The Behavioral Approach

What is the Behavior Approach to Curriculum. The Behavioral

Approach is based on a blueprint, where goals and objectives are
specified. Contents and activities are arranged to match with specified
learning objectives. The learning outcomes are evaluated in terms of
goals and objectives that are set at the beginning.
Human behavior is learned, thus all behavior can be unlearned and newbehaviors
learned in its place. Behaviorism is concerned primarily with theobservable and
measurable aspects of human behavior. Therefore when behaviorsbecome
unacceptable, they can be unlearned. Behaviorism views development as acontinuous
process in which children play a relatively passive role. It is alsoa general approach
that is used in a variety of settings including both clinicaland educational.

Behaviorists assume that the only things that are real (or at leastworth studying) are
the things we can see and observe. We cannot see the mind ,the id, or the unconscious,
but we can see how people act, react and behave. From behavior we may be able to
make inferences about the minds and the brain,but they are not the primary focus of
the investigation. What people do,not what they think or feel, is the object of the
study. Likewise the behaviorist does not look to the mind or the brain to
understandthe causes of abnormal behavior. He assumes that the behavior
representscertain learned habits, and he attempts to determine how they are learned.

The material that is studied is always behavior. Because behavioristsare not interested
in the mind, or its more rarified equivalents such as psycheand soul, inferences about
the conditions that maintain and reinforce humanbehavior can be made from the study
of animal behavior. Animal research hasprovided a very important foundation for the
behavioral approach. Thebehavioral researcher is interested in understanding the
mechanisms underlyingthe behavior of both normal individuals and those with
problems that might bereferred as "mental illness". When the behavioral model is
applied tomental illness, it tends to be used for a wide variety of presenting problems.
It is perhaps most effective in treating behavioral disorders and disorders ofimpulse
control, such as excessivedrinking, obesity, or sexual problems. Behavioral
approaches may bequite useful in treatment of anxiety and have occasionally been
helpful in themanagement of more severe mental disorders such
as schizophrenia, negative reinforcement, punishment,, self
management, shaping,time out, and systematic desensitization
Behaviorism in education, or behavioral learning theory is a branch of
psychology that focuses on how people learn through their
interactions with the environment. It is based on the idea that all
behaviors are acquired through conditioning, which is a process of
reinforcement and punishment.

Every teacher knows that they will usually have a student in class who is
difficult to manage and work with. Their behavior is usually hard to control and
it can be extra work to get them to pay attention and stop distracting others. If
you’re studying to become a teacher, your courses will help you learn
classroom management techniques that will prepare you for difficult students.
Additionally, it’s extremely valuable to learn about learning theories and
recognize that there are different methods and thoughts about how people
learn.

Behaviorism or the behavioral learning theory is a popular concept that

focuses on how students learn. Behaviorism focuses on the idea that all
behaviors are learned through interaction with the environment. This learning
theory states that behaviors are learned from the environment, and says that
innate or inherited factors have very little influence on behavior.

A common example of behaviorism is positive reinforcement. A student gets a

small treat if they get 100% on their spelling test. In the future, students work
hard and study for their test in order to get the reward.

Behaviorism is key for educators because it impacts how students react and
behave in the classroom, and suggests that teachers can directly influence
how their students behave. It also helps teachers understand that a student’s
home environment and lifestyle can be impacting their behavior, helping them
see it objectively and work to assist with improvement.

History of behaviorism.
Behaviorism started as a reaction against introspective psychology in the 19th
century, which relied heavily on first-person accounts. J.B. Watson and B.F.
Skinner rejected introspective methods as being subjective and
unquantifiable. These psychologists wanted to focus on observable,
quantifiable events and behaviors. They said that science should take into
account only observable indicators. They helped bring psychology into higher
relevance by showing that it could be accurately measured and understood,
and it wasn’t just based off opinions.

Watson and Skinner believed that if they were given a group of infants, the
way they were raised and the environment they put them in would be the
ultimate determining factor for how they acted, not their parents or their
genetics.

Pavlov’s Dogs is a popular behaviorism experiment. A group of dogs would

hear a bell ring and then they would be given food. After enough time, when
the bell would ring the dogs would salivate, expecting the food before they
even saw it. This is exactly what behaviorism argues—that the things we
experience and our environment are the drivers of how we act.

The stimulus-response sequence is a key element of understanding

behaviorism. A stimulus is given, for example a bell rings, and the response is
what happens next, a dog salivates or a pellet of food is given. Behavioral
learning theory argues that even complex actions can be broken down into the
stimulus-response.

Behaviorism learning theory.

In the classroom, the behavioral learning theory is key in understanding how
to motivate and help students. Information is transferred from teachers to
learners from a response to the right stimulus. Students are a passive
participant in behavioral learning—teachers are giving them the information as
an element of stimulus-response. Teachers use behaviorism to show students
how they should react and respond to certain stimuli. This needs to be done in
a repetitive way, to regularly remind students what behavior a teacher is
looking for.

Positive reinforcement is key in the behavioral learning theory. Without

positive reinforcement, students will quickly abandon their responses because
they don’t appear to be working. For example, if students are supposed to get
a sticker every time they get an A on a test, and then teachers stop giving that
positive reinforcement, less students may get A’s on their tests, because the
behavior isn’t connected to a reward for them.

Repetition and positive reinforcement go hand-in-hand with the behavioral

learning theory. Teachers often work to strike the right balance of repeating
the situation and having the positive reinforcement come to show students
why they should continue that behavior.

Motivation plays an important role in behavioral learning. Positive and

negative reinforcement can be motivators for students. For example, a student
who receives praise for a good test score is much more likely to learn the
answers effectively than a student who receives no praise for a good test
score. The student who receives no praise is experiencing negative
reinforcement—their brain tells them that though they got a good grade, it
didn’t really matter, so the material of the test becomes unimportant to them.
Conversely students who receive positive reinforcement see a direct
correlation to continuing excellence, completely based on that response to a
positive stimulus.

Behaviorism and social learning

theory.
The behavioral learning theory and the social learning theory stem from
similar ideas. The social learning theory agrees with the behavioral learning
theory about outside influences on behavior. However, the social learning
theory goes a step further and suggests that internal psychological processes
are also an influence on behavior. Students or individuals may see things
being done, but the social learning theory says that internal thoughts impact
what behavior response comes out.

Behaviorism doesn’t study or feature internal thought processes as an

element of actions. Social learning argues that behavior is much more
complicated than the simple stimulus and response of behaviorism. It
suggests that students learn through observation, and then they consciously
decide to imitate behavior. There are underlying emotions like peer pressure
and a desire to fit in that impact behavior.

Behaviorist teaching strategies.

Teachers can implement behavioral learning strategy techniques in their
classroom in many ways, including:
  Drills. Teachers may practice skills using drill patterns to help students
see the repetition and reinforcement that behavioral learning theory
uses.
 Question and answer. Teachers can use a question as a stimulus and
answer as a response, gradually getting harder with questions to help
students.
 Guided practice. Teachers can be directly involved in helping students
go through problems to give them the reinforcement and behavior
demonstration you want them to follow.
 Regular review. Reviews are important to behavioral learning theory.
Going back over material and giving positive reinforcement will help
students retain information much better.
 Positive reinforcement. Behaviorist classrooms utilize positive
reinforcement regularly. This can be in the form of verbal reinforcement
and praise, reward systems, added privileges, and more.

Behaviorism criticisms.
While behaviorism is a great option for many teachers, there are some
criticisms of this theory. Behaviorism is best for certain learning outcomes, like
foreign languages and math, but aren’t as effective for analytical and
comprehensive learning.

Other critics of behavioral learning say that the theory doesn’t encompass
enough of human learning and behavior, and that it’s not fully developed.
Other theories have come forward that take behaviorism further, implying that
there are many additional factors to consider when evaluating behavior.

If you are hoping to one day become a teacher, it’s important to get the right
degree and credentials to help you be prepared for success. It’s also
important to understand learning theories to be ready to take on students and
the classroom. When you understand more about psychology and how
students learn, you’re much more likely to be successful as an educator.

B.F. Skinner, an American psychologist, used behavioral learning to teach

pigeons how to play ping pong. In his experiment, a pigeon stood on each end
of a ping pong table and pecked the ball toward its opponent. Each time the
ball went past the opponent and dropped off the table, the pigeon that pecked
it across could eat.
By repeating this, Skinner helped the birds associate the movement of the ball
toward a goal with a reward (pigeon food). He argued that, just like pigeons,
all human behavior is the result of our environment and the conditioning we
receive. The reality is a bit more complex than that, but Skinner was right. We
learn by doing.

Behavioral Learning Theory is a school of thought that believes humans learn

through their experiences by associating a stimulus with either a reward or a
punishment. This learning theory is instrumental in understanding how to
motivate humans—your employees—to learn.

The task for L&D leaders then is to use Behavioral Learning Theory to create
the right learning environment, provide appropriate courses of action, and help
employees form associations between rewards and outcomes. This is critical
in motivating employees to become lifelong learners.
What is Behavioral Learning Theory?
Behavioral Learning Theory states that all learning is based on experience.
From potty training to performance-based incentives at work, humans use
behavioral learning to teach and modify behaviors to achieve the desired
outcome.

For example, parents have long used behavioral learning to teach toddlers to
eat their vegetables. If a toddler is repeatedly given a sticker each time they
finish their peas instead of throwing them to the ground, the child connects the
reward (sticker) with the vegetables and will not only expect it but will work
toward it. The positive reinforcement helps make healthy eaters of them for
life.

In this case, behavior is learned with the help of operant conditioning, where a
specific behavior leads to a consequence. Similarly, when employees are
given praise or even receive a badge (or bonus) each time they perform well
or exceed a desired quota, they are motivated to repeat the behavior in hopes
of a reward.

Behavior is also learned through classical conditioning, where two events are
unconsciously related even though they may not be intuitively associated with
each other. Pavlov’s dog study is a famous behaviorism experiment in which
Pavlov rang a bell each time a group of dogs was about to be served their
food. Even though the bell was a neutral stimulus, the dogs began to
associate the sound of a bell with mealtime. Before they were able to see or
smell the food, they would salivate.

Classical conditioning is useful in learning and development to understand

behavior patterns and preconceived associations that employees may hold
from previous workplace experiences. Having this insight helps you promote
desirable behaviors and discourage undesirable behaviors by creating new
associations.
Applications of behavioral learning in learning
& development
Learning and development leaders can apply behavioral learning to the
workplace to boost engagement, improve performance, and even pursue
behavior modification of less engaged employees.

The key is to create the right environment with a “conditioned stimulus”—a

reward that triggers a desired response or behavior in employees. This
strategy works regardless of the behavior, whether it’s curiosity, continuous
learning, or taking initiative. After all, business growth and innovation depend
on continuous learning. Set your team up for success by introducing self-
directed learning and gamification, along with active and social learning
techniques.
Self-directed learning
Employees are motivated to seek out learning opportunities and further their
own professional development when they repeatedly see self-learning
initiatives linked with a reward. For example, when an employee volunteers to
take a course or solve a job-related problem, employers could give public
praise or provide them with a specialized training opportunity. This
“conditioned stimulus” sets a precedent for other employees, who are
encouraged to take charge of their own learning.

In today’s work environment, the behaviorist theory is even easier to apply.

Gen X, millennials, and Gen Z believe that learning is the key to career
growth. In 2020, when the pandemic hit, Gen Z watched 50% more hours of
training per learner than in 2019, and 69% reported scheduling more time to
learn.

What is the curriculum?

Different Approaches to
Curriculum
Oscar Rivera

Oscar Rivera
BM, MMED
Published Apr 14, 2019

+ Follow

Curriculum comes from a Greek word which means literally to

run (Elliot, 1996). There are several definitions for this term and it
is still debated in the world of education. Maybe the most common
definition is a plan for action or written document that includes
strategies for achieving desired goals or ends generally view in a
linear way, steps of the planner are sequenced in
advance(Ornstein and Hunkins, 2004). J. Galen Saylor defined it as
" a plan for providing opportunities for persons to be educated". Writes
David Pratt said, "curriculum is an organized set of formal education
and/or training intentions, a dealing with the experiences of the
learner". From a humanistic perspective, State Sheperd and Ragan
stated " curriculum consists of the ongoing experiences of children
under the guidance of the school". Eisner said, "curriculum is a pre-
planned series of educational hurdles". Let's see some approaches in
themes of curriculum and let's ask ourselves which one is the most
identified with our philosophy and learning techniques.

Managerial Approach

 considers schools as a social system, teachers, students,

curriculum specialists, and administrators interact according
to certain norms and behaviors

 facilitate the process

 change and innovation

 practitioner

 innovative plans

 not a theoretician

 classroom grouping

 individualization
  departmentalization

 homework and work-study activities

Behavioral Approach

 have been applied for more than 90 years

 also known as called, logical, positivist, conceptual, empiricist,

experiential, technocratic

 it is the oldest and still, the major approach to curriculum

 started with the idea of efficiency, influenced by business

and industry

 Frederick Taylor -analyzed factory efficiency. Workers should

be paid on the basis of his/her individual output.

 ensure efficiency in schools eliminate small classes

 reduce operational costs

 prepare charts and graphs that show low costs

 Raymond Callahan- " the cult of efficiency"

 Franklin Bobbitt described the problems as he set out to

organize a course of studies for elementary grades. He
wrote How to make a curriculum in the 1920s and included
800 objectives and related activities.

Academic Approach
  it is the oldest and still the major approach to
curriculum

 traditional

 encyclopedic

 synoptic (brief, condensed statements, giving a general view

of some subject)

 historical

 philosophical

 scholarly

 therapeutic

 John Dewey, Henry Morrison, Boyd Bode, 1930s

Humanistic Approach

 Became popular in the 1970s

 the child, parents, teachers, and curriculum specialists have

considerable input

 students are invited into curriculum meetings to

express their views

 radical school reformist

 has usually represented a minority view among curriculum

leaders in school
  includes personal and social aspects

 artistic

 physical

 cultural aspects included as subject matters

 self-actualization among learners

 look at the socio-psychological dynamics of classrooms and

schools

 Curriculum activities include life experiences, group games,

group projects, artistic endeavors, dramatizations, field trips,
social enterprises, homework, tutoring stations, cooperative
learning, independent learning, and small group class

Null curriculum

 it is said to be the curriculum that runs parallel to our formal

curriculum, what is not written

 sometimes, students that learn in their particular stories or

cultures are not considered to be of equal worth

 consider the many "gray areas " in education

 sometimes students learn to dislike schools because of the

traditional curriculum

 includes the intuitive judgments and hunches of the teacher

to identify the needs and interests of students
  sometimes the school assumes that almost everything that
goes on school is related to curriculum

 With these curriculum approaches in mind, we can identify

what type of curriculum are we implementing in the
institutions we work and reach our own conclusions of how
we are giving our lessons, what we can improve and how
curriculum approaches sometimes cross their border lines
and make transversal connections between them. The null
curriculum tells us that there are the plan and unplanned
informal and hidden one that must be considered (Doll,
1970).

 What approach or approaches do you use in your

performance as a teacher?

 Does your curriculum is linear?

 Does your curriculum include different approaches in one?

 If will you create a curriculum, what approaches will you

include?
 Prof. Ed CURRICULUM APPROACHES (Curriculum Development)
 The curriculum approaches reflect the developer’s philosophy, view of reality, history,
psychology, social issues and the domains of knowledge. Analysis of an approach provides
information about personal and collective commitments to a particular viewpoint and the
values deemed important by individuals, school and society.
 1. TECHNICAL-SCIENTIFIC APPROACH
 The curriculum developers which may include specialists, superintendents, principals and
coordinators are likened to engineers and architects who use instruments and empirical
methods in preparing a blueprint with well defined elements orderly-sequenced procedures
and quality control measures to increase the probability of success in its implementation
 2. BEHAVIORAL-RATIONAL APPROACH
 It is a means-end approach. Curricula developed through this approach become the actual
blueprints which prescribe the roles of key figures in the educative process. Viewing the
curricula as the means and instruction as the end is a behavioral orientation
 3. SYSTEMS-MANAGERIAL APPROACH
 Motivate interest of all stakeholders. Encourage participation and involvement of all
stakeholders. Synthesize divergent viewpoints. Monitor curriculum implementation. Create a
climate of innovation and change.
 4. INTELLECTUAL-ACADEMIC APPROACH
 It emphasizes the importance of theories and principles in curriculum planning. This model is
influenced by the philosophy of John Dewey.
 5. NON-TECHNICAL/NON-SCIENTIFIC APPROACH
 Flexible and less structured without pre-determined objectives to guide the learning-teaching
process. Contends that not all ends of education can be known nor indeed to be known in all
cases.
 6. HUMANISTIC-AESTHETIC APPROACH
 It argues that those who favor the rational approach miss the artistic and personal aspects of
curriculum and instruction. It is rooted in progressive philosophy which promotes the
liberation of learners from authoritarian teachers.
 7. RECONCEPTUALIST APPROACH
 It criticizes the technocratic-scientific models as not sensitive to the inner feelings and
experience of individuals. It reflects on existentialist orientation. The aim of education is not
to control instruction in order to preserve existing order.
 8. RECONSTRUCTIONISM
 The school is an institution of social reform. It criticizes the progressivists for putting too
much emphasis on the individual learner to the neglect of the needs of society.
 9. ECLECTIC MODEL
 Oftentimes, Filipino educators, in particular, prefer eclectic models (halo-halo) which are a
combination of several approaches, rather than commit themselves to one particular approach
only. Eclectic models are not mere patchwork (pagtagpi-tagpi) but a synthesis (pagbuo o
paghahabi) where desired features from several models are selected and integrated into a new
whole.
This classical conditioning provides critical insight into how organizations can
use self-directed learning opportunities to help employees build skills and
promote internal mobility.
Gamification
When you combine the principles of behavioral learning with game
elements like points, badges, and leaderboards in a training context, it
has distinct advantages. Playing a game is entertaining and engaging—it
motivates learners to keep playing and increases knowledge retention. This is
the principle behind gamification.

By nature, games have built-in rewards and gratification in the form of ranks
and recognition. This gives learners more tangible goals to chase while giving
them the training they need. When learners connect these tangible goals with
a feeling of accomplishment, it boosts the quality and frequency of
participation, and in some cases, even reduces training time.
Active learning
The premise of behavioral learning somewhat lines up with the
classic 70:20:10 framework of learning, which states that 70% of learning is
from on-the-job experiences, 20% from peer interaction, and 10% from formal
training. Since the fields of psychology and L&D both agree that behavior
depends on observational learning, there is value in providing employees
with active learning opportunities that allow them to learn in the flow of work.

Active learning can take the form of a live discussion or collaboration with a
peer. Through group interaction, employees can build their understanding of
concepts, share their expertise with peers, and problem-solve together. In
fact, skill-sharing practices, such as an employee-led workshop on sales
tactics from a top performer, have huge benefits in helping organizations
preserve their institutional knowledge. Plus, in keeping with the stimulus-
response concept of behavioral learning, such practices can be tied to
rewards and recognition to motivate employees to share their skills and
knowledge.
Social learning
Social learning through peer feedback, comments, and Reactions helps
create a learning environment where employees feel a sense of connection.
Instead of passively obtaining information from an instructor, social learning
taps into the basic human need for connection and interaction.

The managerial approach entails consideration of the school as a

social system, based on organizational theory, in which the constituent
members (e.g. students, teachers, curriculum specialists, and
administrators) interact in harmony with certain norms and behaviours.
Curriculum Approaches
Curriculum practitioners and implementers may use one or more approaches in planning, implementing
and evaluating the curriculum. Even textbook writers or instructional material producers have different
curricular approaches.

The following are the five curriculum approaches:

1. Behavioral Approach. This is based on a blueprint, where goals and objectives are specified, contents
and activities are also arranged to match with the learning objectives. The learning outcomes are
evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of
Frederick Taylor which is aimed to achieve efficiency. In education, behavioral approach begins with
educational plans that start with the setting of goals or objectives. These are the important ingredients in
curriculum implementation as evaluating the learning outcomes as a change of behavior. The change of
behavior indicates the measure of the accomplishment.

2. Managerial Approach. In this approach, the principal is the curriculum leader and at the same time
instructional leader who is supposed to be the general manager. The general manager sets the policies
and priorities, establishes the direction of change and innovation, and planning and organizing curriculum
and instruction. School administrators are less concerned about the content than about organization and
implementation. They are less concerned about subject matter, methods and materials than improving the
curriculum. Curriculum managers look at curriculum changes and innovations as they administer the
resources and restructure the schools.

Some of the roles of the Curriculum Supervisors are the following:

a. help develop the school's education goals

b. plan curriculum with students, parents, teachers and other stakeholders
c. design programs of study by grade levels
d. plan or schedule classes or school calendar
e. prepare curriculum guides or teacher guides by grade level or subject area
f. help in the evaluation and selection of textbooks
g. observe teachers
h. assist teachers in the implementation of the curriculum
i. encourage curriculum innovation and change
j. develop standards for curriculum and instructional evaluation

3. Systems Approach. This was influenced by systems theory, where the parts of the total school district
or school are examined in terms of how they relate to each other. The organizational chart of the school
represents a systems approach. It shows the line-staff relationships of personnel and how decisions are
made. The following are of equal importance: a) administration b) counseling c) curriculum d) instruction
e) evaluation.

4. Humanistic Approach. This approach is rooted in the progressive philosophy and child-centered
movement. It considers the formal or planned curriculum and the informal or hidden curriculum. It
considers the whole child and believes that in curriculum the total development of the individual is the
prime consideration. The learner s at the center of the curriculum.
What is the difference between basic education curriculum and K-12 curriculum?
Whereas the old curriculum offers a broad and linear curriculum, it did not include
enough practical applications like the K-12 does. Starting with Kindergarten as the
foundation for lifelong learning and development, the 12-year curriculum aims to give
students the journey in education that they deserve.

The K-12 curriculum and the Matatag curriculum have similarities and differences. Both curricula
were reformed in response to the needs of their respective societies . However, the purposes of
the curricula differ. The K-12 curriculum focuses on the development of knowledge and skills,
while the Matatag curriculum aims to strengthen social and religious values . In terms of
teaching methods, the Matatag curriculum emphasizes the use of the Hypno-Quantum
Teaching learning model, which aims to make learning more interesting and engaging . On the
other hand, there is no information available about the teaching methods used in the K-12
curriculum. Overall, the curricula have different goals and approaches to education.

Understanding DepEd’s MATATAG K to 10

curriculum
BY MERLINA HERNANDO-MALIPOT
Aug 12, 2023 10:00 PM

AT A GLANCE
 One of the "issues" discovered in the existing K to 10 curriculum was that it was
"overloaded" with too many lessons or subjects.

 Recognizing that necessary revisions to the curriculum are needed “avert further learning
losses,” DepEd released the revised curriculum for Kindergarten to Grade 10 called the
“MATATAG K to 10 Curriculum.”

 To emphasize the development of foundational skills such as literacy, numeracy, and

socio-emotional skills among younger learners, the revised K to 10 curriculum cuts down
the number of subjects in Grades 1 and 2 from seven to five.

 While the pilot implementation starts this year, DepEd will implement, in phases, the
MATATAG K to 10 curriculum beginning SY 2024-2025.

 After four years of “painstaking” review, the Department of Education (DepEd)

formally launched this week the revised curriculum for Kindergarten to Grade 10.
 Even before it was first rolled out in School Year 2012 - 2013, there have been calls to
reconsider the implementation of the K to 12 Program mainly due to the additional years
of schooling in basic education.
 The clamor to review the K to 10 Program grew stronger over the years as Filipino
learners continue to perform poorly --- both in national and international assessments as
noted by DepEd.
 Recognizing that necessary revisions to the curriculum are needed “avert further learning
losses,” DepEd released the revised curriculum for Kindergarten to Junior High School
(JHS) called the “MATATAG K to 10 Curriculum.”
 The revised curriculum under the K to 12 Program will be formally implemented starting
next school year.
 New K to 10 curriculum to help improve learning outcomes
 During the launch of the new curriculum, Vice President and Education Secretary Sara
Duterte attributed learning losses among students to the “effectiveness” of the K to 10
curriculum.
 “One of the issues discovered was that — the curriculum was overloaded with too many
lessons or subjects,” Duterte said, pointing out that the curriculum required instructors to
teach an “excessive number of learning competencies — with very limited time available
for instruction.”
 With teachers and learners “overburdened” with lessons and other school tasks and
activities, Duterte said that their mastery of fundamental skills --- such as reading and
solving simple math problems --- was compromised.
 “These issues, along with other existing factors and conditions, contributed to our
learning losses,” Duterte said. “And to avert further learning losses, the curriculum had to
undergo necessary revisions,” she added.
 The review, which started during the time of former DepEd Secretary Leonor Briones,
aimed to evaluate the K to 12 program following its initial implementation.
 Duterte noted that the revised K to 10 curriculum is a “significant leap” toward a better
and more promising future for Filipino learners.
 “It offers a glowing promise in our campaign to improve the country’s basic education as it
brings to life our dreams and aspirations for our learners and our country,” she added.

 Highlights of the revised K to 10 curriculum

 The main feature of the revised K to 10 curriculum is reducing the number of
competencies --- making it a “leaner” version of the current curriculum.
 “DepEd will give greater emphasis on the development of foundational skills such as literacy,
numeracy, and socio-emotional skills to our Kinder to Grade 3 learners,” Duterte said.

 The revised K to 10 curriculum will also set the stage for the comeback of Good Manners
and Right Conduct (GMRC) as a learning area or a subject under the Republic Act (RA)
11476 or the GMRC and Values Education Act of 2020/
 “The formation of our learners' values and the development of their characters will be
intensified,” Duterte said.
 The recalibrated curriculum, Duterte said, highlights the promotion of non-violent actions
and the development of conflict-resolution skills in learners through the integration of
peace competencies.
 In a separate presentation, DepEd Bureau of Curriculum Development Director Jocelyn
D. R. Andaya explained that the new K to 10 curriculum has seven important features.
 Among the notable changes in the “less congested” K to 10 curriculum is that the learning areas
in Grades 1 and 2 have been cut from seven to five.
  The progression of subjects will be implemented in phases starting next school year,
Andaya explained.
 Recognizing there is a lot to be done before the rollout of the new K to 10 curriculum,
Undersecretary for Curriculum and Teaching Gina Gonong said there will be a pilot
implementation in select schools this year.

According to Sternberg’s Triarchic Theory of Intelligence, intelligence results from

information processing components being applied to experience for the purposes of
adaptation to, shaping of, and selection of environments. According to this theory,
intelligence and the intellectual skills that constitute it and form the basis of intellectual
achievements are forms of developing expertise-they can be developed just like any
other forms of expertise. Abilities are not fixed, but rather, flexible.

Basics of the Triarchic Theory

The triarchic theory is based on the notion that all students need to learn a problem
solving cycle. First, they need to identify problems. In other words, they need to know
that they must get their homework done, study for a test, write a paper, and get it in on
time. Second, they need to allocate resources for solving the problem. For example,
they need to think in advance about how much time and effort to allocate to doing
homework, studying for a test, or writing a paper. They also need to plan when they will
start and finish their work. Third, they need to formulate a strategy for solving the
problem. For example, they need to decide how to get their homework done, or study
for the test, or get their paper written. What kinds of notes will they use? What kinds of
study strategies will work best given what they need to do? What kind of help will they
need? Fourth, they need to monitor their problem solving. For example, as they are
studying or writing a paper, they need to be aware of whether things are going
smoothly, or whether they are encountering problems they need to fix. Fifth, they need
to evaluate their problem solving. After they are done with the task on which they are
working, they have to decide whether their work is adequate or whether they need to
improve on what they have done.

According to the triarchic theory, three kinds of thinking are essential to problem solving,
in particular, and to human intelligence, in general.
  Analytical thinking occurs when the components are applied to relatively
familiar types of problems in their abstracted form. Analytical thinking is involved
when people analyze, evaluate, judge, compare and contrast, and critique. For
example, a student might be asked to evaluate the assumptions underlying a
logical argument or to compare and contrast the themes underlying two short
stories.
 Creative thinking occurs when the components of information processing are
applied to relatively novel types of problems. Creative thinking is involved when
people create, invent, discover, explore, suppose, and imagine. For example, a
student might be asked to create a poem or to invent a better mouse trap.
 Practical thinking occurs when the components of information processing are
applied to highly contextualized, everyday problems. Practical thinking is involved
when people apply, use, utilize, implement, and contextualize. For example, a
student might be asked how the lessons of the Vietnam War are and are not
relevant to the situation that has arisen in Serbia, or how to apply algebraic
techniques to determining compound interest on an investment.

Validation of Theory
We are interested not just in proposing theories, but also in conducting rigorous tests of
these theories in the laboratory, classroom, and workplace. Some of the main findings
from these studies are the following:

1. The analytical, creative, and practical aspects of intelligence can be measured

via both multiple-choice and essay formats. Formal modeling supports the
triarchic model of intelligence over competing models, such as a model of an
overarching general factor and a model of content factors. Analytical, creative,
and practical intelligence are essentially distinct; there is no general factor of
intelligence that applies across all kinds of intellectual tasks.
2. Tests of analytical intellectual abilities tend to correlate well with conventional
tests of intellectual abilities because these tests measure what the conventional
tests measure.
3. Tests of creative intellectual abilities are relatively domain specific and correlate
weakly to moderately with conventional tests of intelligence, with the correlations
being higher the more novel the content of the conventional tests.
4. Tests of practical intellectual abilities correlate weakly or not at all with
conventional tests of intelligence and predict real world occupational success as
well as or better than conventional tests of academic intelligence, thus
complementing conventional tests. Under special circumstances, tests of
practical intelligence may show negative correlations with conventional ability
tests.

Our Data
In our earlier research, we showed that it is possible through instructional interventions
to improve analytical-thinking skills, creative-thinking skills, and practical-thinking skills.
In our more recent research, we have shown that the triarchic theory can be applied to
improve students’ achievement in school (Sternberg, 1997; Sternberg et al., 2000).

The Triarchic Aptitude Treatment Interaction Study

In this study, we examined whether the triarchic theory would give rise to an aptitude
treatment interaction in the context of a college level psychology course taught to high
school students who were selected for their triarchic ability pattern, and then taught in a
way that either better or more poorly matched their ability pattern, and whose
achievement was assessed triarchically as well. Thus, a crucial aspect of this study was
that identification of participants, instruction of participants, and assessment of
participants’ achievement all were based on triarchic theory of intelligence. The
motivation for this study was to show that conventional means of teaching and
assessment may systematically undervalue creatively and practically oriented students.
These students may have the ability to perform quite well, but they may perform at
lower levels than those of which they are capable because neither the form of
instruction nor the form of assessment well matches their pattern of strength.

Participants consisted of 199 high school students (146 females and 53 males) from
among 326 who were tested and who were selected for participation in a summer
program on the basis of their patterns of abilities. Program participants were 60%
European-American, 11% African-American, 6% Hispanic-American, and 17%
American from another ethnic minority (thus a total of 34% U.S. ethnic minority).
Another 4% were from South Africa and 2% were from other locations.

Participants were identified as high in analytical ability (20%), high in creative ability
(19%), high in practical ability (18%), balanced high (i.e., high in all three abilities—
20%), and balanced low (i.e., low in all three abilities—24%). Identification was
accomplished via a research form of the Sternberg Triarchic Abilities Test (STAT),
which is based on the triarchic theory. There were 9 multiple choice tests, crossing 3
types of abilities (analytical, creative, practical) with 3 types of content (verbal,
quantitative, figural), plus 3 essay tests (analytical, creative, practical). For example, the
analytical verbal multiple choice test involved inference of meanings of unknown words
from paragraph contexts, and the practical figural multiple choice test involved route
planning use maps. As another example, the creative essay required participants to
design their ideal school.

The 4-week long instruction for the course involved common and unique elements for
each instructional group. Two parts were common: the college level psychology text,
which contained analytical, creative, and practical content; and the morning lectures,
taught by an award winning teacher, which involved analytical, creative, and practical
elements. The experimental manipulation occurred in the afternoon when participants
were assigned to a discussion section that emphasized either memory, analytical,
creative, or practical processing, and that either was a better or a poorer match to the
participants’ tested pattern of abilities.

As an example, memory oriented instruction might ask students to recall the main
elements of the cognitive theory of depression; analytically oriented instruction might
ask students to compare and contrast the cognitive to the psychoanalytic theory of
depression; creatively oriented instruction might ask students to invent their own theory
of depression, drawing on, but going beyond past theories; and practically oriented
instruction might ask students to show how they could use existing theories of
depression to help a depressed friend.

All participants were tested via homework assignments, a midterm examination, a final
examination, and an independent project. All assessments were evaluated for
analytical, creative, and practical achievement. The examinations also included multiple
choice items that measured memory achievement.

All correlations of ability tests scores (analytical, creative, practical) with all measures of
achievement were statistically significant, reflecting perhaps the fact that the instruction
and assessment were guided by the same theory as was the identification instrument
(i.e., the STAT). More important was the aptitude-treatment interaction, which also was
statistically significant for all ability groups. In other words, students who were better
matched triarchically in terms of their pattern of abilities outperformed students who
were more poorly matched. Perhaps as interesting was the result that the analytical (IQ-
like) test tended to identify as gifted, mostly White children, of middle to upper middle
socioeconomic class background, who were students in so-called “good” schools. The
creative and practical tests, however, identified students from a much wider mixture of
ethnic groups, socioeconomic levels, and educational backgrounds as gifted.

The Triarchic Instructional Studies in Social Studies and Science

In a follow-up set of studies, we sought to show that in terms of simple main effects,
triarchic instruction is potentially superior to other forms of instruction, regardless of
students’ ability patterns. The triarchic theory holds that students should be instructed in
a way that helps them both capitalize on their strengths and correct and compensate for
weaknesses. Thus, ideally, students will be taught in all three ways (analytically,
creatively, practically), as well as for memory. These studies were conducted in the
students’ own schools rather than in a special summer school setting; their teachers
were their actual classroom teachers; and the material they studied was the actual
material they were studying as part of their regular instruction, suitably modified as
necessary for the study.

Participants in a primary school study included 213 third grade students (106 boys and
107 girls) in two elementary schools in Raleigh, NC. Both schools serve a diverse
population of almost exclusively lower socioeconomic status students, including large
groups of African-American, Hispanic-American, and Asian students. A total of nine
classes of 20-25 students each participated in the research.

During the intervention, students received an instructional unit on the topic of

communities—a social studies unit required for third grade students in North Carolina.
No formal text was used for the unit, rather, materials were developed by teachers. The
intervention took place for 10 weeks, 4 days per week, for 45 minutes per day, for a
total of 30 hours of instruction.

Participants in a secondary school study consisted of 141 rising eighth graders (68 boys
and 73 girls) drawn from around the nation from predominantly White middle-class
backgrounds. Students took a summer psychology course either in Baltimore, MD, or
Fresno, CA, in connection with the Center for Academic Advancement at John Hopkins
University. The 10 section course took place in two intensive 3-week sessions. Classes
met 5 days per week with 7 hours of class time per day.
In both studies, students were divided into three instructional groups: traditional
(memory oriented), critical thinking (analytically oriented), and triarchic (analytically,
creatively, and practically oriented). Instructional time was the same in each condition,
and all teachers were appropriately in-serviced.

To illustrate the three different instructional treatments, consider three ways in which a
third grade unit on public services (e.g., fire, police) can be taught. The approach taken
in the traditional instruction was to have children memorize the names and functions of
the various public services. In critical thinking instruction, an additional analytical effort
was undertaken whereby students would compare and contrast the different services
and evaluate which ones to keep—and why—in case of a budget crisis. In triarchic
instruction, students might additionally be asked to invent their own public service, to
describe its means and ends, and to compare this new public service with conventional
ones.

Students in both studies were evaluated for memory-based achievement (via multiple
choice tests), as well as for analytical, creative, and practical achievement (via essay
tests). For example, a memory oriented assessment might ask which of several officials
is an elected official. An analytical assessment might ask students to write a page
explaining what a person in a given governmental position (e.g., Mayor of Raleigh)
does, why the position is needed, and why the position is one of authority. A creative
assessment might ask the student to imagine a place where no one tried to be a good
citizen, and to write about a third grader’s visit to this place. A practical assessment
might ask the student how to handle a situation in which he or she is in charge of
teaching 8-year-old students visiting from England different kinds of government
services available in Raleigh, NC.

The results from the two studies were roughly comparable. In general, triarchic
instruction was superior to the other modes of instruction, even on memory based
multiple-choice items. In other words, students showed better academic performance
through triarchic instruction even if their achievement was measured in terms of pure
memory-based performance. In the elementary school study, students also were
administered a self-assessment questionnaire for which the students were asked how
much they liked the course, how much they thought they learned in the course, and how
well they thought they did in the course. The students in the triarchic group generally
gave significantly higher ratings than did the students in the other two groups.

The Triarchic Reading Studies

More recently, we have extended our work on applying the triarchic theory in the
classroom to the goal of improving reading performance (Sternberg & Grigorenko,
2000). We chose as a target a group of students with the average reading scores
among the lowest in the state of Connecticut (according to the Connecticut Mastery
Test scores), namely, students in New Haven public schools. The project had three
parts. One part was a middle school community study, a second part a Summerbridge
(summer program) study, and a third part a study in a community high school. All of
these studies were long-term and were fully infused, building on existing curriculum
units rather than introducing new ones. As in the earlier studies, we were trying to help
teachers improve what they were already doing (e.g., teaching reading), rather than
giving them a new curriculum that they would most likely reject for lack of time.

The first, the middle school study, involved two phases. In phase 1, 2 schools (10
teachers and 146 students) participated as an experimental group and 2 schools (4
teachers and 171 students) participated as a control group. In phase 2, 4 schools (14
teachers and 350 students) participated as an experimental group and 3 schools (9
teachers and 225 students) participated as control groups. The reading material in this
study was the actual material the students were studying in school, namely, stories
from Light Up the Sky, a Harcourt Brace Treasury of Literature basal reader. In this
study, all students received a pretest involving 2 vocabulary, 2 comprehension, and 2
homework (a take home section) assessments, and a posttest with the same elements.
Only the experimental students received the intervention, with the other students
receiving their normal reading instruction. All teachers (experimental and control) were
involved in professional development geared to their appropriate role. Thus,
experimental group teachers were involved in triarchic teaching, and control group
teachers on the use of mnemonics to help improve student memory performance. The
program lasted from November through the remainder of the school year.

The second, the Summerbridge study, was smaller in scope, involving 5 teachers and
33 seventh graders as an experimental group and no teachers and 29 seventh graders
as a control group. In this study, all students were accepted for a summer program, and
then the experimental students who were selected at random from the total group were
told that they would get the summer program in the summer of 1998. The control
students, also randomly selected, participated in the summer program in the summer of
1999. In the Summerbridge study, the reading material was chosen by regular teachers
of the program, and included two novels, A Raisin in the Sun and The Lottery Rose. All
students received a pretest and posttest. The 6-week intervention was given only to
experimental group students.

In these studies, the goal was to supplement standard reading instruction—which

included both phonic and whole language elements—with a specifically triarchic
intervention. An example of an analytical activity would be to create a time line that
requires students to order a series of major events that happened in a story. For the
story “Teacher for a Day,” students are told that first Belva went to school, then Miss
Englehardt became dizzy, then Belva taught the class, then ____, then Belva used the
lever to move the rock. The students had to fill in the blank with one of four events. An
example of a creative activity, performed after reading the story “Many Moons,” required
students to speculate, on the basis of incomplete information, on why there are
rainbows after storms, why rainbows might have so many different colors, and why
cows say “Moo” so much of the time. An example of a practical activity, done after the
students read “A New Home in Ohio,” required students to plan an escape from slavery
using an underground railroad. Students were given a map, a set of tools, and a set of
survival rules to aid them in planning the escape route.

The third study at the high school involved our working with teachers in different subject
matter areas (English, mathematics, science, arts, social science, history, and foreign
languages), with a focus on teaching reading for content. The participants in the study
were high school students attending grades 10 through 12 in high schools in New
Haven and Ansonia, Connecticut. A total of 432 students (130 females, 215 males, and
87 of unreported gender) participated in the study. Of these students, 201 (46.5%) were
attending schools enrolled in the triarchic group (2 New Haven schools) and 231 were
attending the control school (in Ansonia). Teachers’ guides and student assessments
were developed based on each teacher’s specific curriculum.
We analyzed the data from these studies in a variety of ways. One way was to look at
changes in teacher behavior. Before our middle school intervention, teachers in a
typical classroom lesson used an average of 18 memory analytical activities
(combined), 0 creative activities, and 3 practical activities. After the intervention,
experimental group teachers used an average of 18 memory analytical activities, 13
creative activities, and 17 practical activities. The intervention thus had a huge (and
significant) effect on teacher behavior in the teaching of reading. Analysis of individual
teacher behavior revealed that almost all individual teachers showed changes in
behavior as a result of the intervention. Teachers also were asked to rate the program
on various facets on a 1 (low) to 7 (high) scale. Sample ratings were 6.4 for interest to
the teacher, 6.0 for interest to students, 6.2 for motivating the teacher, and 6.1 for
motivating the students. Students were also asked for their feedback. Of the total, 35%
liked the activities very much, 51% liked the activities, 10% did not care much one way
or the other, 2% disliked the activities, and 2% hated the activities. Most importantly
though, were the assessments of objective improvement. In the middle school study,
the experimental students showed significantly greater gains than the controls in
reading and vocabulary. For the Summerbridge study, the experimental students in the
program showed significantly greater gains than the control students in analytical,
creative, and practical achievement. Overall gains were significantly greater for
experimental than for control group students. In the high school study, a comparison of
students’ reading/writing skills before and after the intervention suggested that the
triarchic teaching improved students’ performance significantly more than did
conventional teaching. As was the case at the middle school level, both teachers and
students rated the program positively.

Conclusion
Triarchic teaching—teaching students not only for memory, but for analytical, creative,
and practical processing—works. It improves achievement assessed via either
conventional or performance assessments at all grade levels and in all subject matter
areas we have examined, across a range of socioeconomic and achievement levels of
students.

Triarchic teaching is easy to do. The main principles are simple:

 1. Some of the time, teach analytically, helping students learn to analyze, evaluate,
compare and contrast, critique, and judge.
2. Some of the time, teach creatively, helping students learn to create, invent,
imagine, discover, explore, and suppose.
3. Some of the time, teach practically, helping students learn to apply, use, utilize,
contextualize, implement, and put into practice.
4. Some of the time, enable all students to capitalize on their strengths.
5. Most of the time, enable all students to correct or compensate for their
weaknesses.
6. Make sure your assessments match your teaching, calling upon analytical,
creative, and practical as well as memory skills.
7. Value the diverse patterns of abilities in all students.

Any teacher knows how to teach triarchically. Our goal is simply to give teachers a
simple-to-follow “recipe” to make sure the teachers do what they already know how to
do. You can start teaching triarchically right away, and start seeing significant
improvements in your own students’ achievements and attitudes.

What is Howard Gardner's theory of Multiple Intelligences?

According to Howard Gardner’s theory of Multiple intelligences, every person
has a different type of "intelligence." In 1983, the developmental
psychologist Howard Gardner proposed the concept of multiple intelligences
in his famous book Frames of Mind: The Theory of Multiple Intelligences.
According to the theory of Multiple Intelligences, old psychometric
intelligence findings are too restricted. Howard Gardner suggested that there
are eight intelligences with the possibility of adding more categories of
intelligence, for example, "existentialist intelligence."
Howard Earl Gardner was an American developmental psychologist and a
Professor of Cognition and Education at the Harvard Graduate School of
Education at Harvard University.
He introduced his theory of multiple intelligences in the early 80's, proposing
that traditional psychometric findings of intelligence are too restricted. He
suggested that there are eight intelligences instead; linguistic, logical-
mathematical, musical, bodily-kinesthetic, spatial-visual, interpersonal,
intrapersonal and naturalist—and argued that existentialist intelligence is a
possible ninth form.
Other intelligences can be identified through the measurement of cognitive tasks
like strategic planning or decision-making.
For example, interpersonal intelligence involves the use of cognitive skills to
understand others’ thoughts and feelings, while intrapersonal intelligence means
being able to externally understand one's own thoughts and feelings. Hence,
many cognitive abilities may form part of a person's multiple intelligences and
can aid in understanding how people are different from one another.
The theory of Multiple Intelligences by Howard Gardner suggests that the
learning process should be tailored to an individual's strengths in their multiple
intelligences. By recognizing and developing these intelligences, individuals can
enhance their ability to learn and understand information. For example, a person
with strong linguistic intelligence may benefit from reading and writing
exercises, while a person with strong visual-spatial intelligence may benefit
from visual aids and hands-on activities. The theory of Multiple Intelligences
emphasizes the importance of recognizing and valuing different types of
intelligence and adapting teaching methods to meet the needs of diverse
learners.
To effectively apply the theory of Multiple Intelligences in education, it's
important to provide a variety of learning materials that cater to different types
of intelligences. For example, for students with strong musical intelligence,
incorporating music into lessons can be effective. For those with strong
interpersonal intelligence, group activities and discussions can be beneficial. By
providing a range of learning materials that cater to different intelligences,
educators can create a more inclusive and effective learning environment for all
students.
What are the different types of intelligences proposed by Howard
Gardner?
Howard Gardner proposed a theory of Multiple Intelligences, which divides
intelligence into seven distinct types. Each type of intelligence deals with
different ways of processing and understanding information. Logical-
mathematical entails the ability to recognize patterns and relationships and then
apply that knowledge to solve problems.
Linguistics involves the skill of reading, writing and using language effectively.
Spatial involves problem-solving through visual perception and manipulation.
Bodily-kinesthetic focuses on the coordination of one’s body movements as
well as dexterity and control of objects.
Musical entails listening to music as well as making it or singing it accurately.
Interpersonal entails effective communication skills with others while
intrapersonal refers to self-awareness and internally driven behaviors such as
motivation.
To capture the entire range of intelligence and abilities, he proposed that
individuals do not just possess a single intellectual capacity but hold a
large spectrum of intelligences including spatial-visual, interpersonal,
linguistic intelligence and many more.
A person can be particularly strong in a single area, like music, but he is most
likely to hold a wide range of other skills such as naturalistic
intelligence and verbal skills.
Visual-Spatial Intelligence
If a person is particularly strong in visual and spatial judgment, they possess
visual-spatial Intelligence. People with Visual- Spatial
Intelligence enjoy reading, writing and putting puzzles together. They are
good at recognizing patterns and interpreting graphs, and charts.
These people might be proficient at reading maps and directions, pictures, and
charts. Their potential career choices include engineer, art and architecture.
Visual-spatial intelligence plays a major role in the way humans think and
interact with their environment. People with this type of intelligence often find
themselves drawn to activities that involve visual or spatial representations,
such as pictographic representation of data, mental mapping, and solving
puzzles.
Additionally, they may also be able to think abstractly and find patterns quickly.
This type of intelligence allows us to think beyond the physical world and
understand the human mind better.
Leveraging this intelligence can make learning more accessible for both primary
and secondary students across various subjects. Here's a list of five ways
teachers can utilize visual spatial intelligences:
1. Utilizing Graphic Organisers:
Application: Use graphic organisers to break down complex topics into visually
appealing structures.
Benefit: Helps students to visually categorize information, enhancing
understanding.
Example: In history lessons, a timeline can represent historical events in
chronological order.
2. Creating Mind Maps:
Application: Encourage students to create mind maps to connect ideas and
concepts.
Benefit: Facilitates creative thinking and helps in memory retention.
Academic Source: Study on Mind Mapping in Education.
3. Implementing Dual Coding:
Application: Combine verbal and visual information to explain concepts.
Benefit: Engages both auditory and visual senses, catering to different learning
styles.
Academic Source: Research on Dual Coding Theory.
4. Incorporating Visual Aids in Lessons:
Application: Use charts, diagrams, and videos to illustrate concepts.
Benefit: Enhances comprehension by providing visual context.
5. Encouraging Visual Storytelling:
Application: Ask students to create visual stories or comics to represent ideas.
Benefit: Encourages creativity and helps in understanding abstract concepts.
‍
Example:
In a science lesson about the water cycle, a teacher could use a graphic
organiser to visually represent the stages, followed by a video demonstration.
Students could then create their own mind maps to connect the concepts,
applying dual coding by adding descriptive labels.
By incorporating strategies like graphic organisers, mind maps, and dual coding,
teachers can tap into visual spatial intelligence to make learning more engaging
and accessible. These methods cater to visual learners and can aid in the
understanding of complex subjects, fostering a more inclusive learning
environment.
Linguistic-Verbal Intelligence
Linguistic intelligence is the ability to use language to communicate effectively
and understand abstract and complex information. It involves listening, writing,
speaking, reading comprehension, vocabulary development and organizing
thoughts.
People with high linguistic intelligence possess a thorough understanding of the
power of words and their implications. They are articulate speakers and often
have a way with words—expressing themselves in poetic or poetic-like ways.
They may be successful writers, public speakers, politicians or comedians.
Linguistic intelligence can be used to gain invaluable insight into other aspects
of life such as philosophy, law or science.
According to Howard Gardner's theory, people with linguistic-verbal
intelligence are good at learning languages, speaking and writing. They find it
easy to read, write and memorize details.
Their potential career choices include teaching, law, writing and journalism.
Those with linguistic-verbal intelligence tend to remember spoken and written
information very well.
Those with verbal-Linguistic Intelligence might enjoy writing and reading. They
are good at delivering persuasive speeches, debating, explaining things and
telling humorous stories.
‍
This intelligence theory can be harnessed to make learning more accessible for
students. Here's a list of five ways teachers can utilize linguistic verbal
intelligence:
‍
1. Storytelling and Narrative Techniques:
Application: Incorporate storytelling into lessons to explain complex concepts.
Benefit: Engages students' imagination and helps them relate to the material.
Academic Source: The Power of Storytelling in Education.
‍
2. Encouraging Verbal Discussions and Debates:
Application: Facilitate classroom discussions and debates on various topics.
Benefit: Enhances critical thinking and verbal expression skills.
3. Utilizing Word Games and Language-Based Activities:
Application: Use word games and puzzles to reinforce vocabulary and
language understanding.
Benefit: Makes learning fun and interactive, strengthening linguistic skills.
‍
4. Incorporating Poetry and Creative Writing:
Application: Encourage students to write poems or creative pieces related to the
subject matter.
Benefit: Fosters creativity and helps in understanding abstract concepts.
Academic Source: Creative Writing in Education.
‍
5. Implementing Reading Circles and Book Clubs:
Application: Organize reading groups and book discussions within the
classroom.
Benefit: Promotes reading comprehension and collaborative learning.
‍
Example:
In a literature class, a teacher could start with storytelling to introduce a novel's
theme, followed by a debate on the characters' motivations. Students could then
engage in creative writing exercises, interpreting the themes in their own words,
and participate in reading circles to discuss different perspectives.
By leveraging linguistic verbal intelligence, teachers can create a rich and
engaging learning environment that caters to students who thrive on verbal
communication. These strategies not only enhance language skills but also
foster critical thinking and creativity, making learning more accessible and
enjoyable across various subjects.
‍
‍
Logical-Mathematical Intelligence
Howard Gardner's theory of multiple intelligence mentioned that those with a
strong logical-mathematical intelligence are proficient at analysis of problems,
identifying numerical patterns and reasoning. They are also likely to think
conceptually about patterns and relationships.
According to Howard Gardner, those with a strong logical-mathematical
intelligence have the capability to work abstractly through problem-solving.
Logical-mathematical intelligent people excel at finding sophisticated solutions
and understanding complex principles.
This could be especially useful for professions that require analytical thinking,
such as finance or accounting. Howard Gardner did not believe that any single
intelligence was better than another, but emphasised the importance of all types
of intelligence.
Potential career choices for individuals with logical-Mathematical Intelligence
include accounting, engineering, computer programming, mathematician
and scientist. Those with logical-mathematical intelligence are good at
conducting scientific experiments and analyzing mathematical operations and
problems. Since they hold exceptional problem-solving skills, they are able to
think about abstract ideas and solve complex computations.