The Study of Multiple Intelligences Classroom Activities in a Cram School in Hualien, Taiwan

碩士 === 國立東華大學 === 教育與潛能開發學系 === 104 === The purpose of this study was to investigate and explore the Multiple Intelligence activities in Little Canada Cram School. The study focused on the Multiple Intelligences activities and the reasons of using them in the classroom. ESL class is the subject of t...

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Bibliographic Details
Main Author: FRISKA SILABAN
Other Authors: Wei-Yu Liu
Format: Others
Published: 2016
Online Access:http://ndltd.ncl.edu.tw/handle/55955019842915935228
Description
Summary:碩士 === 國立東華大學 === 教育與潛能開發學系 === 104 === The purpose of this study was to investigate and explore the Multiple Intelligence activities in Little Canada Cram School. The study focused on the Multiple Intelligences activities and the reasons of using them in the classroom. ESL class is the subject of the study chosen in this study. There were 6 young learners in the classroom. The class communicated in English during the class time. The observations through video recordings and interviews were the techniques for collecting the data and they were analyzed by qualitative method. The finding shows that there are eight activities used by the teacher to meet the pupils’ different intelligences. They are Students’ Name Writing, Previous Lesson Previewing, Story Telling, Game Playing, Video Playing, Drawing and Coloring, Grammar Teaching/ Workbook Checking and even Snack Time Activity. The activities are set in such situation that the pupils as young learners can enjoy the teaching and learning process. As the pupils are young learners, these activities can have the students be more free and excited to express themselves. In every activity mentioned above, the pupils’ Visual- Linguistics Intelligence is the one always used and involved. While Intrapersonal and Naturalist Intelligence are the less ones used. For the reasons applying the activities in the classroom, the teacher does believe and accept the term of the individuation and pluralization in his teaching. The teacher makes such activities in the classroom because he can see the differences of the pupils. Besides, those activities also can eliminate the classroom management issue in the classroom. The pupils have more time and chance to have more interactions as well. They can be freely to express themselves and be more engaged in the classroom teaching learning process. This study suggests the application of the activities used in cram school to eliminate the common image of the “targeted goal” in the school, for teacher and also the young learners’ classroom in Indonesia as well.