Instructing about the Plant Life Cycle: An Approach Incorporating Multi-

Intelligences

Imagine a classroom in which all pupils are seated and engaged in pencil-and-paper activities
throughout the day! Would this be an optimal learning environment for all pupils? According
to Gardner (1983), the answer is No. Armstrong (2000) stipulated that it is a sine qua non
condition for educators to become in tune with their pupils and be conscious of how the latter
are successful in learning by utilising multiple intelligences in the classroom. Consequently,
this essay aims to investigate Howard Gardner’s theory of multiple intelligences in the
context of teaching the plant life cycle to Grade 2 pupils. By doing so, it provides valuable
insights on how educators can design and implement activities which accommodate different
types of intelligences, thus fostering holistic learning experiences (Sousa, 2017). The triad
model of giftedness proposed by Renzulli (1977) offers significant perceptions into the
intersection of creativity, ability and task commitment, thereby enhancing our understanding
of the diverse nature of intelligence in educational contexts. By integrating Renzulli’s model
with Gardner’s theory, educators can create learning experiences which promote critical
thinking, creativity and personal fulfilment.

Proposed Activities

Visual Storyboard (Infographic)

To enhance visual-spatial intelligence, educators can employ a visual storyboard technique.

This involves offering pupils a storyboard template which illustrates the various phases of a
plant’s life cycle, such as seed, germination, growth, flowering, pollination, and seed
dispersal. They shall be then encouraged to stick pictures onto the storyboard as shown in the
figure below, effectively constructing a visual narrative which portrays the complete life
cycle of the plant (Kolb, 1984).

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Visual-spatial intelligence encompasses the capacity to accurately interpret visual data,
manipulate mental images, and comprehend spatial connections. Educators can meet the
varied learning requirements of pupils by employing suitable teaching methods which target
these intelligences (Gardner, 2013). Primary education setting offers an ideal environment for
implementing Gardner’s theory of multiple intelligences by studying the plant life cycle. This
particular topic lends itself well to the incorporation of visual representations, hands-on
activities, and experiential learning opportunities (Bishop, 2010). By using different
instructional techniques, educators can actively engage pupils in exploring the subject matter
and facilitate a deeper understanding of biological concepts. Organising information visually
and utilising symbols, colours, and diagrams can significantly improve pupil’s
comprehension of the sequential progression of the plant life cycle (Smith & Clark, 2017).

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However, Ausubel (1968) places great emphasis on the value of meaningful learning
experiences and cautions against an excessive reliance on visual representation as it may
impede the attainment of deep conceptual understanding, resulting in superficial
comprehension. This perspective highlights the need for educators to carefully consider the
integration of visual aids alongside other instructional techniques, aiming for a balanced
approach that facilitates comprehensive learning outcomes.

Role Play

Conversely, bodily-kinaesthetic intelligence refers to proficiency in utilising one’s body

efficiently and communicating through physical endeavours. With role-playing, pupils shall
be organised into small groups and tasked with representing different stages of the plant life
cycle using bodily movements (Gibbons & Hopkins, 1980). By physically acting out the
sequence of events such as seeds sprouting, plants reaching towards the sunlight, flowers
blooming, and seeds dispersing, pupils will be able to immerse themselves in a kinaesthetic
activity which helps them grasp the concepts of growth and development as well as fostering
a sense of accountability towards living organisms (Lieberman & Hoody, 2018).

Moreover, in accordance with Dewey’s theory of experiential learning (1938), the acquisition
of knowledge is facilitated through active involvement with the environment. Role-playing
serves as an experiential learning method which enables pupils to delve into concepts in a
hands-on manner. Further to this, Piaget’s constructivist theory (1952) outlines the
importance of pupils actively constructing their own knowledge through interactions with
their surroundings. Through engaging in role-playing, they partake in meaningful interactions
with the content, thereby supplementing their cognitive development (Wilson, 2002).

In the context of the role-playing session which is centred on the life cycle of plants, pupils
shall participate in a scripted exchange to mirror a conversation between characters
symbolising distinct stages of plant development as shown below. Maintaining a formal
demeanour, each participant needs to deliver their lines with clarity and coherence, adhering
to their assigned roles (Smith & Jones, 2020). By the end, the pupils should display a clear
comprehension of the sequential evolution of plant growth and development, indicating the
successful execution of the role-play activity.

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Apart from promoting cognitive development, engaging in multi-intelligence activities
provides a plethora of avenues through which pupils can enhance their socio-emotional
development. Through their involvement in collaborative and experiential learning
experiences, pupils cultivate interpersonal skills, emotional intelligence, and a heightened
awareness of the environment (Bransford et al., 2000).

For some pupils on the other hand, engaging in physical activities can evoke discomfort or
self-consciousness, which makes it difficult for them to actively participate in the learning
process (Brophy, 1987). Furthermore, the planning and execution of role-playing activities
may necessitate substantial time and effort from educators and students alike, potentially
diverting their focus from other instructional aims (Lieberman & Hoody, 2018). Another
potential drawback associated with bodily-kinaesthetic intelligence activities, like role-
playing, is the possibility of unequal participation among pupils. It is plausible that those who
possess superior physical abilities or greater self-assurance may overshadow the rest,
resulting in a sense of exclusion or reduced engagement for others (Brualdi, 1996). This
disparity in participation has the potential to undermine the collaborative and communicative
elements of the activity, thereby diminishing its overall efficacy in fostering learning.

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Socio-emotional Benefits

Enhanced interpersonal skills

The involvement of pupils in collaborative multi-intelligence activities, such as role-playing

exercises, presents them with valuable opportunities to engage in interactions with their
peers, negotiate roles, and collectively tackle problems. Vygotsky’s sociocultural theory
(Vygotsky, 1978) posits that social interaction has a pivotal role in cognitive development,
enabling the internalisation of knowledge and the acquisition of interpersonal skills through
peer collaboration. Additionally, the social learning theory by Bandura (1977) posits that the
acquisition of social behaviours is facilitated by observational learning and modelling,
suggesting that pupils can acquire social skills by observing and engaging with others in
multi-intelligence activities (Hogan, 2017).

Promote environmental consciousness

A multitude of multi-intelligence activities incorporate themes related to environmental

sustainability, encouraging pupils to contemplate their roles as responsible members of
society. Through engagement in activities like environmental campaigns, pupils develop a
heightened awareness of social and environmental issues and cultivate a sense of social
responsibility (Oxfam, 2015). Furthermore, engaging in activities that involve nature fosters
an understanding and concern for the environment, as well as empathy towards the natural
world (Chawla, 2015). Through nurturing plants and observing their life cycles, pupils
nurture a sense of duty towards the environment and gain a deeper obligation for the
interdependence of all living beings.

Critical reflection

Teaching primary school students about the plant life cycle using a multi-intelligence
approach provides a comprehensive and enriching learning experience. However, the
successful implementation of multi-intelligence activities requires careful planning,
scaffolding, and reflection to ensure alignment with learning objectives and student
requirements (Tomlinson, 2003). Despite its advantages, there are also drawbacks associated
with the use of multi-intelligence activities. For instance, Rose and Meyer (2002) point out
the challenge known as “curriculum crowding,” which signifies the struggle educators face
when trying to address numerous educational goals and objectives within the confines of
restricted instructional time. This opinion is furthermore underscored by Marzano (2007) who

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stretched on the importance of skilfully managing instructional time for enhancing student
learning.

Moreover, assessing learning outcomes may become more complex, which require using
diverse assessment tools and strategies to accurately reflect the multifaceted nature of student
learning (Shepard, 2000). Looking ahead, educators should continue to explore innovative
pedagogical approaches which foster inclusive and equitable learning environments for pupils
(Armstrong, 2009). Moreover, Wiggins and McTighe (2005) advocate the implementation of
backward design in assessment, a strategy that involves educators initially determining the
desired learning outcomes and subsequently designing assessments to evaluate students’
attainment of those outcomes. This method ensures that assessments are aligned with
instructional goals and provide pupils with meaningful feedback on their growth and
progress.

Conclusion

Integrating Gardner’s Theory of Multiple Intelligences into the teaching of the life cycle of a
plant can significantly enhance the effectiveness of education as it caters for the diverse
learning styles and strengths of pupils (Silver et al., 2000). By employing a range of
techniques, including visual aids, hands-on experiences, personal reflections and group
discussions, educators can ensure that every child actively participates in the learning process
and gains a thorough comprehension of the plant life cycle. This approach not only facilitates
academic learning but also fosters the broader intellectual and holistic development of pupils.
Consequently, it fosters an active engagement and a deeper understanding in the exploration
of the life cycle of a plant (Ormrod, 2012).

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Bibliography

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