Walter Geerts & René van Kralingen - The Teachers' Handbook

1.1  A powerful learning environment motivates

With that in mind, Kolb’s theory definitely has value as it can stimulate varied and appropriate teaching. Gardner’s multiple intelligences The theory of multiple intelligences was developed by American developmental psychologist Howard Gardner (2002). According to Gardner, intelligence is ‘the ability to learn problem solving’. He postulates that this can be done in differ ent ways, which would imply that people have various skills to solve problems. These so-called preferred intelligences are related to the way in which someone approaches a problem or an assignment. Although there is no empirical evidence for Gardner’s theory, it nevertheless can have its use in the classroom. The theory offers: ■■ insight into the stronger abilities of each student, which helps promote opti mal communication between students; ■■ extra perspective when observing and gaining an insight into the individual student’s learning process, enabling fine-tuning of the lessons; ■■ the option to utilise specific qualities of a student and to optimise lesser qual ities. 10 Gardner distinguishes the following intelligences: ■■ verbal/linguistic : the student likes language expressions like reading and writing. He is sensitive to nuances in language. He expresses himself well, for example in writing poetry or during discussions; ■■ logical/mathematical : the student is analytical and methodical, enjoys solv ing hypothetical problems and has a knack for mathematical equations and deduction; ■■ visual/spatial : the student has an aptitude for spatial visualisation, forms, shapes, sizes and colour. He likes drawing, designing and three-dimensional thinking; ■■ bodily/kinesthetic : the student learns best by doing. He enjoys physical ex periences like executing practical actions as well as playing sports, acting or dancing; ■■ musical/rhythmic : the student enjoys making and listening to music. He of ten has musical associations and a strongly developed sense of rhythm; ■■ naturalistic : the student loves nature and all things connected to the animal world, climates and landscapes. He has a sharp eye for detail and excels at classifying plants and animals; ■■ interpersonal : the student is socially orientated, enjoys interaction with oth ers and has strong empathetic inclinations. He is often very communicative and is good at collaborating with others;

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10 For example, students with musical aptitude or students with learning difficulties. For this reason the theory is popular in Dutch vocational schools for special needs students.

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