GOODMORNING

EVERYONE 
 Center-Based
Learning and
Multiple
Intelligence

Presented by : Giselle Mirafuentes

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).
HOWARD GARDNER’S MULTIPLE
INTELLEGENCES

1. Verbal-linguistic intelligence
2. Logical-mathematical intelligence
3. Musical intelligence
4. Spatial intelligence
5. Bodily-kinaesthetic intelligence
6. Intrapersonal intelligence
7. Interpersonal intelligence
8. Naturalistic intelligence
9. Existential intelligence
VERBAL-LINGUISTIC INTELLIGENCE
WORD SMART
 Abilityto use words
effectively, abstract
reasoning, symbolic
thinking , conceptual
patterning, reading
and writing.
LOGICAL-MATHEMATICAL INTELLIGENCE
NUMBER SMART
 The capacity to use
numbers effectively and to
reason well. Includes
sensitivity to logical
patterns and
relationships, statements
and propositions,
functions, and other
related abstraction.
MUSICAL INTELLIGENCE
MUSIC SMART
 Capacities such as the
recognition at and use
rhythmic and tonal
patterns and sensitivity to
sounds from the
environment, the human
voice and musical
instruments.
SPATIAL INTELLIGENCE
PICTURE SMART
 Ability to perceive the visual-spatial
world accurately and to perform
transformations upon those perceptions.
Includes sensitivity to color, line, shape,
form, space, and the relationships which
exist between these elements. Also
includes the capacity to visualize, to
graphically represent visual and spatial
concepts and to orient oneself properly
in a special matrix.
BODILY-KINAESTHETIC INTELLIGENCE

BODY SMART
 Theability to use
the body to express
emotion, to play a
game, and to create
a new product.
Intrapersonal Intelligence
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.
INTERPERSONAL INTELLIGENCE
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.
NATURALISTIC INTELLIGENCE
NATURE SMART
 Theability to recognize
patterns in nature and
classify objects; the
mastery of taxonomy,
sensitivity to other
features of the natural
world, and on
understanding of
different species.
EXISTENTIAL INTELLIGENCE
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.
Multiple Intelligence
 Howard Gardner’s Theory of Multiple
Intelligences suggests that intelligence
is not a single, fixed quality but
instead, it can be categorized into
different modalities or types.
 Gardner identified several types of
intelligence, including linguistic,
logical-mathematical, spatial, bodily-
kinesthetic, musical, interpersonal,
intrapersonal, and naturalistic
intelligences.
Center –Based learning
 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
PURPOSE AND
METHODS OF
ASSESSMENTS
 PURPOSE OF
ASSESMENT
Assessment is an integral part in the teaching-
learning process. Assessments are utilized by
teachers for different reasons or purposes. According
to SEAMEO-INNOTECH (A Review of the Current
Situation and Practices of Multigrade Schools in the
Philippines, 2020), assessment results are used to
identify strengths and weaknesses as inputs to:
• modify and differentiate teaching and learning activities;
• determine what was learned by pupils or the learning
progress of pupils;
• report the learning outcomes to parents and other
stakeholders;
• determine the readiness of learners to move to the next
competency level;
•measure what a pupil has achieved in relation to the
expected learning outcomes,
• give feedback to pupils on their learning process;
• give feedback to teachers regarding
appropriate teaching strategies and
instructional materials to use; and
•assess the effectiveness of the teaching
methods used;
•inform decision-makers who review or
evaluate Multigrade schools for continuous
improvement; and
• provide quality assurance from both internal
and external sources.
 1
METHODS OF
ASSESSMENT
Multigrade teachers must understand that aside from factual
knowledge, pupils also acquire skills and positive attitudes.
Therefore, the teacher must use varied assessment tools and methods
to assess the pupils' understanding of the lesson such as games,
assignments, research, tests, experiments, projects, etc. (The
Gambia's Teachers Handbook on Multi-Grade Teaching, 2008).

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 7
ASSESSMENT OF SKILLS AND ATTITUDES

Social, emotional or physical factors affect the students'

performance. Therefore, not only content knowledge should be
assessed but also the skills and attitudes demonstrated by the
pupils. These include communication skills, problem solving
and investigative skills, and personal and social skills. (The
Gambias Teachers' Handbook on Multi-Grade Teaching, 2008).

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 AUTHENTIC ASSESSMENT
Authentic assessment methods can be used to align with the constructivist
teaching approach, differentiated instruction and self-regulated teaching
strategies utilized in multigrade classes. Authentic tasks imitate real-world
challenges and standards of performance. Authentic tasks must "involve students
in the actual challenges, standards, and habits needed for success in the
academic disciplines or in the workplace (Koh, 2017). Authentic assessment
enables students to demonstrate their deep understanding and higher-order
thinking skills.
INFORMATIO
N
GATHERING
TECHNIQUES
 Aside from the formative assessment used by the teacher, teacher
can also utilize various information - gathering techniques. This
information will form the basis for the evaluation and reporting of
students' performance.
A. OBSERVATION
Observation is an extensive means of assessing and evaluating
students' behavior and learning. It can provide valuable data to
make valid judgements and evaluations. By carefully
observing students, the teacher learns about each student's
unique interests, personality, learning style and learning
needs.
B. CHECKLIST
Checklists can give valuable
information about what students know
and can do against a set criterion. They
can also be used by students as means
of self-evaluation.
C. SELF-EVALUATION
It is important for
students to assess their
own performances
against set criteria. The
teacher is informed of
what the students
consider as their strengths
and weaknesses.
D. ANECDOTAL NOTES

The anecdotal note is a teacher’s

narration about significant
student behavior. Anecdotal
notes mights include student's
development, interest in
learning and work habits, or
exhibited behavior.
 E. PORTFOLIO
A portfolio is a compilation of students' work that creates a picture
of a student's learning growth. Through a portfolio, the teacher is
able to see the progress of each student and the areas of learning
which need attention. The portfolio may contain the picture of
students' best work, anecdotal record, teacher's observation sheet of
the student, assessment records, etc.
 F. RATING SCALES
Rating scales are useful for gathering information about students'
learning Rating scales are created according to predetermined criteria.
Rating scales can use numbers, word, phrase or letter scales. Ratings
of A for high performance through F for failure, or such terms as
excellent, very good, good, fair; and always, usually, sometimes,
rarely, and never may also be used.
F. RATING SCALES