“TEACHING EFFICIENCY IN THE NEW NORMAL AT PRESIDENT RAMON

MAGSAYSAY STATE UNIVERSITY STA. CRUZ CAMPUS PRMSU-SC”

A Thesis

Presented to Dr. Novrina Orge

In Partial Fulfillment of the Requirements for the Degree

Bachelor in Secondary Education

Major in English
 by

Joshua Tamayo Margate

CHAPTER I: i

INTRODUCTION:

Background of the Study

Teaching in nowadays millennium requires an adaptation of standard yet proven

towards educational strategies, methodologies, principles and theories to become an

efficient and effective lecturer. On the other hand, in the new normal, teaching strategies

experience a challenge during-pandemic in such ways (for example, in modular and

online approach platform and in limited face to face classes) these innate phenomena lead

to a passage for the evaluation of the curriculum by assessing possible action in rendering

the educational system in the new normal setting. However, therefore the teaching

efficiency is a systematic process which requires a fundamental strategy in giving lesson

and is paramount towards teachers’ performance in order to measure their abilities and

capabilities of implementing the curriculum. Hence, is the teacher’s self-reflection to

evaluate how impactful they are in students cognitive, affective and psychomotor

development whether to obtain or improve instructional style.

The principles of a teacher and their personal values driven by standard goals and

behaviors at school and acquire subjective individual self- efficacy affects building

student-teacher relationship in the development of learner’s learning. In the study entitled

“Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching”, it

said that “Teachers’ self-efficacy, namely teachers’ beliefs in their ability to effectively

handle the tasks, obligations, and challenges related to their professional activity, plays a

key role in influencing important academic outcomes (e.g., students’ achievement and

motivation) and well-being in the working environment.” (Daniela Barni, Francesca

Danioni, and Paula Benevene, 2019)

Furthermore, Howard Gardner’s Theory of Multiple Intelligence incorporates the

classroom setting where the teacher is allowed to use the different strategies equipping

multiple intelligence in lesson planning to implementing and to school curricula in such

areas as music, spatial relations, and interpersonal knowledge in addition to mathematical

and linguistic ability. Moreover, "people are smart in more ways than one has immense
implication for educators". (Tamilselvi, B.; Geetha, D. 2015) said in her study entitled

“Efficacy in Teaching through "Multiple Intelligence" Instructional Strategies” it is a role

of teacher to utilize such possible methodologies to gain a positive academic outcome.

Considering the study stated above the concept of this study were derived from

Howard Gardner’s Theory of Multiple Intelligences. The concept of multiple

intelligences is a theory proposed by Harvard psychologist (Howard Gardner 1983).

Intelligence is often defined as our intellectual potential; something we are born with,

something that can be measured, and a capacity that is difficult to change. (Kendra,

2022)

The study will seek to examine the deficiency correlated to the possible

framework to improve, expand a standard of educational curricula on how teachers

planned and approach each student whom product of multiple intelligence and how this

theory operates in the new normal classroom setting.

Significance of the Study

This study is significant to the society as a whole considering that school teachers

play a momentous part to the efficacy in teaching. This study will beneficial to the

following:

Teachers. This study will help teachers to recognize what are the possible

outcomes of their teaching methods whether they have been efficient or ineffective

instructor.
 School Administrators. This study will help administrators creating various

techniques and methods that can be used to improve teaching strategy in the new normal.

Students. This study helps the student to evaluate teachers teaching efficacy and

recognize their learning outcome.

Future Researcher. This simply serve a researcher’s basis determining the

correlation of strategies that being used in the new normal classroom.

Statement of the Problem

1.

2.

2. 1. Teaching Strategy

2.2. Teaching Techniques

2.3. Teaching Methods

2.4. Behavior

SCOPE AND LIMITATION

Framework of the Study

Review of Related Literature and Studies

Teaching Efficiency
 In the research entitled “Approaches to Evaluating Teacher Effectiveness”

(Laura Goe, Ph.D. & Courtney Bell, Ph.D. & Olivia Little, 2008) it was stated that by

evaluating the research on teacher effectiveness and the different instruments used to

measure it will contribute to the discussion of appropriate rigor and relevance of

measures for different purposes (i.e., formative vs. summative evaluation). In addition,

the synthesis describes how various measures have been evaluated, explains why certain

measures are most suitable for certain purposes (high stakes evaluation vs. formative

evaluation, for instance), and suggests how the results of the study might be used to

inform the national conversation about teacher effectiveness. It also said, a

comprehensive definition of the components and indicators that characterize effective

teachers is provided, extending this definition beyond teachers’ contribution to student

achievement gains to include how teachers impact classrooms, schools, and their

colleagues as well as how they contribute to other important outcomes for students.

Through this synthesis, the National Comprehensive Center for Teacher Quality (TQ

Center) hopes to provide some practical guidance in how best to evaluate teacher

effectiveness.

https://gtlcenter.org/sites/default/files/docs/EvaluatingTeachEffectiveness.pdf

On the other hand, a research entitled “A Review of the Literature on Teacher

Effectiveness and Student Outcomes” said that researchers agree that teachers are one of

the most important school-based resources in determining students’ future academic

success and lifetime outcomes (Chetty et al. 2014; Rivkin et al. 2005; Rockoff 2004). As

a consequence, there has been a strong emphasis on improving teacher effectiveness as a

means to enhancing student learning. Goe (2007), among others, defined teacher
effectiveness in terms of growth in student learning, typically measured by student

standardized assessment results. Chetty et al. (2014) found that students taught by highly

effective teachers, as defined by the student growth percentile (SGPs) and value-added

measures (VAMs), were more likely to attend college, earn more, live in higher-income

neighborhoods, save more money for retirement, and were less likely to have children

during their teenage years. This potential of a highly effective teacher to significantly

enhance the lives of their students makes it essential that researchers and policymakers

properly understand the factors that contribute to a teacher’s effectiveness. (Nathan

Burroughs & Jacqueline Gardner & Youngjun Lee, et.al. 2019) 

https://link.springer.com/chapter/10.1007/978-3-030-16151-4_2

However, the quality of teaching and learning in higher education (HE) has gained

worldwide attention in the last decade (Devlin, 2007; Henard and Roseveare, 2012; Cardoso

et al., 2015; Milienos et al., 2021). The new educational vision of higher education is to ensure

effective teaching in universities and to be able to determine this effectiveness. University

teaching can be defined as an academic activity that requires extensive professional skills and

practices, as well as a high level of disciplinary and other contextual expertise. Attempting to

apply effective teaching approaches as a university teacher ensures the foundation for a quality

learning and teaching context (Tadesse and Khalid, 2022). Such an attempt is critical for all

teaching staff, academic researchers, higher education institutions, and indeed for the entire

higher education sector, both nationally and internationally. Moreover, Altbach et al.

(2009) argue that there has been an unprecedented shift in the goals of higher education over the

past 50 years. Society should be well prepared to respond effectively to the challenges of the

global marketplace and high competitiveness by proactively engaging in the development,

adaptability, and utilization of knowledge. All this could serve as a foundation for national
growth in the service and manufacturing sectors ( Zuñiga et al., 2010). human capital,

entrepreneurial perspectives, and innovative practices related to a sustainable knowledge

economy within the new teaching and learning paradigm ( Dill and Van Vught, 2010) stated on

the research entitled Rediscovering Teaching in University: A Scoping Review of Teacher

Effectiveness in Higher Education (Sofia Mastrokoukou et, al. March 2022)

https://www.frontiersin.org/articles/10.3389/feduc.2022.861458/full

Furthermore, Aina, Jacob Kola et, al. formulated a study entitled “Teachers’

Effectiveness and its Influence on Students’ Learning”. They have mentioned Ward and

Grant (2011) who identified four dimensions that were used to characterize an effective

teacher as follows: (1) Instructional Effectiveness (2) Personal Quality (3) Teaching

Strategy, (4) Methods and Techniques. Henceforth in order to see the efficiency of

teaching. It was also stated, according to Darling Hammond! (2010) an effective teacher

as one who is intellectually challenging, motivating students, setting high standards and

encourages self-initiating learning. Therefore, Effective teachers are very important for

student learning nevertheless the effectiveness is difficulty there has not been a consensus

agreement on what measured a quality teacher (Stronger, 2011). Thus, it is possible to

measure some teachers attribute like interaction with student, teaching strategy,

motivation, pedagogical content knowledge and classroom management through

qualitative research approach. These Teachers’ attributes could act in a long way to

determine teachers’ effectiveness.

file:///C:/Users/admin/Downloads/TeacherEffectiveness.pdf

Behavior
 Technically, for Jo Sprague (May 2009) an empowerment of perspective in the

teaching process is a major theme in contemporary research on teachers, mainly a directs

attention away from the individual psychological traits of teachers or their specific

classroom behaviors and looks instead at the interplay of political, sociocultural, and

organizational forces that constrain teachers as they try to carry out their instructional

mission. He also emphasizes in his article that the literature identifies several factors that

have led to the disempowerment of teachers. For example, their work has been feminized,

technologized, deskilled, intensified, and privatized. Teachers can become empowered by

resisting these trends and working collaboratively to gain more organizational power;

however, the most compelling arguments call for a transformation of the professional role

of teaching. To support the project of teacher empowerment, teacher educators and

educational researchers must radically transform their work as well. Critical perspectives

on teacher empowerment an article from Jo Sprague (May 2009)

https://www.tandfonline.com/doi/abs/10.1080/03634529209378879

Social sensitivity is one of the factors that teachers must possess with in order to

be the balancer of a classroom to avoid biases. An article entitled “Social Sensitivity as a

Factor in the  teaching process. A Theoretical Discussion and an Experimental

Contribution” published by Johs Sandven (2006). He said, that the view of being an

instructor, teacher is an advanced that teacher should rank high, fairly high or above the

students as regards abilities and reaction characteristics which he is supposed to develop

in the students. However, arguments in favor of this assumption are found in theories

underlying the development of behavior therapy, with particular reference to the concept

of modelling, and also in the theory underlying the client‐centered therapy. On the other
hand, earlier investigations indicating social sensitivity as an essential characteristic are

drawn to attention. Sandven highlight social sensitivity as a strongly indicated as a crucial

teacher characteristic. https://www.tandfonline.com/doi/abs/10.1080/0031383790230304

An article entitled “Analysis of Social Interaction and Behavior Patterns in

the Process  of Online to Offline Lesson Study: A Case Study of

Chemistry Teaching Design based on Augmented Reality” published by (Ni Zhang &

Qingtang Liu & Xinxin Zheng & Lei Luo & Yun Cheng 2017). It was stated that the

lesson study (LS) is an effective means of improving teachers’ facility

with teaching design. Thus This research designs a case study of online to offline (O2O)

LS and explores the social interaction and behavior patterns in the process of the LS.

Along with this research they have conducted a survey among chemistry teachers (29

chemistry teachers from 10 secondary schools and two educational technology experts

from a university in western China, who participated in the O2O LS,

with Chemistry Teaching Design based on Augmented Reality (AR): Molecules and

Atoms as its topic.) Through social network analysis (SNA) and lag sequence analysis

(LSA), the findings of this case study indicate that: (1) in the LS process, the two co-

hosts played their due roles well, while different teachers played strong guiding and

controlling roles in different discussion phases, and (2) in different discussion phases,

the behavior sequence of teachers’ knowledge construction presented different

characteristics in that high-level knowledge construction took place among teachers in

the later phases under the leadership of the host. This study will aid in the design and

implementation of O2O LS and the description of interactive characteristics in teachers’

collaborative learning so as to provide reference for using teacher training process data

and improving teachers’ professional abilities.

https://www.tandfonline.com/doi/full/10.1080/02188791.2020.1866493

Teaching Techniques, Strategy, & Methods

A study from Taiwan’s survey for digital learning effectivity entitled “A Study of

the Effects of Digital Learning on Learning Motivation and Learning Outcome”

(Ming-Hung Lin & Huang-Cheng Chen & Kuang-Sheng Liu 2017) said that in past

years, the rapid revolution of the Internet and wireless communication technology has

resulted in the emergence of various interactive multimedia networks, such as mobile

learning, mobile voice, and instant messaging. Furthermore, using the convenience and

popularity of the Internet for applying digital teaching materials and achieving the

objective of national competitiveness would replace traditional teaching. For this reason,

a lot of research on mobile learning is proceeded in order to offer higher transmission

performance and universal utilization. The technology of handy and portable PDAs and

smart phones is getting mature that about everyone has a device in hand. Different from

traditional mechanism to browse the Internet, a user could link to the server, through the

network, to select proper digital teaching materials for the learning; and the instant tests

allow students controlling the contents of digital teaching materials. Accordingly,

practical teaching strategies could be developed by combining with current teaching trend

and extracting the advantages of digital learning to achieve the teaching effectiveness

(Lai et al. 2012).

 https://www.ejmste.com/download/a-study-of-the-effects-of-digital-learning-on-

learning-motivation-and-learning-outcome-4843.pdf

A research “An Empirical Study of Active Teaching Techniques” mentioned thr

current study sought to examine the effectiveness of four teaching techniques (lecture,

demonstrations, discussions, and in-class activities) in the classroom. As each technique

offers different benefits to the instructor and students, each technique was expected to aid

in a different depth of learning. Traditionally, college lectures consist of teachers verbally

communicating information to the students, and students passively receiving and

encoding it in their memories (Boyer, 1990; Michel, Cater III, & Varela, 2009; Stewart-

Wingfield & Black, 2005). In a typical college classroom, this presents as a teacher

lecturing at the front of the room while students feverishly take notes. However, it is

probably more likely that most instructors do not solely teach in this passive fashion but

also have engaging or interactive classroom moments or situations. Perhaps this is

because many recent studies (e.g. Bonwell & Eison, 1991; Michel, et al., 2009) suggest

that the passive method may not be the most effective way for students to learn.

https://uncw.edu/jet/articles/vol11_2/hackathorn.pdf

In addition to this research “An Empirical Study of Active Teaching Techniques”

an active, or experiential, teaching is a student-centered approach to teaching. It includes

any technique that involves the students in the learning process and holds students

responsible for their own learning (Bonwell & Eison, 1991; Michel, et al, 2009; Yoder &

Hochevar, 2005). Instructors may have a vast arsenal of active teaching techniques at

their disposal, perhaps without even being aware of them (e.g. asking questions as part of

one’s normal lecture style). Instructors have used elaborate demonstrations, structured
activities, journaling, small group discussions, quizzes, interactive lecture cues, videos,

humorous stories, taking field trips, and games, to get students involved and active in the

learning process (Bonwell & Eison, 1991; Cook & Hazelwood, 2002; Ebert-May,

Brewer, & Allred, 1997; Hackathorn, et al., 2010; Michel et al., 2009; Peck, et al., 2006;

Sarason & Banbury, 2004).

https://uncw.edu/jet/articles/vol11_2/hackathorn.pdf

A study from IRAN entitled “Effective Teaching Methods in Higher Education:

Requirements and Barriers” published by (J Adv Med Educ Prof. 2016) said teaching

is one of the main components in educational planning which is a key factor in

conducting educational plans. Despite the importance of good teaching, the outcomes are

far from ideal. The present qualitative study aimed to investigate effective teaching in

higher education in Iran based on the experiences of best professors in the country and

the best local professors of Isfahan University of Technology and as the conclusion of the

study the study found out that the in the present study, it was illustrated that a good

teaching method helps the students to question their preconceptions, and motivates them

to learn, by putting them in a situation in which they come to see themselves as the

authors of answers, as the agents of responsibility for change. But training through this

method has some barriers and requirements. To have an effective teaching; the faculty

members of the universities should be awarded of these barriers and requirements as a

way to improve teaching quality. The nationally and locally recognized professors are

good leaders in providing ideas, insight, and the best strategies to educators who are

passionate for effective teaching in the higher education. Finally, it is supposed that there
is an important role for nationally and locally recognized professors in higher education

to become more involved in the regulation of teaching rules.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5065908/

The Effect of the Teacher's Teaching Style on Students' Motivation (Maria

Theresa Barberos et al), mentioned that since 2003, many foreign professional teachers,

particularly from the Philippines, came to New York City to teach with little knowledge

of American school settings. Filipino teachers have distinct styles and expressions of

teaching. They expect that: education is interactive and spontaneous; teachers and

students work together in the teaching-learning process; students learn through

participation and interaction; homework is only part of the process; teaching is an active

process; students are not passive learners; factual information is readily available;

problem solving, creativity and critical thinking are more important; teachers should

facilitate and model problem solving; students learn by being actively engaged in the

process; and teachers need to be questioned and challenged. However, many Filipino

teachers encountered many difficulties in teaching in NYC public schools. Some of these

problems may be attributed to: students' behavior such as attention deficiency,

hyperactivity disorder, and disrespect among others; and language barriers such as accent

and poor understanding of languages other than English (e.g. Spanish).

https://steinhardt.nyu.edu/departments/teaching-andlearning/research/practitioner-

action-research/effect-teachers-teaching

Moreover, The Effect of the Teacher's Teaching Style on Students' Motivation

(Maria Theresa Barberos et al). Teachers, being the focal figure in education, must be
competent and knowledgeable in order to impart the knowledge they could give to their

students. Good teaching is a very personal manner. Effective teaching is concerned with

the student as a person and with his general development. The teacher must recognize

individual differences among his/her students and adjust instructions that best suit to the

learners. It is always a fact that as educators, we play varied and vital roles in the

classroom. Teachers are considered the light in the classroom. "Effective learning in the

classroom depends on the teacher's ability to maintain the interest that brought students to

the course in the first place (Erickson, 1978). Not all students are motivated by the same

values, needs, desires and wants. Some students are motivated by the approval of others

or by overcoming challenges. It was also stated that teachers must recognize the diversity

and complexity in the classroom, be it the ethnicity, gender, culture, language abilities

and interests. Getting students to work and learn in class is largely influenced in all these

areas. Classroom diversity exists not only among students and their peers but may be also

exacerbated by language and cultural differences between teachers and students.

https://steinhardt.nyu.edu/departments/teaching-andlearning/research/practitioner-

action-research/effect-teachers-teaching
 According to Chloe Baird 2021 in her article “Learning strategies for the new

normal” the education system needs to reflect our changing needs Our lives are

changing and its imperative that the education system can keep up. The average

Australian is likely to change jobs once every 3 years or so. It’s no longer common for

people to commit to the same career path for their entire working life, and people now

have the freedom to change careers when it suits them. To facilitate this need, it’s

important that the right kind of formal online courses are available. For many Australians

who are working full time and wish to change careers, it’s just not practical to attend a

physical campus full- or part-time. She also stated that online study could be the new

normal for the future of education in Australia. And one of the most compelling

arguments is big data. In the right hands, big data can be used to uncover trends and gain

vital insights. For example, in education this data can be used to improve student

outcomes, personalize curricula and reduce the student dropout rate.

https://www.opencolleges.edu.au/informed/learning-strategies/learning-strategies-for-the-

new-normal/

Chloe Baird 2021 in her article “Learning strategies for the new normal.

Through the use of machine learning and algorithms, it’s possible to track how students

are progressing. If a certain student is lagging behind, then the algorithm can identify the

areas where they’re failing and send an alert to the student’s Teacher or Trainer. This

would signal to the Educator that this particular student needs help in a certain area, and

the Educator can then work to help bridge that knowledge gap. This could help to prevent

students from falling through the cracks. On the other hand, the algorithm could also be

used to identify students who are excelling quickly. This would mean that students who
are performing above average would be given the support they need to reach their full

potential, instead of having to wait for their classmates to catch up.

https://www.opencolleges.edu.au/informed/learning-strategies/learning-strategies-

for-the-new-normal/

Theoretical framework

Teaching in the new normal places teachers into more inclusive, thought-

provoking associated with modern teaching strategies, techniques, and methods allowing

teachers to contemplate the practice of the theory of Multiple Intelligences by Howard

Gardner in creating an engaging classroom environment since everyone has a different

learning style to process and comprehend new information or learning.

A lot of researchers have used the theory of Multiple Intelligences by

Howard Gardner to determine and describe how teaching efficiency affects the teachers'

performances in the learning of the students. Multiple Intelligence is an all-embracing yet

concrete theory that explains the distinction of attribution linked with personality

development and environmental factors. However, according to (Kendra Cherry 2022) to

capture the full range of abilities and talents that people possess, Gardner theorizes that

people do not have just an intellectual capacity, but have many kinds of intelligence,

including musical, interpersonal, spatial-visual, intrapersonal, logical-mathematical,

naturalists, bodily-kinesthetic and linguistic bits of intelligence. This theory challenged

the traditional notion that there is one single type of intelligence, sometimes known as "g"

for general intelligence, that only focuses on cognitive abilities (Michele Marenus 2022).

Intelligence is often defined as our intellectual potential; something we are born with,
something that can be measured, and a capacity that is difficult to change (Kendra Cherry

2022) meaning to say it is an innate phenomenon that happens in an individual enhancing

capability to be benefited by in itself and others too. In line with this, in terms of the

teaching process, it is how the teacher acquires and approaches each challenge in the

learning style to be an efficient and effective instructor to obtain progress.

Gardner defines intelligence as a "biopsychological potential to process

information that can be activated in a cultural setting to solve problems or create products

that are of value in a culture" (Gardner, 2000, p.28). Remember that when you chose to

be a teacher, you are not just the teacher who teaches a lesson; but a teacher who is

willing to take a risk in becoming a learner's role model in both academic and non-

academic. More likely the Theory of Multiple Intelligences that are composed of 8 bits of

intelligence that are intercorrelated and essential to be learned by the teachers to attain the

educational objectives.

According to Michele Marenus 2022) as she described the 8 intelligence. (1)

Linguistic Intelligence ("word smart") for her Linguistic Intelligence is a part of Howard

Gardner's multiple intelligence theory that deals with sensitivity to spoken and written

language, the ability to learn languages, and the capacity to use language to accomplish

certain goals. People with linguistic intelligence, such as William Shakespeare and Oprah

Winfrey, can analyze information and create products involving oral and written

language such as speeches, books, and memos.

(2) Logical-Mathematical Intelligence ("number/reasoning smart") Logical-

mathematical intelligence refers to the capacity to analyze problems logically, carry out

mathematical operations, and investigate issues scientifically. People with logical-

mathematical intelligence, such as Albert Einstein and Bill Gates, can develop equations

and proofs, make calculations, and solve abstract problems.

(3) Bodily-Kinesthetic Intelligence ("body smart") Bodily-kinesthetic intelligence

is the potential of using one's whole body or parts of the body (like the hand or the

mouth) to solve problems or to fashion products.

People with bodily-kinesthetic intelligence, such as Michael Jordan and Simone

Biles, can use their bodies to create products, perform skills, or solve problems through

the mind-body union.

(4) Musical Intelligence ("music smart") Musical intelligence refers to the skill in

the performance, composition, and appreciation of musical patterns. People with musical

intelligence, such as Beethoven and Ed Sheeran, can recognize and create musical pitch,

rhythm, timbre, and tone.

(5) Interpersonal Intelligence ("people smart") Interpersonal intelligence is the

capacity to understand the intentions, motivations, and desires of other people and

consequently to work effectively with others. People with interpersonal intelligence, such

as Mahatma Gandhi and Mother Teresa, can recognize and understand other people's

moods, desires, motivations, and intentions

(6) Intrapersonal Intelligence ("self-smart") Intrapersonal intelligence is the

capacity to understand oneself, to have an effective working model of oneself-including

own's desires, fears, and capacities—and to use such information effectively in regulating

one's own life. People with intrapersonal intelligence, such as Aristotle and Maya

Angelou, can recognize and understand their moods, desires, motivations, and intentions.
This type of intelligence can help a person to understand which life goals are important

and how to achieve them.

(7) Naturalist intelligence ("nature smart") Naturalistic intelligence involves

expertise in the recognition and classification of the numerous species—the flora and

fauna—of his or her environment. People with naturalistic intelligence, such as Charles

Darwin and Jane Goodall, can identify and distinguish among different types of plants,

animals, and weather formations that are found in the natural world.

Spatial Intelligence ("picture smart") Spatial intelligence features the potential to

recognize and manipulate the patterns of wide space (those used, for instance, by

navigators and pilots) as well as the patterns of more confined areas, such as those of

importance to sculptors, surgeons, chess players, graphic artists, or architects. People

with spatial intelligence, such as Frank Lloyd Wright and Amelia Earhart, have the

ability to recognize and manipulate large-scale and fine-grained spatial images.

Traditionally, it was believed that intelligence was pre-determined and fixed.

Despite one’s best efforts, one is not able to grow or increase his or her intelligence.

People accepted that this was unvarying – if you possessed only a small amount of

intelligence, there was not much you could do to change this. There were tests that could

determine your level of intelligence based on your answers to what were considered

standard questions. Gardner returned to the original definition of intelligence and

reflected on the skills and abilities needed to solve problems within a culture. Based on

current knowledge of the world, the brain, and communities, what skill set is desired and

what are humans capable of? What he realized was that intelligence could not be limited

to one group, but instead could be classified into nine separate intelligence areas. To
further make his theory unique, Gardner argued that we possessed all nine, but that each

individual was strong in different intelligence areas. A typical classroom setting

prioritized learning from the logical-mathematical and verbal-linguistic intelligences. It is

imperative for instructors to incorporate learning tasks that support more of the

intelligences in order to help students become more successful. This will also help

students apply their knowledge to new situations and develop each type of their

intelligences in turn. Dr. Serhat Kurt 2021