FILAMER CHRISTIAN UNIVERSITY

COLLEGE OF TEACHER EDUCATION

Accredited Level IV – ACSCU-ACI
Roxas City, Capiz

Centered-Based Learning and Multiple Intelligence

ELECTIVE 1 - TEACHING MULTI-GRADE STUDENTS (3 units)
Summer 2023

LETS BEGIN
Ms. Reyes’ lesson is about Mt. Everest, the highest mountain in the world. She has
prepared many ways to convey the lesson to the class, keeping in mind the varying learning
styles of her students. Read over the fascinating activities listed below and assist her in deciding
which one suits you well. You can rank the activities from 1 to 9, with 1 being your favorite and
9 being your least favorite.

Topic: Mt. Everest

Ite Your
m Engagement Activity Choice
A Paragraph about the world's highest peak Mt. Everest is
the subject of a song and a music video.
B Mt. Everest is the subject of a song and music video.
C An illustration/video depicting the height of Mt. Everest,
along with mathematical calculations for its height, base,
and other measurements.
D Famous Mt. Everest paintings by various artists
E A film depicting the natural and scenic grandeur of Mt.
Everest's surrounding.
F A video about mountaineering, backcountry camping, and
mountain climbing on Mt. Everest.
G A story based on a mountain climber's personal experience
on Mt. Everest.
H
A vision-mission statement from several
groups/associations of Mt. Everest mountain climbers.
I An essay on Mt. Everest's role in nature and the existence
of man

WE ARE ON OUR WAY

What is your favorite activity? What is your least favorite activity? What factors
influence your decision to engage in such activities?

Your choices help to describe your distinct multiple intelligences.

A – Linguistic ; B – Musical; C – Logical; D – Spatial;

E – Naturalistic; F – Kinesthetic; G – Intrapersonal H – Interpersonal;
I – Existentialist
How many multiple intelligence theory be implemented in a multi-grade classroom?
What is the most effective approach for implementing multiple intelligences?

LET’S DIG DEEPER

In Frames of mind: The Theory of multiple Intelligences (1983), Howard Gardner, a
Harvard University professor, created the theory of Multiple Intelligences, which enlarged the
parameters of intelligent behavior to embrace the diversity of human capacities (Bender, 2002).
According to the theory, each person possesses capacities in all nine intelligences, which
interact in ways that are unique to each individual. Gardner contends that, with the right
motivation and guidance, almost everybody has the potential to develop all nine intelligences to
a reasonably high level of performance. Intelligences are always engaging with one another
(Armstrong, Book2009). As a result, intelligences are multiple rather than singular (Gardner
1983;1993; Armstrong 1994; Teele 2000).

Multiple Intelligences Description

Verbal-linguistic intelligence
Logical-mathematical
intelligence
Musical intelligences
Spatial intelligence
Bodily-kinesthetic
intelligence
Intrapersonal intelligence
Interpersonal intelligence
Naturalistic intelligence
Existential intelligence
Word smart - ability to use words effectively, abstract
reasoning, symbolic thinking, conceptual patterning,
reading and writing.
Number smart - the capacity to use numbers effectively
and to reason well. Includes sensitivity to logical
patterns and relationships, statememnts and
prepositions, functions and other related abstractions.
Music smart - capacities such as the recognition of and
use of rhythmic and total patterns and sensitivity to
sounds from the environment, the human voice, and
musical instruments.
Picture smart - ability to percieve the visual-spatial
world accurately and to perform transformations upon
those perceptions. Includes sensitivity to colour, line,
shape,form, space and the relationships which exist
between these elements. Also includes the capacity to
visualise, to graphically represent visual and spatial
concepts and to orient oneself properly in a special
matrix.
Body smart - the ability to use the body to express
emotion, to play a gamea and to create a new product.
Self smart - self knowledge and the ability to act
adaptively on the basis of this knowledge. Includes
possessing an accurate self-image, awareness of inner
moods, intentions, motivations, temperaments and
desires. Also includes the capacity for self-discipline,
self-understanding and self-esteem.
People smart - the ability to work co-operatively with
others in a small group, as well as the ability to
communicate verbally and nonverbally with other
people.
Nature smart - the ability to recognize patterns in
nature and classify objects; the mastery of
toxonomy,sensitivity to other features of the natural
world, and an understanding of different species.
thinking smart - the ability to pose (and ponder)
questions about life, death and ultimate realities like
"who are we?" and "what is the meaning of life?" This
is a human response to being alive in all ways.
 Gardner is a certain that intelligences are interconnected, but he also believes that there
are significant differences between them. Teachers can help students learn more effectively by
taking these differences into account when preparing and delivering teaching (Tomlinson, 1999).
It is also expected that teachers will explore ways to incorporate and use MI theory in their
classroom instruction.
According to this viewpoint, Multiple intelligences theory may be utilized to achieve
three goals: matching instruction to the ways learners learn, encouraging learners to expand their
skills and develop their intelligences as fully as possible, and honouring and celebrating diversity
(Ozdemir et al. 2006).
Center-Based Learning Activity (CBLA) is a learner-centered educational environment
that focuses on providing and expanding possibilities for various learning styles and teaching
techniques. It recognizes that an individual has multiple intelligences; thus, there is a need to
build comprehensive learning centers/environments that will allow learners to improve their
parallel thinking capabilities, relate each concept to one another, and develop real-life skills such
as time management, cooperation, responsibility, and flexibility (Gouws, 2007). As learners
work individually, in pairs, in small groups, and as a class, this approach emphasizes both
teamwork and individual work.
The multi-grade classroom provides a variety of topics and activities that can be arranged
for concept—based or theme-based teaching.

Guidelines in Center-based Learning.

1. Consider a theme of interest.

2. After Deciding on a theme, teachers can ask the following questions:
Linguistic – How can I use the spoken word?
Logical/mathematical – How can I bring in numbers?
Spatial – How can I use visual aids?
Bodily-kinesthetic – How can I use the whole body?
Musical – How can I bring in music?
Interpersonal – How can I engage learners in group work?
Intrapersonal – How can I evoke personal feelings?
Naturalistic – How can I bring in nature?
Existential – How can I bring in philosophical questions?
3. Create centers in the classroom with materials that are appropriate for each identified
multiple intelligences.
LET’S PRACTICE

Plan a theme of interest and apply MI theory.