Using multiple intelligences, cooperative learning, and writing intervention strategies to improve writing in a fourth grade classroom
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Authors
Stadum, Jennifer
Issue Date
2002
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
This study originated with a perceived need for improvement in writing among a treatment population in a fourth grade class where five students had similar challenges in the areas of spelling, grammar and writing. In addition, the students in the treatment group also needed to increase their ability to produce a significant quantity of writing and be able to complete an assignment within a given amount of time.
According to observational guidelines for teachers set forth by Howard Gardner's multiple intelligence theory, the five treatment group students had preferences for using their bodily-kinesthetic, musical and interpersonal intelligences over using their verbal-linguistic intelligences when learning. Based on these observations, and a pretest which confirmed the observations, the students participated in a ten week specialized instructional program where each lesson focused on a different writing skill corresponding to the problematic areas identified in the writing assessment.
The improvement in the students' spelling and writing skills indicated that implementing student-centered learning opportunities and multiple intelligence theory is a beneficial teaching tool. The implications of this study suggest that the inclusion of student learning styles in teaching methodology will improve students' capacities for learning new skills.