Multiple intelligences and outcomes based education

dc.creator	Elaine Ridge
dc.date	2008-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:05Z
dc.date.available	2015-07-20T22:08:05Z
dc.identifier	10.5785/14-2-176
dc.identifier	0259-2312
dc.identifier	2224-0012
dc.identifier	https://doaj.org/article/f14df65b9a674aea8741fec77d83e826
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11727
dc.description	This article explores the reasons that make it advantageous to develop learning programmes which draw on the theory of multiple intelligences (MI). A unitary view of intelligence privileges analytic/linguisticallygifted learners. The theory of MI, on the other hand, takes account of the diversity of learners and challenges educators to provide opportunities for them to use their varied intelligences.The outline of each of the eight intelligences demonstratesthe many ways in which learners can demonstrate their ability to excel. Application of these insights can complement the kind of transformatoryeducation envisaged in the Department of Education policy documents. MI translated into school practice has taken a variety of forms: project-basedapproaches, interdisciplinarycurriculums, entry points to lesson plans and complex assessments are only some of these. Ordinary classroom teachers can create diverse opportunities for all learners to enjoy a high measure of success. Hierdie artikel ondersoek die redes waarom dit voordelig is om leerprogramme te ontwikkel wal gebaseer is op idees uit die leorie van meervoudige intelligensies (MI).'n Unitêre siening van intelligensiebevoordeel analities- en taalbegaafde-leerders.Die MI-teorie, daarenleen neem die ongelyksoortigheidvan die leerders in ag en daag opvoeders uit om geleenthede te skep vir die leerlinge om verskeie van hulle intelligensies te gebruik. Die omskrywing van elk van die agt soorte intelligensies demonstreer die talryke-maniere waarop leerders hulle vermoë om uit te blink kan bewys.Die toepassing van hierdie insigte kan bydra tot die transformerendeaard van die opvoeding wat met die Departmentvan Opvoedkunde se beleidsdokumentebeoog word.MI toegepas in skoolpraktykneem verskillendevorms aan: projek-gebaseerdebenaderinge;interdissiplinêrekurrikulums; loelreepunte vir lesplanne en veelsydige assessering, om maar 'n paar te noem.Gewone klas-onderwysers kan 'n verskeidenheid geleenthede skep om te verseker dat alle leerders In hoë mate van sukses behaal.
dc.language	English
dc.publisher	Stellenbosch University
dc.relation	http://perlinguam.journals.ac.za/pub/article/view/176
dc.relation	https://doaj.org/toc/0259-2312
dc.relation	https://doaj.org/toc/2224-0012
dc.source	Per Linguam : A Journal of Language Learning, Vol 14, Iss 2 (2008)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Multiple intelligences and outcomes based education
dc.type	article