application of accelerated learning techniques with particular

178 Pages·2008·0.73 MB·English

APPLICATION OF ACCELERATED
LEARNING TECHNIQUES WITH
PARTICULAR REFERENCE TO MULTIPLE
INTELLIGENCES

by

HESTER CATHARINA PIENAAR

Submitted in the fulfillment of the requirements
for the degree of

MASTER OF EDUCATION

in the subject

DIDACTICS

at the

UNIVERSITY OF SOUTH AFRICA

SUPERVISOR: PROF M.M. NIEMAN
JOINT SUPERVISOR: PROF G.D. KAMPER

MARCH 2008
I declare that APPLICATION OF ACCELERATED
LEARNING TECHNIQUES WITH PARTICULAR
REFERENCE TO MULTIPLE INTELLIGENCES is my
own work and that all the sources that I have used or
quoted have been indicated and acknowledged by means
of complete references.

____________________ ___________
MRS HC PIENAAR DATE

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ACKNOWLEDGEMENTS

I wish to express my sincere appreciation and gratitude to everyone who
supported me to complete this study. I particularly want to acknowledge the
following people:

• Professor G.D. Kamper who paved the way for RPL and supported all
my efforts to subsequently complete this study.

• Professor M.M. Nieman who would not accept quitting as an option and
who played a pivotal role in my completion of the study.

• The teaching staff at Prestige College as well as my personal assistant,
Elize Liebenberg, who gave me their full support in a demanding
environment coping with all the new ideas and expectations.

• The grade 8a class of 2004 who opened up a whole new perspective in
learning for the whole school. I will follow the wellbeing, performance
and progress of these learners with great interest in the years to come.

• The Board of Directors at Prestige College who afforded me the
opportunity to develop myself but also to attend the bi-annual
Principals’ Conferences in countries where it was presented. They also
made it possible for me to visit the New City School in America which
contributed greatly to my vision of Multiple Intelligences in this school
and country.

• I was privileged to have had the opportunity to retreat to the farm of
my aunt, Ta-An, at times when I had to work without disturbance or
any other responsibility.

• I am particularly thankful to my husband Robby and my two daughters
Carina and Rozelda who gave me space for the times I had to focus on
my studies and who supported me in many ways.

I have been blessed in many ways and it is with gratitude that I thank God for
His Grace in my life, without which nothing would have been possible.

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SUMMARY

The aim of this study was to determine the possible successes and pitfalls in
implementing a process to accelerate learning and raise learner performance
through a multiple intelligence approach.

A study of the theory of Multiple Intelligences was conducted which also
implied a thorough study of the physiology of the brain, how it learns and how
it should be utilised in the classroom.

A case study was conducted amongst the learners and teachers of a specific
school to determine their ability, willingness to change and their performance
in the application of Multiple Intelligences in the classroom. The challenges
associated with the implementation of the MI approach were established
through different methods.

It was found that teachers have much more difficulty in adapting to a new
teaching approach than the learners. Time constraints, constant monitoring
and support, teacher training, teachers’ attitude to change, big classes, a lack
of resources and teacher resistance added to the reality which policy makers
have to consider in implementing a new approach.

Key terms:

Multiple intelligences; linguistic intelligence; bodily-kinesthetic intelligence;
musical intelligence; intrapersonal intelligence; interpersonal intelligence;
naturalist intelligence; emotional intelligence; logical-mathematical
intelligence; brain-based learning; accelerated learning; multiple intelligence
approach to teaching

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TABLE OF CONTENTS

Chapter 1
General orientation

1.1 Introduction 1
1.2 Focus on the brain 3
1.3 Accelerated learning and multiple intelligences 5
1.4 The successful implementation of accelerated learning by means
of MI 7
1.5 The relationship between MI and outcomes based education
(OBE) 8
1.6 Current problems in education and the need for a better teaching
approach 10
1.7 Research rationale 12
1.8 Problem statement 14
1.9 Research aims 14
1.10 Research design 15
1.10.1 Research participants in the study 16
1.10.2 Research methods 18
1.11 Chapter division 19

Chapter 2
The application of accelerated learning techniques with
special reference to multiple intelligences: A theoretical
exposition

2.1 Introduction 20
2.2 Intelligence defined 20
2.3 Theories of intelligence 22
2.3.1 The theory of intelligence as intelligent quotient (IQ) 22
2.3.2 The theory of emotional intelligence 23
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2.3.3 Intelligence as the “g” factor 25
2.3.4 The Triarchic theory of human intelligence 25
2.3.5 Intelligence theory as seven or more distinct factors 25
2.4 Concerns about intelligence measurement 26
2.5 Accelerated learning 28
2.6 The theory of multiple intelligences 30
2.6.1 Background 30
2.6.2 Gardners’ view of intelligence 31
2.6.3 Criteria that an intelligence has to meet 31
2.6.4 The eight intelligences 35
2.6.4.1 Linguistic intelligence 35
2.6.4.2 Logical-mathematical intelligence 39
2.6.4.3 The musical intelligence 44
2.6.4.4 Spatial intelligence 49
2.6.4.5 Bodily-kinesthetic intelligence 53
2.6.4.6 The intrapersonal intelligence 57
2.6.4.7 The interpersonal intelligence 61
2.6.4.8 The naturalist intelligence 63
2.7 Summary 65

Chapter 3
Research design and methodology

3.1 Introduction 67
3.2 Research aims 67
3.3 Research design 68
3.4 Research methods 70
3.4.1 Selection of participants 71
3.4.2 Visit to the USA 74
3.5 Data collection 75
3.5.1 Computer generated brain profile assessment 75
3.5.2 Content analysis 77
3.5.3 Direct observation and participant observation 78
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3.5.4 Field observations, field notes and supplementary
techniques 81
3.5.5 Meetings 82
3.5.6 Reports (school records) 83
3.5.7 Questionnaires 83
3.6 Data processing 84
3.7 Validity 85
3.8 Ethical measures 86
3.9 Summary 88

Chapter 4
Data analysis and interpretation

4.1 Introduction 89
4.2 Preliminary observations and informal interviews at an MI school
in the USA 90
4.2.1 The New City School 90
4.2.1.1 Background 90
4.2.1.2 Observations at New City School 91
4.3 Findings from a preliminary interview held at the Harvard
Graduate School of Education 95
4.4 Results of the case study 97
4.4.1 Background to the case study undertaken in this project 97
4.4.2 Background to and results of the brain profile
assessments 100
4.4.3 Content analysis of teachers’ written preparation
documents 106
4.4.4 Observation of lesson presentations 112
4.4.5 Observation of teachers’ attitude 120
4.4.6 Regular meetings held with teachers 125
4.4.7 Analysis of the scholastic achievement of the learners 132
4.4.8 Presentation and analysis of the questionnaire data of
the grade 8 participants 136
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4.5 Challenges experienced in the implementation of an MI approach 141
4.6 Summary 144

Chapter 5
Overview, conclusions and recommendations

5.1 Introduction 147
5.2 Overview of the investigation 147
5.3 Limitations of the study 151
5.4 Conclusions of the study 152
5.4.1 Conclusions drawn from the literature study 152
5.4.2 Conclusions drawn from the case study 152
5.5 Recommendations 156
5.5.1 Recommendations with regard to learners 156
5.5.2 Recommendations with regards to the implementation of
an MI approach in a school 156
5.6 Recommendations for further research 159
5.7 Conclusion 160

Bibliography
Sources consulted

LIST OF FIGURES

Figure 2.1 The different parts of the brain 33
Figure 4.1 The single building of the New City School 91
Figure 4.2 The brain profile assessment results presented as an
average for the whole class 101
Figure 4.3 A comparison between the brain profile assessment
results of the learners and teachers 103
Figure 4.4 A comparison between learners and teachers’ preferred
learning styles 105
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Figure 4.5 Teachers’ compliance with expectations concerning their
preparation 108
Figure 4.6 Teachers’ performance in lesson presentations 116
Figure 4.7 Teachers’ rating on attitude towards change in teaching
style/approach 121
Figure 4.8 Teachers’ rating of their observation of others and by
others 123
Figure 4.9 General overview of the performance of all staff in terms
of the assessed points of performance 124
Figure 4.10 Comparison of academic performance of a previous
group of learners’ mid year results 133
Figure 4.11 Academic results of grade 8 learner participants
compared after one year of MI instruction 135

LIST OF TABLES

Table 3.1 Advantages vs. disadvantages of observations 79
Table 4.1 Rubric used to assess teachers’ performance in terms of
preparation 107
Table 4.2 Rubric used for assessing teachers on lesson
presentations while being observed by the researchers 114
and fellow teachers
Table 4.3 Rubric used to measure teacher attitude in attempts to
change teaching style/approach 121
Table 4.4 Rubric used to assess teachers’ willingness to observe
others and be observed by others 123

LIST OF ANNEXURES

Annexure A Application form used to select and appoint teachers at the
New City School
Annexure B Transcript of interview conducted with Julie Viens at the
Harvard Graduate school of education
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Annexure C Brain profile assessment
Annexure D Examples of how preparation forms changed over a period
of time
Annexure E Teachers observation sheet
Annexure F Examples of a number of completed observation forms
Annexure G Examples of agendas for teacher meetings
Annexure H PowerPoint presentation on MI for teachers

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