Running head: LEARNING WITH MULTIPLE INTELLIGENCES 1

Action Research Proposal:

Engaging Student Learning by Teaching through the Multiple Intelligences
Kristina Ebner
The Masters College
Summer 2013


LEARNING WITH MULTIPLE INTELLIGENCES 2

Engaging Student Learning by Teaching through the Multiple Intelligences
Modern day classrooms and education as a whole have drastically changed since the days
of our parents and grandparents. However, there is still a great divide between what we can do in
the classroom from a teaching perspective and what is actually being used. In a third grade
classroom at a charter school in Southern California, students learn and grow through innovative
and pioneering practices and pedagogy from their teacher. The framework of the curriculum is
based on the California State Standards, but the lesson creations and instruction practices are up
to the teachers discretion. Parts of this teachers lessons are approached from several of the
identified multiple intelligences and those are also incorporated into the independent activities
completed at the end. Students use learning contracts that allow them to work within their
strengths and still meet standards that complete the work the whole class is focused on (Allcock,
2010). The goal of this classroom is to present evidence that students learn better and have a
deeper understanding of curriculum due to this type of teaching pedagogy.
The theory of multiple intelligences has had a great impact on education and the idea that
people can be smart in many different ways and there is not simply one form of intelligence or
IQ (Gardner, 1983). The idea that one person contains eight different areas of intelligence makes
research on the subject somewhat difficult. It provides for many variables and some difficult
areas to maintain validity and have a control group as well. The third grade classroom referred
has different groups of students who could fulfill the needs for strong scientific research to take
place. These facts brought about the realization that this classroom is the perfect setting for
research on the effects of multiple intelligence based learning. Teaching third grade for two years
and a combination third and second for one introduced many opportunities to question the
modern education system we have in place. Using standardized testing methods, lecture style
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teaching practices and now with the introduction of Common Core many educators are being led
to look for alternatives to help students learn (McFarlane, Spring 2011). As one of those
educators, it would not only change teaching practices, but curriculum as a whole if the
educational system embraced this theory and integrated the ideas into its structure.
Purpose
One of the main goals of teaching is to create lifelong learners. Students who are
struggling to pay attention or be active participates in the learning atmosphere in a classroom are
often times bored or not engaging simply because there is a lack of interest (2010). There is a
significant amount of diversity found in most classrooms today whether it be ethnic diversity,
financial diversity, or simply a difference in the way students grew up or how their families are
run. This diversity has presented educators with new predicaments and required them to become
much more creative if they want to hold their students attention.
Another significant change in the past few decades is our students knowledge and
abilities in regards to technology. Our children are inundated with constant and fast moving
visual, auditory and musical distractions. This change to our society is requiring educators and
administrators to look through new lenses and reach for something different to help our students
engage (Williamson, 2009). Is there a relationship between the use of multiple intelligence based
curriculum and increased enduring understanding that would offer students a way to engage and
absorb information in a superior way?
Literature Review
There is a high number of educators that claim multiple intelligence based curriculum
greatly changes curriculum design for the better (Abiola, 2012). However, there hasnt been a
great deal of sound research found in order to bring about country-wide change. This is for
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several reasons, but the most critical is the amount of variables present in this type of study. It is
very difficult for a school to have an even control group and test group within a certain grade or
subject in order to record enough sound data (Armstrong, 2009). However, one study done by
John Hopkins University showed great results in their use of multiple intelligence based
curriculum (Cambell, 2004). Since Gardner first introduced the theory in 1983, there has been a
great deal of interest and use of his ideas in classrooms. Those ideas when present in a classroom
here in Southern California would have a great impact on student learning. Teachers who find
innovative new ways to teach and use pedagogies that connect students to learning the results
can only be positive and beneficial to kids (Spring 2011).
Despite the difficulty of recording quality research about the changes multiple
intelligence learning brings to classroom lessons there has been a great deal of support. It has
been proven that kids retain information better when they are actively involved in learning.
Providing curriculum that includes logical problem solving activities, musical numbers with
hand motions to help with memory of facts and opportunities to present your knowledge on a
subject and the item you created are all ways to engage learners and help them retain necessary
information. Therefore why wouldnt good teachers want to use these practices in their
classrooms (Temur, 2007). On the second page of Temurs article, there is a perfect quote
regarding the use of Multiple Intelligence based curriculum in classrooms despite the research so
far. It says, Since all children do not learn with the same method, it will be possible to reach
more children using this approach meaning that teaching students content from several different
methods, or in our case intelligence focuses, you are much more likely to help to students create
enduring understanding . According to Howard Gardner, this way of teaching is creating
different windows into the same room (2007).
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The Brains Abilities
The vast differences between peoples brains can account for many struggles we
encounter in children learning. If a teacher is not speaking in their language of learning it is
difficult to reach them and create an enduring understanding of a subject. There has been a great
deal of research not only on multiple intelligences, but on the brains ability to learn and retain
things over the past few decades. All this new information has helped teachers reach more
students within one classroom, differentiate instruction in order to help each individual
specifically and help children learn better in their brains natural learning process (Madrazo
Jr, 2005). The acceptance and use of the multiple intelligence theory can also be attributed to the
research done on brain based learning. The more information we come across as educators in
connection to the brain the better we can instruct and the more students we will help.
The brain organizes information through different pathways. By engaging more than one
pathway while students are learning, teachers have a much better chance of creating long lasting
memory about the subject at hand (Connell, 2009). This is directly connected to the theory of
multiple intelligences and teaching using different strategies. Creating lessons that address
certain standards and subjects from many different avenues ensures students will more likely
understand the curriculum. Teaching a specific piece of content through something musical,
solve a problem involving the information and then present their findings means students have
three times to engage in the curriculum and learn (Dillihunt, 2006).
Test Scores, Examples and Criticisms
One of the major criticisms of the multiple intelligence theory is the lack of evidence for
its claims. This has been a criticism for many alternative ways of educating such as learning
styles as well. Brain Based Learning was one focus of education in recent times that broke the
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criticism for good research and had a great deal of scientific research to back its claims (Duman,
2010). One claim critics of multiple intelligence theory make involves the need for people today
to claim intelligence of some kind. There are many who feel the theory is simply a desirable
thought because it means every person is smart in some one. Another words, children just have
strengths and weaknesses but are not better than each other (Ferguson, 2009). There has been a
great push in the last decade for equality not only among people groups, but in education as well.
Some scientist and scholars want to maintain that intelligence is only one entity or g as they
refer to it as and a person either has a high IQ or they dont (2009). These two ideas have battled
for several decades and the argument will most likely continue for some time. However, there
has been no proof that the idea of multiple intelligence theory has hurt teaching practices either.
One would assume that a theory so hotly debated would have research attempting to
debunk its hypothesis. This is not the case from what could be found. There is simply a lack of
good, scientific research either way. By using multiple intelligence theory in the classroom to
help increase enduring understanding in students educators are not hindering student learning
and therefore can only be helping it. One of the greatest defenses was from Gardner himself. In
response to much criticism surrounding his theory he wrote to Wilson Quarterly saying,
"multiple intelligence was developed as a theory of the mind, not as an educational intervention.
But he supported the notion that the theory holds out hope that students can be reached in
different ways (Mathews, 2004). His goal through his research and the presentation of his
theory was not to change education as a whole, or alter curriculum and the system in place for
American students. While he and many other scientifically minded men and women see great
benefit from including this theory in the classroom, it is not the end all answer to the education
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needs of all students. The theory is simply a way to differentiate and reach childrens ability to
learn from varying pathways and areas of intelligence in their brain (2005).
Connection of Theory and Learning
The idea of multiple intelligence based learning is not something new. There are many
schools across the United States that contain a framework built on the multiple intelligence
theory. Yet, there are still many critiques that the theory actually has relevance. There is a great
deal of support for further investment into the ideas associate with multiple intelligences in the
classroom and research that proves the connection between the theory and a greater enduring
understanding in students (Bernard, 2009). One study that provides a great deal of scientific
research was done by Harvard University and has been an ongoing research subject for their
education program. There is great evidence coming out of their work that teaching students with
a focus on their strengths of intelligence in learning is proving beneficial for their educational
carriers (Krechevsky, 2013). Researching schools with an emphasis on the multiple intelligences
provides a great deal of information for further investigation. These schools have exemplified
worthy results of success for further growth in this area (Moore, 2013). Other schools across the
country have begun to take notice and attempt to put multiple intelligence theory practices into
place as well. The more research that is done, the stronger the case grows for multiple
intelligence based curriculum in schools.
Methodology
A research study done on curriculum design is based on the multiple intelligence theory
and the connection to a greater understanding and engagement in the curriculum by students to
help them grow and expand in their educational abilities. If a positive impact can be proven and
shown as vital, there will be a reason and scientific support that encourages a change to the
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traditional form of curriculum design and engaging students in learning. Students and the world
around us are changing every day, but teaching content from different recognized intelligence
strengths will help continually ensure students are being given the greatest possible chance to
succeed and come away with an enduring understanding of content from their educational career.
One of the main methods I will use in this research is assessments and performance based
assessments from all students. I will carry out a case study on four specific students as well as
the class as a whole divided into specific groups. A journal will be kept on each of the four
students that are specifically being observed and tracked, as well as a journal for each group that
together make up the whole of my research. The groups will be divided by ability, strengths and
their recognized interests. I will have a control group made up of students who will receive
standard instruction and state advised pedagogy in the content area we are studying. There will
be three groups who have similar strengths in the area of intelligences and they will work on
content taught from their intelligence strengths. One group will have varied interests and receive
instruction that covers many of the different recognized intelligences. The last group will be
made up of students who have similar interests, but will be taught through multiple intelligence
based curriculum that is not in their area of strength. There will be several unit of study
completed during the course of this research project. One will cover the United States of
America, their state capitols, the regions that make up our country and varying interests and facts
about each state that makes up the Union. Another unit will cover math in the area of division
using four digit numbers and four digit money problems as well as a strong focus on word
problems and the vocabulary and skills needed in that area. There will also be an opinion writing
unit covered during this time. The units of study will provide many ways to use multiple
intelligence based curriculum as well as standard teaching practices.
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The students in this classroom come from varied walks of life, family situations, financial
statuses and their abilities versus where they struggle. These facts allow me to cover many
questions and areas of focus during the research. In order to get a starting point I will administer
several surveys, multiple intelligence tests and also use my perception of students thus far into
the year. I will use the tests and surveys to create my groups and choose the four students I will
observe specifically during this project (Honey, 2006). I will take all the information I gather and
address it again a few weeks into the study to look for areas that could lack validity or have an
effect on the research. Each day I have 20 minutes of prep set aside at the end of our school day
that I have designated to reflect, take notes on what I have observed and organize work that has
been completed.
Another way I will keep track of findings is through peer and administrative
observations. I have two fellow teachers who will weigh in on my research through notes and
observation of my class. My research proposal has also been accepted through my school
administrator and she is very interested in my findings. She has agreed to observe once a week in
our classroom while instruction is taking place or while students are completing projects under
their learning contracts. She will pass on her thoughts and findings as well. These two resources
will give an outside perspective into the happenings of our classroom and the information
provided in my research.
This research project will need to take into account the strengths and weaknesses of
students in similar tasks leading up to my study as well as the output after the direct research has
been completed. Negative responses or a drop in student ability will help prove there is a
correlation to the multiple intelligence based curriculum if a negative occurs. In the same way if
a student maintains the level of work and their ability to revoice what they have learned this may
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present a question of validity to my findings. A study of this nature must have good records and
long standing records showing positive or negative correlations if it is going to present scientific
research and report of findings. Therefore cumulous note taking and extreme organization on my
part as the teacher will be crucial to success.
The last thing that will be an important indicator of success or failure of the hypothesis
will be the level of student engagement in tasks and the quality of work students put forth.
Children who are interested in a subject or truly engaged in content will put out great work that is
interesting, beyond what was asked and shows use of critical thinking. Students who are excited
to learn, and excited to work on their projects are also great indicators that what we are doing is
having some sort of impact. There are times daily in my class when students must be reminded to
stay on task or put for effort in their work. These students and events have been documented in
order to provide a comparison point later on in the research project.
Conclusion
It must be understood that this action research project is focused on the third grade
students at this school. However, it is my hope that the findings presented after its completion
will spur a focus on this subject and a great deal more research will be performed. Many of the
practices and findings may be similar to other third grade classrooms or classrooms in general,
but they may be very different as well. It will be awesome if there is a great impact on student
learning and their enduring understanding of the subjects at hand. My hope is that they will take
what they learn and continue to build on it in their future.
There are other effects that may simply happen do to the focus being put into the
planning of curriculum by the teacher or the excitement around carrying out a new way of
learning. Students are also known to perform differently when they are being observed and these
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things must be taken into account when looking at the findings that are presented. Over the
course of the study there may be factors or situations that arise which will need to be addressed,
but overall this study has a good framework.
The findings presented when this research project is complete, whatever they end up
being, will have a great impact not only on my teaching abilities, but on the knowledge and
ability of the students who make up this class. This venture will bring about growth and a greater
depth not only to my teaching and the pedagogy I use, but will also provide more information
into the world of multiple intelligence theory and its impact on education.

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