Teacher felt energized
and enthusiastic about their pedagogy and they felt that they were able to reach
more students. Students showed positive responses to the increased variety of
instructional strategies used in the classroom.
Another study entitled ‘learner-centered instruction and the theory of MI’
provides evidence that the theory of MI may have significant implications for
instruction in foreign and second language classrooms. MI theory has potential to
make a positive impact on both teachers and students. Teachers who thoughtfully
apply the theory to support educational goals may discover multiple paths to
contribute to their overall effectiveness as educators. At the same time, teachers
who plan and organize instruction around the learning preferences of individual
learners, emphasizing special strengths and shoring up underutilized gifts and
talents, may unlock the full learning potential of the students. The benefits of
implementation of the MI theory in daily instruction relate to academic
achievement and student motivation.
1.3.7 Books, professional papers and journal articles on MI
Since Gardner’s announcement of MI theory, books, professional papers
and journal articles have been published to fill the perceived gap in field research
related to classroom lesson planning based on the theory as it relates to
language learning. Below are the few examples:
(a) Multiple Intelligences: Multiple Ways to Help Students Learn Foreign
Languages (Gahala & Lange, 1997). The author notes that teaching with
multiple intelligences is a way of taking differences among students
seriously, sharing that knowledge with students and parents, guiding
students in taking responsibility for their own learning, and presenting
worthwhile materials that maximize learning and understanding.
(b) Teaching and Learning Languages Through Multiple Intelligences
(Christison, 1996). MI theory offers ESL/EFL teachers a way in examine
their best teaching techniques and strategies in light of human differences.
(c) Pilot study conducted by Hall Haley in 2001. Results indicated that
teachers were profoundly affected by MI approaches. (Haley, 2004)
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1.4 MI theory and Learning Style theories
Although MI theory has been applied in learning, it is not a theory about
learning. Neil Hammond stated that MI theory focuses on the content and
products (Silver et al, 1997) whereas learning styles theories, having generally
emerged out of psychoanalysis rather than cognitive science, favour a focus on
different approaches to the process of learning. Gardner 1999:84, as to the
correlation between learning styles theories and MI theory, Gardner states, ‘The
relation between my concept of intelligence and the various conceptions of style
need to be worked out empirically, on a style by style basis. And indeed there are
many styles.’ (Hammond N., 2007).
Educational theories in US have perhaps gone much further than their
counterparts elsewhere to synthesize MI theory and learning styles theories. Most
notably is the Silver, Strong and Perini’s synthesis of their rendering of Myers’
personality types of MI theory. Silver et al (1997) claim, ‘without multiple
intelligence theory, style is rather abstract, and it generally undervalues context.
Without learning styles, multiple intelligence theory proves unable to describe
different processes of thought and feeling. Each theory responds to the
weaknesses of the other; together, they form an integrated picture of intelligence
and difference’. (Hammond N., 2007).
Here is some of the evident that is frequently in evidence in ELT materials
quoted from Neil Hammond (2007).
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‘In his second article on Multiple Intelligences, Jim Wingate looks at the effect of different learning styles on teaching’ (Wingate 1997:28)
‘…and cater for individual learning styles, ie. a Multiple Intelligences Teaching Approach.’ (A Fresco and SM Howell, 2003:1)
‘… the existence of different learning styles, we can more successfully organize activities for our students according their orientation to learning, thus improving their education by concentrating on their multiple intelligences.’ (M Di Maio 2003:2)
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1.5 Conclusion
In conclusion, we must accept the facts that every individual is differ from
one another. The study of IDs helps us to understand not only what makes
humans similar to one another, but also what makes them different. We can only
best understand the full range of human behaviour by considering the variations
that occur from one person to another. Not two persons from this world are
exactly the same as another person. MI and learning styles are two significant
individual differences among students. Differences in the dominant intelligences
possess by the students lead to the different learning styles among them. As
educators, we must understand that students have their own learning preferences
and they have eight distinct intelligences that can be developed throughout their
lifetime. We should know our own intelligence and use our dominant intelligence
in planning materials and lesson plans. We must assess each student’s
intelligence and provide support accordingly to students. Supports given should
be in accordance with students’ learning styles. Applying MI in teaching can
create various activities that suit the learning preferences of students. Hence,
students will be motivated to learn. As we all know, the purpose of students going
to school is to learn. It is a terrible sin for teachers if they did not manage to teach
the students to learn new things.
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2.0 From the literature read, identify an instrument to collect data related to one of the individual differences (e.g. motivation). Describe the source of your instrument; explain the procedures that you follow in preparing and administering your instrument.
2.1 Introduction
After having a close reading on the research articles above, one of the
individual differences that attracted me the most is Multiple Intelligences (MI) by
Howard Gardner. Recent advances in cognitive science, developmental
psychology and neuroscience suggest that each person's level of intelligence, as
it has been traditionally considered, is actually made up of autonomous faculties
that can work individually or in concert with other faculties (edwebproject.org,
n.d.). Howard Gardner labelled such faculties as “intelligences”. He defines
“intelligence” as an ability to solve problems or create products that are valued in
at least one culture (Veenema S. and her associates, n.d.).
MI theory is a theory of cognitive functioning. This theory challenges the
traditional view of intelligence as a unitary capacity that can be adequately
measured by IQ tests. He suggests that each individual possesses at least eight
intelligences. He uses core operations to evaluate one’s intelligences. He defines
core operation as a basic information processing mechanism in the brain that
takes a particular kind if input or information and processes it. He further clarifies
that each intelligence has one or more core operations. However, each person
has different proclivities in the eight intelligences. Hence, there is no one set of
teaching strategies will work best for all students at all times. One strategy is
likely to be successful with several students but not for others. Gardner says, “It is
very important that a teacher take individual differences among kids very
seriously. The bottom line is a deep interest in children and how their minds are
different from one another, and in helping them use their minds well.”
(educationworld.com, 2011). William G. Spady (n.d.) comments that ‘all students
can learn and succeed, but not all on the same day in the same way’.
spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist, I decided to
do a project regarding MI among primary school students. To complete this
project, I need to carry out data collection in my SBE school- SK Sacred Heart
English, Sibu. Before I decide on how to collect data in school, I search for the
suitable methods and instruments to collect data online. Through my findings,
there are several types of data collection methods such as interview, survey,
group discussion and observation. Each method has its own instruments to
collect data. Instrument needed for interview is interview guide, instrument
needed for survey is questionnaire, instrument needed for group discussion is
discussion guide and finally instrument needed for observation is checklist.
Interview is a method which requires at least two persons engage in a
conversation whereby one of them will be asking questions and others will be
answering questions. Survey is a method which examines opinions, behaviours of
people. Group discussion is a method whereby groups of people gather together
talk about something and tell each other their ideas and opinions. Observation is
a method whereby people notice or see something closely.
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2.3.2 Selecting a data collection method- survey
Among several types of data collection methods, I have identified one
method which is survey to collect data related to MI. In my opinion, conduct a
survey is the most suitable instrument for me to use in collecting data in my SBE
school within one week as it is the least time-consuming method compared to
other instruments. Questionnaire can be distributed to all the students in a
classroom at the same time and get all the students to answer them within the
period of time. Students are allowed to ask questions regarding the questionnaire.
It can be done in an hour. It is totally different with interview, group discussion
and observation. Interview require lots of time as I can only interview one or two
persons at the same time. If I am going to interview whole class students, it might
disturb teaching-learning process in the classroom. Group discussion is a good
method in collecting data, however some students may not be interested in the
topics and they refused to engage in the discussion. Lastly, observation is the
most time-consuming method as it requires close notice on the students. Since I
only have one week in the school, it is quite impossible for me to observe all the
students in a classroom. Due to the considerations above, I decide to conduct a
survey in one of the class.
2.3.3 Selecting a Multiple Intelligences Instrument
After I have decided on the instrument used in collecting data, I read
further on the MI. Howard Gardner first identified and introduced seven kinds of
intelligences in Frames of Mind. Then, Gardner identified an eighth intelligence,
the naturalist intelligence. Gardner said, “… Some people from an early age are
extremely good at recognizing and classifying artifacts. For example, we all know
kids who, at 3 or 4, are better at recognizing dinosaurs that most adults.” Hence,
there are at least eight different types of intelligence among human and each one
has a corresponding area in the brain. Then, I search for the MI test online.
Fortunately, I manage to find several MI test online. There are many versions of
MI test provided on the website. Some are specially designed for kids, some are
specially designed for young people, some are designed for adults and some are
suitable for people of all ages.
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After I read on the test online, I found out that the survey questions
provided Laura Candler is very suitable and reliable. Laura Candler is a 5 th grade
teacher in Fayetteville, North Carolina. She gets Master Degree in Elementary
Education, National Board Certification (Middle Childhood Generalist since 1998)
and Milken Family Foundation Education Award 2000. She has presented
educational workshops to teachers around the country for over 12 years. She is
the author of 10 books for teachers as well as a classroom teacher with 28 years
of teaching experience (grades 4-6). She found out that MI theory and practice to
be very empowering in the classroom. She clarified that when students realize
that there are many ways to be smart, it helps build their self-esteem and
confidence. Hence, she developed techniques for teaching students about MI
theory and helping them to discover their own MI profiles. She managed to
develop so many teaching resources for MI theory that wrote Teaching Multiple
Intelligence Theory: Step-by-Step Lessons for Intermediate Grades. Thus, I
strongly believe his authority in MI aspects.
2.3.4 Justification for choosing that instrument
I think that Laura Candler’s survey questions are suitable because based
on three reasons. Firstly, the statements posted in survey form are simple and
easy. It is very suitable for Primary schools kids. They understand all the
statements in the survey form. Thus, they can answer those statements by their
own without asking their friends. By this, I can determine the intelligence of the
students accurately. Secondly, it is neither too long nor too complex. Too long or
too complex might take away students’ interests. Students might get bored and
show less interest in answering the survey form if they saw pages of statements
to be answered. In such case, students might just simply answer the statements
provided. In addition, statements in the survey form are closely related to
students whereby it uses ‘I’ most of the statements. Hence, students can imagine
themselves whether they really like to involve in the activities spoken.
2.3.5 Modification of the instrument
However, I don’t like the part whereby it requires students to write scale
according to how well the description fits them. In my opinion, students in lower
primary school are unable to rate the statements from 0 to 5. Hence, in my survey
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form, I replaced rating part with true and false. Besides, I edited a few statements
in the survey form. For example, I replaced ‘written assignments are usually easy
for me’ with ‘I enjoy public speaking and participate in debate’. This is because
‘written assignments’ are too tough for primary school kids. They have never
been exposed to written assignments. Another statement is ‘I love the challenge
of solving a difficult math problem’. I replaced this statement with ‘I can complete
calculation quickly in my head’. It is easily to let students determine whether they
can complete calculation quickly in their head rather than asking them whether
they like to challenge themselves with difficult math problem.
2.3.6 Administering of the instrument
This study is going to be conducted in my SBE school, SK Sacred Heart
English, Sibu. Before I went to school, I prepared thirty copies of the survey form
to be distributed to the students in one of the class. My target group is the Level
Two students whereby they can master their thoughts and understand
themselves better.
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3.0 Carry out data collection during School Based Experience (SBE) and analyse data collected using Excel or SPSS software. Report the outcome of the data analysis and suggest what are the actions the teacher should take as follow-up to your findings.
3.1 Introduction
My survey paper consists of twenty four statements. Students only need to
fill up ‘true’ or ‘false’ towards the statements. Those twenty four statements
belong to eight intelligences whereby each intelligence consists of three
statements. In my analysis, students show dominant intelligence of that
intelligence when they agree with all the three statements of that aspect. In other
words, they fully possess that intelligence. They can be considered as possess
the intelligence if they agree with one or two statements for that intelligence.
Survey on MI was carried out during my School Based Experience II in SK
Sacred Heart English, Sibu on 27 August 2012 until 30 August 2012. On 29
August 2012, I entered a class, 4M, whereby the teacher was absent for that day.
Only twenty students from the class attend the lesson that day. Since this is a
single sex school, all the respondents are male. Among the twenty students,
seven of them are Chinese, seven are Malay and six of them are Bumiputera.
3.2 Analysis of the Data
3.2.1 Number of dominant intelligence(s) by the students
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0 1 2 3 4 5 6 7 80
2
4
6
8
10
Number of dominant intelligence(s) possessed by the students
Number of dominant intelligence(s)
Nu
mb
er o
f stu
den
t(s)
Graph 1 shows the number of dominant intelligences possessed by the
students of 4M. From the graph, we can see that number of dominant
intelligences possessed by students of 4M. One student does not possess any
dominant intelligence, one student possesses one dominant intelligence, four
students possess two dominant intelligences, eight students possess three
dominant intelligences, three students possess four dominant intelligences, two
students possess five dominant intelligences and one student possesses six
dominant intelligences. None of the students possess seven dominant
intelligences or eight dominant intelligences.
From the data collected, it shows that one of the students did not possess
any dominant intelligence. In my opinion, it is not that this student does not
possess any dominant intelligence, but he does not show confidence in
answering the survey. He may not be confident with the statement appear on the
paper. He does not give the statement ‘true’ when he only has slightly disagree
with the statement. He wants to be honest in answering the survey.
One student possesses only one dominant intelligence. Besides, graph 1
shows that most number of students possess three dominant intelligences. These
students fully agree with all the statements of three intelligences. They show
more interest towards those three intelligences. Furthermore, there is one student
who possesses most number of dominant intelligences. He possesses six
dominant intelligences which are Mathematical intelligence, musical intelligence,
visual intelligence, kinesthetics intelligence, interpersonal intelligence and
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Graph 1
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intrapersonal intelligence. This student not only show interest in Math, music,
visual, kinesthetics, but also knows how to manage himself and others well. This
is most probably the efforts of his parents who manage to develop his
intelligences almost in all aspects. Lastly, none of the students possess either
seven or eight dominant intelligences. This shows that none of the students agree
with all the statements in the survey. They show disagree or not interest towards
certain statement too.
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3.2.2 Types of intelligence against percentage of student(s)
Natural
ist
Mathem
atical
-Logic
al
Verbal-
Lingu
istic
Musical-
Rhythmic
Visual-
Spati
al
Bodily-Kinest
hetics
Interpers
onal
Intrapers
onal0
10
20
30
40
50
60
70
80
2015
10
55
35
20
70
80
5
25
05
0
10
0 0
Types of intelligence against percentage of student(s)
Fully possessNot possess at allTypes of intelligence
Perc
enta
ge o
f stu
dent
(s) (
%)
Graph 2
Graph 2 displays the type of intelligence that fully possesses and do not
possess at all by the students against percentage of students. From the graph,
80% of the students fully possess intrapersonal intelligence, 70% of the students
fully possess interpersonal intelligence, 55% of the students fully possess musical
intelligence, 35% of the students fully possess visual intelligence, 20% of the
students fully possess naturalist intelligence and kinesthetics intelligence, 15% of
the students fully possess Mathematical intelligence and 10% of the students fully
possess verbal intelligence. On the other hand, 25% of the students do not
possess any Mathematical intelligence, 10% of the students do not possess any
kinesthetics intelligence, 5% of the students do not possess naturalist intelligence
and musical intelligence at all.
From here, we can see that most of the students fully possess
intrapersonal intelligence. They are able to manage themselves well. They like
spending time with themselves. They rather to play solitary sport compare to
team sports. They declared that it is important to have quiet time to think over
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ideas. They are easily disturbed when there are people around them. In addition,
they are very ambitious. They often think about their goals and dreams for the
future. After intrapersonal intelligence, 70% of the students fully possess
interpersonal intelligence. This group of students have a good relationship with
the people around them. They get along well with different types of people. At the
same time, they get along easily with other people. They feel that they learn best
when they can talk over a new idea. They share their ideas with friends. Besides,
they often help others without being asked. 55% of 4M students fully possess
both intrapersonal and interpersonal intelligence. This proves that these students
are able to manage themselves well at the same time manage their relationship
with the people around them. Intrapersonal intelligence and interpersonal
intelligence are two intelligences fully possess by most of the students of 4M
because they know themselves well. Sometimes, they like to spent time with
themselves and sometimes, they like to spent time with friends. The least
intelligence which is fully possessed by students of 4M is verbal intelligence. Only
10% of the students fully possess verbal intelligence. It is proven that not many
students of 4M like linguistic subjects such as Malay language and English. Most
of them think that linguistic subjects are tough subjects.
On the other hand, 25% of the students do not possess any Mathematical
intelligence. They claimed that they can’t learn math ideas easily. They take time
to digest those math ideas taught by their teachers. They cannot complete
calculation quickly in head. They need to write the mathematical problems on the
paper, they can solve those problems. They do not like to play games involving
numbers and logic. Most probably, they do not possess any Mathematical
intelligence because they get confused when they come with numbers. In
addition, 10% of the students do not possess any kinesthetics intelligence. This
group of students do not like to involve themselves in any physical activities such
as sport, dancing and the list goes on. This is because they do not like the feeling
of sweating after those physical activities. Hence, they prefer to stay indoors and
doing other tasks rather than heavy physical activities. Lastly, 5% of the students
do not possess naturalist intelligence and musical intelligence at all.
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EDU 3103 2012
3.2.3 Types of intelligence against number of student(s)
Natural
ist
Mathem
atical
-Logic
al
Verbal-
Lingu
istic
Musical-
Rhythmic
Visual-
Spati
al
Bodily-Kinest
hetics
Interpers
onal
Intrapers
onal0
1
2
3
4
5
6
1
0
1
3 3
0
4
6
1
3
0
4 4
2
6
5
2
0
1
4
0
2
4
5
Types of intelligence against number of student(s)
Bumiputera
Chinese
MalayTypes of intelligence
Num
ber o
f stu
dent
(s)
Graph 3
Graph 3 shows the types of dominant intelligence possess by students of
4M according to their races. Among 20 respondents, 6 of them are Bumiputera, 7
of them are Chinese and 7 of them are Malay.
From the graph, we can see that all the Bumiputera respondents possess
intrapersonal intelligence. Four of them possess interpersonal intelligence at the
same time. However, all of them did not possess Mathematical intelligence and
kinesthetics intelligence at all. This shows that all of them do not like to attend
Mathematics and Physical Education classes. Only one Bumiputera respondent
possesses naturalist intelligence and verbal intelligence respectively. There are
three respondents who possess musical and visual intelligence respectively.
For Chinese, six among seven respondents and five among seven
respondents fully possess interpersonal intelligence and intrapersonal intelligence
respectively. Furthermore, four of the Chinese respondents show dominant
intelligence in musical and visual aspects. One, two and three Chinese
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EDU 3103 2012
respondents shows dominant intelligence in naturalist, kinesthetics and
Mathematical intelligence respectively. However, none of the Chinese
respondents shows dominant intelligence in verbal intelligence. This shows that
all the Chinese respondents do not like to attend linguistic classes.
Most of the Malay respondents fully possess intrapersonal intelligence.
Then, follow by interpersonal intelligence and musical intelligence whereby four of
the Malay respondents fully possess these intelligences. None of the Malay
respondents fully possess Mathematical intelligence and visual intelligence. One
of the Malay respondents shows that he possesses dominant intelligence in
verbal intelligence. For the naturalist and kinesthetics aspects, there are two
respondents who fully possess these two intelligences respectively.
In overall, we can see the dominant intelligence possess by students of 4M
according to their races. For example, the dominant intelligences which possess
by most of the respondents from all races are musical intelligence, interpersonal
intelligence and intrapersonal intelligence. This proves that the most of the
students nowadays love music and make new friends. At the same time, they are
able to manage themselves well. They know what is good and what is bad for
them. One Bumiputera respondent, one Chinese respondent and two Malay
respondents show naturalist intelligence. This group of people are caring and
they take good care of animals. Besides, they love environments.
There are only quite a number of Bumiputera and Chinese respondents
fully possess visual intelligence. None of the Malay respondents show dominant
intelligence in this aspect. Two Chinese and Malay respondents respectively
show dominant intelligence in kinesthetics aspect. But, none of Bumiputera
respondents shows dominant intelligence in this aspect. This shows that more
Chinese and Malay students in 4M like to involve themselves in physical activities
such as sports. In addition, only three Chinese in 4M class fully possess
Mathematical intelligence. Bumiputera and Malay students did not really like
Mathematical subjects. This is the reason why Bumiputera and Malay students
cannot get good results for this subject because they are not really interested in it.
Apart from that, verbal intelligence is the intelligence which is not possess at all
by most of the students in 4M. Only two among twenty students fully possess
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EDU 3103 2012
verbal intelligence. This shows that linguistic subjects such as Malay language
and English are the subjects which are not like by most of the students of 4M.
3.3 Follow-up
Follow-up activities ought to be done to enable students to learn more
effectively. School administrators play an important role in doing the follow-up
activities.
(i) Headmaster should carry out survey among himself and all the teachers
in the school. In this way, headmaster and teachers will know their own
dominant intelligences and utilize their dominant intelligence in teaching.
This can improve teaching effectiveness.
(ii) Teachers must understand thoroughly the multiple intelligence theory and
teaching objectives before incorporating them into lesson plans and
teaching methods. Teaching of multiple intelligences, in comparison with
traditional teaching, needs a lot more time and efforts to prepare.
Teachers should plan in detail the integration of the eight intelligences
into teaching material and activities.
(iii) Teachers should conduct survey among students to guide them to
recognize their own dominant intelligence and encourage the use of it on
learning. Utilization of dominant intelligence in learning enables students
to achieve better results and greater sense of achievement.
(iv) Teachers should pay equal attention to students displaying gifts in
different intelligences and allow them a variety of ways to express
themselves. Teachers apply multiple intelligences assessment to
teaching strategy such as hands-on design projects, exhibits.
(v) Headmaster should provide full support to teachers who utilize multiple
intelligences theory in teaching. Teacher’s application of multiple
intelligences to teaching and assessment requires support and
accommodation from the school in all aspects. School must do its utmost
to resolve and respond if teacher encounter suspicion from parents.
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3.4 Proposals for future study
Study topic
Multiple intelligences can be applied to people of any age, and the
person become more intelligent through studies. For this reason, it
is recommended that future study looks into application of multiple
intelligences in other age groups.
Study method
Further study can include more methods such as observations in
class, in-depth interviews with students, engage students into group
discussion. Through survey, close observation, interview with
students and group discussion, we are able to identify students’
dominant intelligence.
3.5 Conclusion
This survey proves that multiple intelligences among the students of 4M.
Teachers and students should first understand their own multiple intelligences
and utilize their dominant intelligence in teaching and learning. J.C.Xie and
R.L.Lin (2009) stated in their research that teaching and assessment of multiple
intelligences had evident influence on learning effectiveness. Henys (2007)
mentioned that teaching of multiple intelligences is beneficial to the students.
(J.C.Xie and R.L.Lin, 2009). Hence, it is necessary for teachers to understand
thoroughly the multiple intelligence theory and incorporating them into lesson
plans as it provides students more ways of learning and stimulate more creativity.
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EDU 3103 2012
4.0 In not less than two pages, write a reflection related to your experience in carrying out this project.
Firstly, I would like to thank the almighty God for the blessings and
providing me spiritual strength all the time. Next, I would also thank my EDU 3103
lecturer, Mr. Manogaran A/L Subramanian for guiding me throughout the whole
coursework. Besides that, I want to express my gratitude towards my classmates
for their willingness in sharing information and collaborating with one another
while doing this coursework. In addition, I also want to thank 4M students from SK
Sacred Heart English, Sibu for their cooperation in helping me to fill up the survey
form seriously. Without the sincere help from any party above, I cannot finish this
coursework smoothly.
Honestly, I feel hopeless when I first get this coursework because I think
that this coursework is the toughest coursework that I had ever received. This
coursework require me to critical review on at least five research articles. After
that, I need to identify an instrument to collect data related to one of the individual
differences. Data collection needs to be carried out during School Based
Experience from 27 August 2012 until 30 August 2012. Data collected in school
need to be analysed using Excel or SPSS software. Outcome of the data analysis
need to be reported. Follow-up actions that can be done by the teachers in school
need to be included inside the report too. Finally, write an individual reflection
related to all the experiences in carrying out this coursework.
SBE II was carried out after Raya holiday. Before Raya holiday started, I
search in the library for the research article related to individual differences.
Searching research article in the library is not an easy task. There are several
racks of journal books on research article. However, all those journal books are
not arranged according to the topic or related subject. I needed to take out every
book and fleet into it to search for the related article. It took me more than two
hours to search for it. Luckily, I managed to find two articles related to individual
differences. One of them was related to learning styles and another one was
related to motivation. At the same time, I search for the research article online. All
the articles needed to be collected before Raya holiday because I needed to
decide on one of the individual differences for my study to be taken out. After
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EDU 3103 2012
doing lots of reading about articles related to individual differences, finally I
decided to do my study regarding multiple intelligences. During Raya holiday, I
search online for more suitable research articles on multiple intelligences.
After I had finalized on my research article, I decided on the instrument to
be used to collect data. I search online for the instruments that I can use to collect
data. I managed to find article which taught me about the related instruments that
can be used in collecting data. Examples of the instruments are survey,
observation, group discussion and interview. I collaborate with friends regarding
the most suitable instrument used in school. I analyse the suitability of the
instruments to be taken out in my SBE school later. After thinking depth into the
time spent when using those instruments in collecting data, I finally decided on
choosing survey as my instruments for collecting data of the students. In my
opinion, survey is the most suitable instrument as it saves up lots of time.
Since I was using survey in collecting data, I need to prepare questionnaire
form for students to answer. Many sample questionnaire form related to multiple
intelligences can be found online. However, I considered much on the reliability of
the questionnaire form. Finally, I decided to use Laura Candler’s survey form.
This decision was done based on three reasons. Firstly, the statements posted in
survey form are simple and easy. Secondly, the survey form is neither too long
nor too complex. Thirdly, statements in the survey form are closely related to
students whereby it uses ‘I’ most of the statements. Due to these three reasons, I
finally decided on my survey form. However, I edited some of the statements in
Laura Candler’s survey form which is not suitable for primary school kids. I also
replaced the rating scale with ‘true and false’.
In my SBE school, I get a class, 4M to answer my survey form. I did not
choose to enter this class. I entered this class because one of the teachers who
teach 4M class did not attend to school. I get the permission from PK 1 to enter
the class. Frankly speaking, I was not able to control the class well. Hence, I get
another teacher trainee to enter the class together with me. She was a former
primary school teacher before she entered IPG. She was able to control the class
well. All the students sit down quietly listening to the instruction. I translate and
explain every statement in the survey form to ensure that they understand all the
statements clearly. Within half an hour, all the students finished answering the
survey form. I collected back the survey form to be analysed. I was amazed by
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EDU 3103 2012
my friend’s class management technique. After students answering the survey
form, they do their work at their own place. None of them dare to loitering and
disturbing others in the class. I was really thankful because she was willing to
help me. If not, I think the data collection method cannot be carried out smoothly.
For the analysis part, I decided to use Microsoft Excel. SPSS is new to me.
I get the SPSS software from my friend. I search for the tutorial of SPSS online. I
managed to capture how to use SPSS software. However, I think that my analysis
did not require the use of SPSS. Microsoft Excel is enough for us to analyse the
data collected from school. I discussed and collaborated with friends on how to
analyse the data. After brainstorming in the discussion and look back into my
data, some of the suggestions are not suitable to analyse the data. Hence, I
decided on analyse based on the number of dominant intelligences possess by
the students, types of intelligences against percentage of students and types of
intelligences possess by students according to races.
Through this coursework, I learned that every individual is different from
one another. Hence, the intelligence possess by each individual is not the same
too. As future teacher, I should first understand my own multiple intelligences and
utilize my dominant intelligence in teaching. In addition, I also conduct survey
among students to guide them to recognize their own dominant intelligence and
encourage the use of it on learning. Henys (2007) mentioned that teaching of
multiple intelligences is beneficial to the students. (J.C.Xie and R.L.Lin, 2009).
Hence, I must understand thoroughly multiple intelligence theory as it is a must
for teachers to understand multiple intelligence theory and incorporating them into
lesson plans as it provides students more ways of learning and stimulate more
creativity.
Besides, I learned that although it is an individual coursework, we still can
work together to complete the coursework. Information and research articles
gather from websites and books can be shared together with classmates who are
doing the same topics. We can sit together and discuss about the relevant topics
instead of doing alone. Working together is easier than working alone as
everyone has different ideas and thoughts. Brainstorming of ideas and thoughts
can improve the quality of the coursework. Besides that, I learn about the
importance of time management. Time management is extremely important for
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EDU 3103 2012
students. A student must be good in managing his or her time so that he or she
can finish the assigned work within time given. Procrastinating work until last
minute will only produce poor and lousy work. Last but not least, I am really glad
and ecstatic because I manage to finish this coursework on time. Thank you.
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References:
Bates E. (n.d.). Individual Differences and Their Implications for Theories of Language Development. Retrieved on September 1, 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&cad=rja&ved=0CCYQFjABOAo&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.139.3528%26rep%3Drep1%26type%3Dpdf&ei=5FhZULbMJIWLswaIjYGgBw&usg=AFQjCNH5Dtap7tKYkzp2SnuiUvMk_EL98A&sig2=nmOP97rcYzMKJRYUpC5_Og
Diaz D.P. and Cartnal R.B. (1999). Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class. Retrieved on September 2, 2012, from http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm
Fraser-Thill R. (n.d.). Individual Differences. Retrieved on September 1, 2012, from http://tweenparenting.about.com/od/physicalemotionalgrowth/a/Individual-Differences.htm
Haley M.H. (2001). Learner-Centered Instruction and the Theory of Multiple Intelligences with Second Language Learners. Retrieved on September 2, 2012, from http://gse.gmu.edu/assets/docs/forms/mirs/teachers_college_record--learner-centered_instruction_and_the_theory_of_multiple_intelligences_with_second_language_learners.pdf
Haley M.H. (2004). Understanding Learner-Centered Instruction from the Perspective of Multiple Intelligences. Retrieved on September 2, 2012, from http://gse.gmu.edu/research/mirs/forms/foreign_language_annals-understanding_learner-centered_instruction_from_the_perspective_of_multiple/
Hammond N. (2007). How can Multiple Intelligence Theory be used to foster
teacher development, support, and informed curriculum supplementation?
_____. (n.d.). Individual Differences. Retrieved on September 2, 2012, from http://www.education.com/definition/individual-differences/
_____. (n.d.). MI- The Theory. Retrieved on September 2, 2012, from
http://www.edwebproject.org/edref.mi.th.html
_____. (n.d.). Module 6: Collecting Data. Retrieved on September 2, 2012, from http://www.stepstoolkit.org/index.php?option=com_content&view=article&id=121&Itemid=158&lang=en#dcmti
_____. (n.d.). Multiple Intelligences Worksheets. Retrieved on September 2,
2012, from http://www.spannj.org/BasicRights/appendix_b.htm