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Abstract

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.

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