Understanding Learner‐Centered Instruction from the PersDective of Multiple Intelligences

This article describes a pilot study that investigated applications of the Theory of Multiple Intelligences ( MI ) to shape and inform teaching practices and instructional strategies. The purpose of the study was to identify, document, and promote effective real‐world applications of MI theory in foreign and second language classrooms. Results indicated that teachers were profoundly affected by these approaches: They felt that their teaching experienced a shift in paradigm to a more learner‐centered classroom; they were once again energized and enthusiastic about their pedagogy; and they felt that they were able to reach more students. Students demonstrated keen interest in MI concepts and showed positive responses to the increased variety of instructional strategies used in their foreign language/ESL classrooms. For the pilot study, student achievement data are inconclusive. Phase 11 of the MI study will attempt to collect more detailed data related to classroom performance and student achievement. An unanticipated outcome of this research project was the positive impact it had on student attitudes and motivation to learn

Academic achievement · Foreign language · Foreign language teaching · Mathematics education · Pedagogy · Student achievement · Teaching method · Theory of multiple intelligences · Variety (cybernetics · Computer Science · EFL/ESL Teaching and Learning · Emotional Intelligence and Performance · Psychology · Second Language Learning and Teaching

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