Liana Decunto

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Assessment Task 1
Research Essay
Introduction
There are many different aspects of teaching that have a large impact on
student development, engagement and attitude towards learning. It is
important that teachers develop and implement a range of techniques to
ensure the best opportunities are presented to their students. Some of the
things that teachers can do in order to assist their students in flourishing
are implementing the constructivist theory of leaning in the classroom,
establishing Gardeners Multiple Intelligences theory into their teaching
and lessons and establishing an inclusive environment for all students.
Constructivist approach
The Constructivist theory of learning is described as an approach that
emphasizes the active role of the learner in building understanding and
making sense of information(Woolfolk & Margetts, 2013, p. 322). It was
Initially based on the work of theorists Jean Piaget and Lev Vygotsky and
supports the idea that the student constructs his or her own ideas as
opposed to receiving them, complete and correct, from the teacher or
authority source (Selley, 2013, p.3). The constructivist theory allows
learners to be active in their own learning and places importance on social
interactions in constructing knowledge (Woolfolk & Margetts, 2013). Piaget
theorized that learning and understanding came from ones own thoughts
and that the growth of knowledge is the result of individual constructions
made by the learners understanding (Kim, 2005, p.8), while Vygotsky
believed social interaction, cultural tools, and activity shape individual
development and learning (Woolfolk & Margetts, 2013, p. 323).
Implementing a constructivist approach in the classroom is based on the
idea that students learn better when they take responsibility and control
of their own learning and that successful learning comes from
interactions between the teachers and students (Kenny & Wirth, 2009,
p.34). In an experiment that had a maths class break up into two groups
with one being immersed into a constructivist classroom results proved
that constructivist teaching is more effective than traditional teaching in
terms of academic achievement (Kim, 2005, p. 7). It had a positive effect

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on motivation, time management skills, anxiety towards learning and
performance, and self-monitoring, while also being preferred to a
traditional classroom by the students who participated (Kim, 2005).
When implementing the constructivist learning approach in the classroom
it is important that the teacher assists the students in developing existing
ideas and concepts while also working with these ideas, examining their
applicability and effectiveness, and suggesting small, manageable
improvements (Selley, 2013, p.4). Teachers should structure the learning
around the primary concept being taught, invite, accept and encourage
questions and ideas, allow students to challenge or utilize the ideas of
their peers and help the student to test their own ideas before they are
presented with instructional materials (Kim, 2005). When implementing
the constructivist approach in the classroom teachers need to structure
lesson to challenge students while also establishing and inquiry
atmosphere and culture of learning in the classroom (Kenny & Wirth,
2009). It is also important that when assessing through the constructivist
approach, the learning is assessed during all classroom investigations
(Brooks & Brooks, 1999).
Gardeners multiple intelligences
The multiple intelligence theory was originally proposed by psychologist
Howard Gardener in 1983 where he defined eight different intelligences
and ways in which people learn best (Xie & Lin, 2009). Gardener defined
intelligence as the ability to solve problems and the problem solving skill
allows one to approach a situation in which a goal is to be obtained and to
locate the appropriate route to that goal (Hanafin, 2004, p.127). This can
be accomplished through hes multiple intelligences; linguistic intelligence
where individuals best make sense of concepts through language; logicalmathematical intelligence which are the people who analyze the
components of problems and use and appreciate abstract relations; visualspatial intelligence whereby people learn best by visualizing images and
information and recreating them to make sense of it; interpersonal
intelligence which allows individuals to make distinctions about other
peoples feelings and intentions and thrive on group work and
communication with others; intrapersonal Intelligence which helps

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individuals to understand their own feelings and build accurate mental
models of themselves; musical intelligence which helps people to create,
communicate and understand meanings made out of sound; bodilykinesthetic which allows individuals to use their bodies to solve problems
or create products and the naturalist intelligence which allows people to
distinguish among, classify, and use features of the environment for
learning (Veenema, Hetland & Chalfen, 1997).
Research has proven the use of Gardners multiple intelligences in the
classroom has a positive influence on the learning and development of the
students. Data from a multiple Intelligence project in Ireland showed that
meaningful learning occurred when different intelligences were met for
students from varying abilities (Hanafin, 2014). The same research project
recognized an increase in student interest and motivation, student
performance in assessment testing, an increase in approaches to content
and pathways to learning and better student/student relationships
(Hanafin, 2014, p. 135), while also articulating that the multiple
intelligences approach was valuable in terms of student learning, student
recall, student participation and also student enjoyment (Hanafin, 2014,
p.135). A different study where students were split into two groups for a
design project with only one group participating in multiple intelligences
theory, showed that the students who were learning through multiple
intelligences performed significantly better showing that the teaching and
assessment gave them more design inspiration and more ways to
express themselves, thus improving learning effectiveness (Xie & Lin,
2009, p. 120).
Implementing the Multiple Intelligences theory in the classroom can aid in
exposing the strengths and weaknesses of each student while also making
educators aware of the areas that need specific support (Xie & Lin, 2009).
When utilizing Gardners Multiple Intelligences it is important for teachers
to ensure they have variety, fairness and richness (Xie & Lin, 2009,
p.108) in their lesson plans, provide opportunities whereby students are
able to choose learning activities and assessment methods and provide
opportunities for students to use their dominant intelligences and develop
their weaker intelligences (Xie & Lin, 2009). It is important that students

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are respected as individuals, their differences are taken into consideration
and they are given opportunities to express themselves through the gifts
they show in any of the eight intelligences (Xie & Lin, 2009). Multiple
intelligences provide teachers with more choices in teaching and
assessment while also giving students the opportunity to demonstrate
what they have learnt in many ways (Xie & Lin, 2009).
Inclusive Classroom environment
When conducting a class it is important to establish and provide a positive
and inclusive classroom environment for all students including those with
disabilities, additional learning needs and ESL students (Hannah, 2013).
The classroom environment can increase or decrease a students ability to
learn and feel comfortable as a member of the class (Bucholz & Sheffler,
2009, p.1). It is important that the learning environment is a place where
students feel safe and comfortable as a member of the class and allows
for learning and emotional development whereby students feel relaxed in
asking questions and expressing their thoughts while also developing
mutual respect between the students and the teacher (Bucholz & Sheffler,
2009).
There is a multitude of ways that teachers can modify the learning
environment to create an inclusive classroom for all students. Some of
these ways include arranging desks in a way that encourages
collaboration and inclusion, decorating the walls and classroom with colour
and student work and utilizing student leaders in the classroom (Hannah,
2013). Other strategies that can be implemented to create a strong sense
of community and encourage positive interactions and cooperative
learning for students may include developing classroom procedures and
classroom strategies for example implementing traditions to create a
positive bond between students such as morning rituals or develop active
listening and reflective techniques to make them feel welcome and a
trusted member of the class (Bucholz & Sheffler, 2009). Classroom
environment plays a crucial role in keeping students engaged and
allowing them to be successful within the classroom (Hannah, 2013).

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Conclusion
Research has proven that implementing the constructivist theory,
Gardners multiple intelligences and establishing an inclusive environment
for all students has a positive impact on students learning and their overall
attitude towards school. This is why I feel it is important that these aspects
are put into practice.
Word Count: 1367