Literaturnachweis - Detailanzeige
| Autor/in | Suleiman, Mahmoud F. |
|---|---|
| Titel | Beyond Multiple Intelligences: Implications for Multicultural Teachers. |
| Quelle | (2001), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cultural Awareness; Culturally Relevant Education; Diversity (Student); Elementary Secondary Education; Intelligence; Multicultural Education; Multiple Intelligences |
| Abstract | Since intelligence is a highly respected universal value, education must build on sociocultural and educational expectations of diverse learners. Multicultural education is useful in tapping diverse learners' multiple intelligences. The concept of multiple intelligences is linked to multicultural education, with the interface between the two resulting in multiple opportunities for learning in diverse settings. Several assumptions underlie interest in the study of intelligence, including: all learners are intelligent in their own way and innately intelligent given their biological endowment, all avenues of intelligence relate to and enhance one another, and intelligence drives instruction and vice versa. In multicultural contexts, multiple learning opportunities can occur through full engagement of all learners. Intelligence-driven pedagogy appeals to diverse learners in cognitive and affective ways. Proposed guidelines for underlying the structure of intelligence-based curriculum and instruction emphasize tapping, transferring, activating, assessing, and manifesting intelligence. As teachers implement intelligence-based practices, they should remember that: pedagogical practices must relate to and enhance all learners' intelligence within and outside of school; the construct of intelligence must be conceptualized within the global context of multicultural competence; and cultural, linguistic, and social variables exert a huge influence on intelligent learning and skill development. (Contains 11 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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