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You
are here: The Research Results of a
Multiple Intelligences Classroom
This article was previously published in New Horizons for Learning's On The Beam, Vol.XI No. 1 Fall, 1990 p. 7 :254
The Spring 1989 issue of "On the Beam" described my third grade classroom with seven learning centers based upon the intelligences identified by Howard Gardner in his book, Frames of Mind: the Theory of Multiple Intelligences (1983.) Each day, students spend time at each center learning about the day's theme in seven different ways. Students learn by reading, writing, computing, solving problems cooperatively, moving and building, singing and creating rhythms, and through diverse art forms. The curriculum is both thematic and interdisciplinary.
During the 1989-1990 school year, an action research project was undertaken to explore student reactions to a multiple intelligences-based instructional model. Student behavior, attitudes, and abilities to work in non-traditional ways such as with music, movement, visual arts and cooperation were studied.
The information was gathered in three ways: a daily journal was kept with specific entries, a classroom climate survey was administered eighteen times during the year and a student assessment inventory of work at the seven centers was administered nine times during the year. Data was analyzed on a weekly basis and observations were made. These observations were then tested and if verified, a hypotheses was made based upon that input. Each hypothesis was then further tested, modified and refined. If data continued to support it, it became a working hypothesis.
Ten hypotheses were validated according to these procedures:
- The students displayed increased independence, responsibility and self direction over the course of the year.
- Students previously identified as having behavioral problems made significant improvement in their behavior.
- Cooperative skills improved in all students.
- Ability to work multimodally in student presentations increased throughout the school year with students using a minimum of three to five intelligence areas in their classroom reports.
- The more kinesthetic students particularly benefited from the active process of moving from center to center every fifteen to twenty minutes.
- Leadership skills emerged in most students. Several students who had not previously displayed leadership abilities took the lead with their groups in the Music Center, the Building Center, the Art Center and particularly in the Working Together Center
- Parents reported frequently that behavior improved at home, more positive attitudes about school were exhibited, and attendance was increased.
- Daily work with music and movement in content areas helped students retain information. At the end of the year, all students were able to remember several songs created as early as September which contained specific academic information.
- The role of the teacher changed as the year progressed, becoming less directive and more facilitative, more diversified, less of a taskmaster and more of a resource person and guide.
- Students became progressively more skilled at working effectively in this unique and non-traditional classroom format.
Although the results of the study indicate increased multimodal skills, improved attitudes and behavior, and other benefits, further study must be done to determine if such skills will continue to be present as these students proceed with their schooling. Further research is being done this year to follow the same students and also to determine if there are above normal academic gains as a result of the program. Currently, additional data is being gathered from standardized test scores to determine if above normal academic gains are evident and if students are able to retain their multimodal skill during their next school year.
One final result of the program not observed in the research was the effect it had upon the teacher. Due to the nature of the program, I developed different skills than I previously relied on when standing in front of a class lecturing each day. I began to observe my students from seven new perspectives. I began working with them, rather than for them. I explored what they explored, discovered what they discovered and often learned what they learned. I began to find my satisfaction in their enthusiasm for learning and independence, rather than in their test scores and ability to sit quietly. And most importantly, in planning for such a diversity of activities. I began to grow more creative and multimodal in my own thinking and learning. I learned to write songs and sing. I improved my ability to draw and paint. I began to see growth and development within myself. I even began to wonder who was changing the most, my students or myself.
Bruce Campbell is a teacher in Marysville, WA and a consultant on teaching through the multiple intelligences. He has been a presenter at several New Horizons conferences. He is the author of The Multiple Intelligences Handbook (available from Zephyr Press) (1994) and coauthor of Teaching and Learning Through Multiple Intelligences Allyn and Bacon (1996.)
Bruce can be contacted via email at bcampbell@teacher.com.
© 1990 New Horizons for Learning
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