MULTIPLE-INTELIGENCE AS A CHALLENGE IN EDUCATION.pptx

This pot contains 2 articles which the ppt tackled on how multiple intelligence is a challenge in education and the possible solutions for these challenges

1. Multiple intelligences Group 6

2. What is Multiple Intelligence? The theory of Multiple Intelligences (MI) by Howard Gardner explains that intelligence is not limited to IQ alone, but comes in different forms. These includes; linguistic logical-mathematical musical bodily-kinesthetic Spatial interpersonal intrapersonal naturalistic intelligence

3. Article 1

4. Challenges in Implementing MI Strategies 1. Difficulty in identifying students’ intelligences The study noted that teachers had trouble determining learners’ dominant intelligences, which limited how effectively MI strategies could be applied in lessons.
This was highlighted in the findings where the use of MI was only to a moderate extent.
2. Time constraints Teachers reported that preparing MI-based activities required more time and effort compared to traditional methods, making it hard to implement consistently in daily classes. 3. Limited instructional materials The article emphasized that the lack of MI-aligned learning resources posed a barrier, especially for strategies requiring visuals, manipulatives, or technology.

5. Challenges in Implementing MI Strategies 4. Curriculum demands Teachers struggled to align MI strategies with the K–12 curriculum standards and MELCs, which prioritize coverage of competencies over creative or individualized approaches.
5. Teacher readiness and training Findings suggested that while teachers had a positive attitude toward MI, their knowledge and confidence in applying it were limited. This reflects the need for professional development support.

6. Possible solutions 1. Difficulty in Identifying Students’ Multiple Intelligences Use simple diagnostic tools (MI checklists, self-reflection surveys, observation guides) at the start of the school year to map out learners’ strengths.
Integrate peer and parent feedback to confirm intelligences outside the classroom.
Conduct interest inventories as part of guidance counseling to help teachers plan accordingly. 2. Time Constraints in Preparing MI-based Lessons Develop ready-made MI activity banks (e.g., role-play for interpersonal, map analysis for visual-spatial, debates for verbal-linguistic).
Encourage collaborative lesson planning among teachers within grade levels to share MI-aligned strategies.
Use project-based learning (PBL) where one activity caters to multiple intelligences at once (e.g., a group presentation with art, drama, and research components).

7. Possible solutions 3. Limited Instructional Materials Maximize low-cost, localized resources (community maps, newspapers, recycled materials, folk songs, cultural artifacts).
Tap ICT tools (free apps, slides, videos) that can support various intelligences (e.g., virtual museums for visual-spatial, podcasts for auditory).
Request school-community partnerships (LGUs, NGOs, parents) to donate or help create instructional aids tailored for MI. 4. Alignment with the Curriculum Develop curriculum guides that explicitly show how each competency can be taught through at least two intelligences.
Conduct DepEd in-service training (INSET) for teachers focusing on aligning MI with K–12 MELCs (Most Essential Learning Competencies).
Promote flexible performance tasks where learners demonstrate mastery using their preferred intelligence (e.g., essay, video, artwork, skit).

8. Possible solutions 5. Teacher Readiness and Training Implement continuous professional development on differentiated instruction and MI strategies.
Create a peer mentoring system where experienced teachers guide others in integrating MI.
Encourage action research projects in schools so teachers can experiment with and refine MI approaches.

9. Article 2

10. Challenges in Implementing MI Strategies 1. Low teacher confidence – Only a small percentage of teachers felt confident in integrating MI into lesson plans. 2. Lack of professional development – Most teachers had not received enough training or seminars on MI strategies. 3. Time constraints – Teachers struggled to design and carry out MI-based activities within limited class periods. 4. Inadequate instructional materials – Lack of diverse and accessible teaching resources to support different intelligences. 5. Curriculum alignment issues – Teachers found it hard to incorporate MI while strictly following the national curriculum.

11. Possible solutions 1. Integrate MI Planning into Teachers’ Workload
To address the challenge in time constraints, as cited by 96% of the respondents, it is recommended that teachers should be given time within their schedule to plan and collaborate among their peers to work on MI-based lessons.

2. Secure Diverse Instructional Materials
92% of the respondents reported insufficient resources or materials. Thus, it is recommended that diverse instructional materials that cater to various intelligences be prioritized. This can help support different learning needs and styles, especially the less traditional ones.

12. Possible solutions 3. Implement Strategies Addressing Large Class Size
84% of the respondents identified large class size as a challenge in MI implementation. Since MI-based instruction requires individualized feedback, various strategies should be employed to allow for a meaningful interaction such as learning stations, peer-teaching, collaborative projects or other flexible tasks.

4. Conduct Trainings and Workshops on MI Implementation
Professional Development Programs must be organized and implemented in response to the 68% of respondents who lack relevant training on MI application. The strategies and plans designed for each type of intelligence can provide teachers in-depth information in its classroom implementation.

13. Possible solutions 5. Establish Administrative Support for MI Integration
Concerns on limited support from school administration (48%) and difficulty in curriculum alignment (28%) can be resolved through collaborative efforts of school administrators, curriculum developers and teachers. It is recommended to have planning sessions that aim to integrate MI strategies with existing learning competencies and standards.

14. References Baliling , V. F. (2020). Multiple Intelligences Strategies in Teaching Araling Panlipunan among Public Secondary Schools in the City Division of Tabuk , Kalinga . International Journal of English Literature and Social Sciences, 5(6), 2469—2475. https://doi.org/10.22161/ijels.56.86

15. Thank you for listening