Multiple Intelligence Theory- Indigenous Fijian and Indo Fijians’ traditional hereditary roles and Innovative Teaching

MULTIPLE INTELLIGENCE

THEORY- INDIGENOUS FIJIAN AND

INDO FIJIANS’ TRADITIONAL

HEREDITARY ROLES AND

INNOVATIVE TEACHING Rosiana.K.Lagi

Pacific Circle Consortium Conference, Suva, Fiji 02/07/2015

[email protected]

Abstract

• The Multiple Intelligence (MI) Theory by Gardner claims that there are nine intelligences. In this presentation, I explore the manifestation of this theory in Indigenous Fijian traditional roles and the Indo Fijians’ traditional hereditary occupation. Through the use of the quantitative approach, using questionnaires, this research attempted to find out if teachers share Gardner’s views and to determine the extent to which they apply this theory in their classroom pedagogy. The study found that while all teachers sampled agree with Gardner, less than half apply MI theory in their pedagogy. Teachers who said they applied MI in their pedagogy found that students enjoyed their classes. More so, these teachers believed the purposeful use of MI enabled them to achieve their lesson objectives and at the same time develop lifelong learning skills and knowledge. The majority of teachers who did not apply MI theory said that they lacked the pedagogical skills to do so, while about a quarter said that it was time consuming to implement. A smaller number, less than ten per cent cited a lack of resources as the reason they could not implement MI pedagogically. The study found that teachers agree that students in Fiji classrooms have multiple intelligences and when the teaching pedagogy is tailor made to suit their intelligences, students enjoy their lessons, lesson objectives are achieved and students are better able to develop lifelong skills and knowledge. Therefore, it is recommended that teacher training programs include Gardner’s MI Theory in the pedagogical skills course(s) curriculum so that all teachers are equipped to engage in sound pedagogical practice to improve students’ performance and the quality of learning that takes place in their classrooms.

Research Background

• Purpose of Research – Teachers lack of innovation

• Context : Labasa, Vanua Levu (3 High Schools; 3 Primary Schools)

• 32 Teachers

• Methodology • Qualitative – • Phase 1 : Questionnaires • Phase 2 : Participatory Workshop • On going

Research Background

• Population in Fiji - 837,271 (2007)

• iTaukei - 475,739

• Indo Fijians - 313,798

• Others - 47,734

(http://www.statsfiji.gov.fj/)

• Number of students in Fiji; 2011

• 47% of the children aged 5 - Early Child Education,

• 99% of students aged 6 to 13 - Primary school,

• 88% of students aged 14 to 18 - Secondary school

• 40% of students aged 19 to 21 - Tertiary institution.

• 0.35% School Drop out rate – Primary school

• (http://www.sids2014.org/content/documents/218Fiji%20report.pdf)

Multiple Intelligence Theory

• Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences

Gardner’s MI Theory

Verbal-Linguistic

Intelligence

Mathematical-Logical

Intelligence

Musical Intelligence

Visual-Spatial Intelligence

Interpersonal Intelligence

Intrapersonal Intelligence

Bodily-Kinesthetic Intelligence

Naturalist Intelligence

Existential Intelligence

Indigenous Fijians’ Traditional Roles

Turaga Chief

(Logic , Self & People Smart)

Sauturaga Chief Executive

(Logic, Self & People Smart)

Matanivanua Herald

(Word & People Smart)

Bati Warrior

(Body, Self & Spatial/Visual Smart)

Bete Priest

(Natural, Self & Body Smart )

Mataisau Craftsmen

(Body, Visual/Spatial & Picture Smart)

Indo-Fijians Traditional Hereditary Roles

Kshatriyas Rulers

(Logic , Lingusitics, Self & People Smart)

Vaisyas Traders/ Merchants,

Agriculturalists

(Logic, Mathematics , Natural Smart)

Brahmins Priests/ Teachers

(Natural, Self & Body Smart )

Shrudras Laborers & service providers (

People, Bodily Kinesthetic, Visual/

Spatial Smart)

Imagine if you had:

Perceptions of Teachers on MI Theory

Teachers' Perception of MI

Know MI 48%

Do not know MI 52 %

MI Theory Application

MI Theory Application

Apply 55%

Don't Apply 45%

Do Students Have MI?

0%

2%

4%

6%

8%

10%

12%

14%

16%

Mathematical

Linguistics

Musical

Visual

Bodily Kinesthetic

Interpersonal

Intrapersonal

Naturalistic

Existential

Reasons – Don’t use MI Theory based Pedagogy

• Do not know MI Theory

• Teacher – proof curriculum

• Lack of Time and Resources

Impacts of Using MI Theory based Pedagogy

• Students enjoy learning

• Lesson outcomes achieved

• Students are able to apply knowledge & skills outside of the classroom (real life situations)

Innovative Classroom - MI Intelligence Teaching Activities

Verbal/Linguistic lectures, discussions, word games,

storytelling, journal writing

Logical-Mathematical brain teasers, problem solving,

science experiments, mental

calculation, number games, critical

thinking

Visual/Spatial visual presentations, art activities,

imagination games, mind-mapping, metaphors, visualization

Bodily-Kinaesthetic hands-on learning, drama, dance,

sports, tactile activities, relaxation

exercises

Innovative Classroom - MI

Intelligence

Teaching Activities

Musical

rhythmic learning, rapping, using

songs that teach

Interpersonal cooperative learning, peer tutoring,

community involvement, social

gatherings, simulation

Intrapersonal individualized instruction, independent

study, options in course of study, self-

esteem building

Naturalist nature study, ecological awareness,

care of animals

CONCLUSION

• Teachers believe all students have MI • Applied MI Theory – Lesson outcomes achieved, students enjoy

lesson & students can apply knowledge outside of the classroom • MI Theory not applied – Do not know; not enough time & resources

– teacher proof curriculum Recommendation:

• Included in Teacher Training Curriculum (Micro teaching & Practicum)

• Curriculum Mapping – Inclusive of Curriculum Practitioners • Teachers Professional Development • Future Research • How MI & Traditional roles related to future career