In a teaching and learning environment that
embraces innovation, inclusion and effectiveness,
it is essential to acknowledge students’ individual
learning styles to promote optimum learning.
While multiple intelligences (MI) theory considers
students’ interest, it has been more often applied
in teaching mathematics, science and music
subjects. This study applied the theory of MI within
two year seven textile technology classes. Data
were collected from student group assessments,
surveys and daily engagement levels. The results
of the study show that groups whose members
shared similar MI reported having a more positive
experience than groups that were not specifically
MI assigned. Further, those groups including
different MI sets were observed to be slower to
commence an assigned class task, but developed
a deeper understanding of class objectives as they
encouraged, motivated and worked collaboratively
together. Designing intentional teaching styles and
explaining tasks for different MI resulted in more
students knowing what was expected of them and
fewer questions about the tasks.
Display as Peer Reviewed
Cameron, Brianna; Ormsby, Gail; and Kilgour, Peter
"The Application of Multiple Intelligences in Two Year 7 Textile Technology Classes,"
TEACH Journal of Christian Education: Vol. 8
, Article 9.
Available at: https://research.avondale.edu.au/teach/vol8/iss1/9