Nghiên cứu về nhận thức và việc sử dụng các hoạt động trong lớp học của giáo viên về trí thông minh đa diện ở một số trường tiểu học thành phố huế

STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 20/ 06 / 2015 Signature Le Thi Quynh Chi i ABSTRACT This study investigates issues relating to teaching English using MI classroom activities at some primary schools in Hue city It aims to explore primary teachers’ perceptions and use of MI classroom activities In addition, the study also investigates the difficulties faced by the teachers in using MI classroom activities The data were collected through questionnaires, interviews and classroom observations Fifty primary teachers in Hue city participated in the study The collected data identified the teachers’ perceptions and use of MI classroom activities The findings reveal that most of the teachers had positive perceptions toward using MI classroom activities Moreover, they had applied some MI classroom activities and recognized the effectiveness of those activities In particular, some typical MI classroom activities such as summarizing the information learned in a lesson, group work, choral or individualized reading were preferred Furthermore, some difficulties faced by the primary teachers were revealed and some suggestions were mentioned ii Acknowledgements [ Especially, I would like to express my deepest gratitude to my supervisor Assoc.Prof.Dr.Le Pham Hoai Huong for her patient guidance, enthusiastic encouragement and useful critiques at every stage of the development of this study I would also like to express my sincere thanks to all the college librarians for their enthusiasm Also, I am indebted to all the teachers in…primary schools for providing me with the most favorable conditions to collect the needed data Finally, I am grateful to my family and my friends who have their own ways for supporting me during the process of conducting this paper iii TABLE OF CONTENTS Pages Contents SUB COVER PAGE STATEMENT OF ORIGINALITY i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix CHAPTER 1: INTRODUCTION 1.1 Background of the research 1.2 Rationale 1.3 Research questions 1.4 Significance of the research 1.5 Scope of the research 1.6 Structure of the research CHAPTER 2: LITERATURE REVIEW 2.1 Introduction .5 2.2 Multiple Intelligences Theory 2.3 Multiple Intelligences and classroom activities 2.4 Young learners 12 2.4.1 Definition of young learners 12 2.4.2 Characteristics of young learners 12 2.5 Multiple Intelligences and English language teaching 14 2.6 The importance of using Multiple Intelligences classroom activities in teaching English to young learners 15 2.7 Some criticism on the MI theory 16 2.8 Previous studies 18 2.9 The areas of MIT that needs further exploration 20 2.10 Summary .20 iv CHAPTER 3: METHODOLOGY 21 3.1 Introduction .21 3.2 Research approaches .21 3.3 Research sites 21 3.4 Participants 22 3.5 Data collection tools .22 3.5.1 Questionnaire 22 3.5.2 Class observation 23 3.5.3 Interview 23 3.6 Procedure of data collection 23 3.7 Data analysis 24 3.8 Summary 24 CHAPTER 4: FINDINGS AND DISCUSSION 25 4.1 Introduction .25 4.2 Findings and discussion 25 4.2.1 Teachers’ perceptions of Multiple Intelligences classroom activities .25 4.2.1.1 Teachers’ understanding about MI theory at some primary schools in Hue city 25 4.2.1.2 Teachers’ perceptions of Multiple Intelligences 26 4.2.1.3 Promoting students’ multiple intelligences through MI classroom activities 27 4.2.1.4 Teachers’ awareness of developing students’ intelligences 28 4.2.1.5 Teachers’ evaluation of students’ attitudes to MI activities in their classrooms .29 4.2.1.6 Teachers’ evaluation of the effectiveness of using MI classroom activities 30 4.2.1.7 Teachers’ responses to the necessity of applying MIT activities in primary classrooms 31 4.2.2 Teachers’ use of MI classroom activities 32 4.2.2.1 Realities of using MI classroom activities at some primary schools in Hue city 32 4.2.2.2 The use of teaching aids at primary classroom 35 v 4.2.2.3 The frequency of MI classroom activities diversification at some primary schools in Hue city 36 4.2.3 Difficulties faced by teachers in using MI classroom activities 37 4.2.4 Suggestions 40 4.3 Conclusion 40 CHAPTER 5: CONCLUSION, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR THE FURTURE STUDY 42 5.1 Summary of the research 42 5.1.1 Teachers’ perceptions of MI classroom activities 42 5.1.2 Teachers’ use of MI classroom activities 42 5.1.3 Difficulties faced by teachers in using MI classroom activities 43 5.2 Implications 43 5.2.1 For school administrators 43 5.2.2 For the primary schools 44 5.2.3 For primary teachers 44 5.3 Limitations 44 5.4 Suggestions for the further research 45 REFERENCES 46 APPENDICES 51 vi LIST OF ABBREVIATIONS Multiple Intelligences MI Multiple Intelligences Theory MIT vii LIST OF TABLES Table 4.1 Promoting students’ multiple intelligences through MI classroom activities 27 Table 4.2 Teachers’ evaluation of students’ attitudes to MI activities in their classrooms 29 Table 4.3 The frequency of MI classroom activities diversification at some primary schools 36 Table 4.4 Difficulties faced by teachers in using MI classroom activities 38 Table 4.5 Difficulties faced by the observed teachers 39 Table 4.6 Suggestions 40 viii LIST OF FIGURES Figure 4.1 Teachers’ understanding of the Multiple Intelligences Theory .25 Figure 4.2 Teachers’ perceptions of Multiple Intelligences .26 Figure 4.3 Teachers’ awareness of developing students’ intelligences 28 Figure 4.4 Teachers’ evaluations of the effectiveness of using MI classroom activities 30 Figure 4.5 The necessity of applying MIT activities in primary classrooms 31 Figure 4.6 Means of frequency of the clusters 32 Figure 4.7 The use of teaching aids in primary classrooms 35 ix CHAPTER INTRODUCTION 1.1 Background of the research Children are the future of the country Along with the development of the country, children are better cared by the government, society and family Especially, environmental education plays an extremely important role because it helps recognize and develop the intelligence and talent of young generation in various fields However, the criteria for evaluating traditional intelligence is IQ tests that are no longer accurate (Makini, 2012) Those tests only measure a narrow range of verbal and mathematical abilities Therefore, the Multiple Intelligence theory is very important to modern education because its main point is that every individual has nine intelligences and they all work together in a unique way The theory of Multiple Intelligences was developed in 1983 by Dr Howard Gardner, a professor of education at Harvard University, and it was published in the book Frames of Mind: Theory of Multiple Intelligences In the book, he looks at intelligence from a wider perspective than ever before He points out that human talents and intelligences are so much more than the traditional I.Q tests had shown It is no longer a question of how intelligent people are; it is how their intelligence works He presented a new vision on intelligence and the theory is a pluralistic view of mind which is recognized many different sides of cognition and cognitive styles Therefore, it is important to acknowledge that people have different cognitive strengths (Gardner, 2006) Gardner’s ideas of intelligence shows us that children learn differently from the others , for example, be excellent in Math but be weaker in learning languages and vice versa Therefore, it is necessary to have a variety of approaches and activities For English teachers, the understanding of the Multiple Intelligences is so important Teachers can recognize the ability of each student in order to have the suitable methods in teaching Accordingly, we can get the good results as well as Appendix OBSERVATION SHEET Class: Teacher: Date: Time allotted: Which activity caters for each of the following intelligences? Name of intelligence Name of activity Logical/Mathematical Verbal/Linguistic Musical Visual/Spatial Intrapersonal Interpersonal Bodily/Kinesthetic Naturalist What kinds of visual aids are used? How often does the teacher use visual aids to support his teaching? a Often b Sometimes c Rarely d Never What are problems found in using MI activities during the lesson? 66 Appendix INTERVIEW QUESTIONS (English version) Do you think that “intelligent” or “gifted” students are the ones who must have a capacity to employ language effectively, whether orally or in writing (linguistic) and communicate successfully with others (interpersonal)? Please give your reason(s) How often you pay attention to design appropriate activities to cater for growth and development of the students instead of purely delivering the knowledge? Please give your reason(s) What kind of classroom activities you often organize for your students? How often you use visual aids in your classroom? What kinds of visual aids you often use? 67 How often you change/diversify your classroom activities in every lesson to be suitable for the different ways of learning among your students? Do you think the use of multiple intelligences classroom activities is an effective teaching method? Please give your reason(s) Which problem(s) you often have in designing and using MI activities in your classroom? What solutions would you suggest to overcome that difficulty? 68 Appendix BẢNG PHỎNG VẤN (Vietnamese version) Thầy/cơ có nghĩ học sinh thông minh hay tài người phải có khả sử dụng ngơn ngữ hiệu dù nói hay viết giao tiếp tốt với người khác khơng? Thầy /cơ vui lịng giải thích Thầy/cơ có quan tâm đến việc tổ chức hoạt động phù hợp để phục vụ cho phát triển học sinh thay đơn truyền đạt kiến thức? Thầy /cơ vui lịng giải thích Những hoạt động trí thơng minh đa diện thầy cô thường tổ chức lớp học cho học sinh? 4.Thầy có thường xuyên thiết bị hỗ trợ giảng dạy lớp học không? Những loại thiết bị hỗ trợ thầy cô thường xuyên dùng? 69 Thầy/cơ có thường xun thay đổi /làm đa dạng hoạt động lớp học dạy để phù hợp với cách học khác học sinh không? Thầy/cơ có nghĩ việc sử dụng hoạt động trí thơng minh đa diện lớp học phương pháp dạy học hiệu quả? Thầy /cơ vui lịng giải thích Những vấn đề thầy cô gặp phải tổ chức hay sử dụng hoạt động trí thông minh đa diện lớp học? Những giải pháp thầy cô đề nghị để vượt qua khó khăn đó? 70 Appendix Table 4.2.2.1- The frequency of using MI classroom activities in primary classrooms No Frequency Type of activities of use Art activities (painting a picture, poster, chart or graph) Play a pictionary-style game Creating colorful designs, shapes and patterns Taking photographs or using a video camera to create a pictorial report 71 N=50 Percentage (%) Never 4.0 Rarely 16.0 Sometimes 34 68.0 Often 12.0 Always 0 Never 0 Rarely 12 24.0 Sometimes 28 56.0 Often 10 20.0 Always 0 Never 14 28.0 Rarely 22 44.0 Sometimes 12 24.0 Often 4.0 Always 0 Never 10 20.0 Rarely 16 32.0 Sometimes 14 28.0 Often 10 20.0 Always 0 No Frequency Type of activities of use Storytelling and narration Writing stories or journals Playing word games (crossword, hangman…) Choral or individualized reading Acting out stories 72 N=50 Percentage (%) Never 0 Rarely 8.0 Sometimes 16 32.0 Often 28 56.0 Always 4.0 Never 18 36.0 Rarely 24 48.0 Sometimes 16.0 Often 0 Always 0 Never 0 Rarely 0 Sometimes 10 20.0 Often 24 48.0 Always 16 32.0 Never 0 Rarely 0 Sometimes 12.0 Often 20 40.0 Always 24 48.0 Never 0 Rarely 16.0 Sometimes 24 48.0 No 10 11 12 13 14 Frequency Type of activities of use Playing calculator games Brainstorming Solving number or logic puzzles Mapping a location Categorizing and classifying 73 N=50 Percentage (%) Often 16.0 Always 10 20.0 Never 0 Rarely 14 28.0 Sometimes 34 68.0 Often 4.0 Always 0 Never 0 Rarely 12.0 Sometimes 26 52.0 Often 12 24.0 Always 12.0 Never 0 Rarely 8.0 Sometimes 24 48.0 Often 20 40.0 Always 4.0 Never 8.0 Rarely 12 24.0 Sometimes 18 36.0 Often 18 32.0 Always 0 Never 4.0 No 15 16 17 18 Frequency Type of activities of use N=50 Percentage (%) Rarely 16.0 Sometimes 22 44.0 Often 18 36.0 Always 0 Never 16.0 Rarely 10 20.0 Sometimes 20 40.0 Often 10 20.0 Always 4.0 Building puppets and putting a show Never 10 20.0 related to content Rarely 16 32.0 Sometimes 14 28.0 Often 16.0 Always 4.0 Never 12.0 Rarely 16.0 Sometimes 20 40.0 Often 14 28.0 Always 4.0 Never 18 36.0 Rarely 16 32.0 Sometimes 16.0 Often 12.0 Creating a dance or movement Miming vocabulary words or a sequence of events Writing down the song lyrics 74 No 19 20 21 22 23 Frequency Type of activities of use Creating new melodies for concepts Using background music Working in small groups Peer learning N=50 Percentage (%) Always 4.0 Never 26 52.0 Rarely 14 28.0 Sometimes 12.0 Often 4.0 Always 4.0 Never 10 20.0 Rarely 18 36.0 Sometimes 10 20.0 Often 10 20.0 Always 4.0 Never 0 Rarely 0 Sometimes 0 Often 36 72.0 Always 14 28.0 Never 0 Rarely 0 Sometimes 12 24.0 Often 24 48.0 Always 14 28.0 Never 0 Rarely 0 Role playing 75 No 24 25 Frequency Type of activities of use Constructing a family tree Working independently N=50 Percentage (%) Sometimes 16.0 Often 32 64.0 Always 10 20.0 Never 14 28.0 Rarely 12 24.0 Sometimes 20 40.0 Often 8.0 Always 0 Never 4.0 Rarely 8.0 Sometimes 18 36.0 Often 22 44.0 Always 8.0 Never 10 20.0 Rarely 20 40.0 Sometimes 20 40.0 Often 0 Always 0 Never 18 36.0 Rarely 24 48.0 Sometimes 16.0 Often 0 Always 0 Rewrite a story from their point 26 of view 27 Categorizing species in the natural world 76 No Frequency Type of activities of use Never 28 29 30 31 32 Collecting items from nature Forecasting and tracking the weather Observing the sky, clouds, stars and nature Photographing nature Summarizing the information learned in a lesson 77 N=50 16 Percentage (%) 32.0 Rarely 18 36.0 Sometimes 14 28.0 Often 4.0 Always 0 Never 10 20.0 Rarely 14 28.0 Sometimes 18 36.0 Often 12.0 Always 4.0 Never 14 28.0 Rarely 17 28.0 Sometimes 18 36.0 Often 8.0 Always 0 Never 20 40.0 Rarely 14 28.0 Sometimes 12 24.0 Often 8.0 Always 0 Never 4.0 Rarely 0 Sometimes 14 28.0 No 33 Frequency Type of activities of use N=50 Percentage (%) Often 16 32.0 Always 18 36.0 Never 8.0 Making connections between what is Rarely 16.0 being learned and the world outside Sometimes 14 28.0 Often 16.0 Always 16 32.0 the classroom 78 Appendix Table 4.2.2.2- The frequency of using teaching aids in primary classrooms No Type of Frequency of activities use Blackboard and chalk N=50 Percentage (%) Never 0 Sometimes 4.0 Often 16.0 Always 80 80.0 Never 0 Sometimes 0 Often 28 28.0 Always 72 72.0 Never 16 16.0 Sometimes 48 48.0 Often 32 32.0 Always 4.0 Never 0 Sometimes 8.0 Often 32 32.0 Always 60 60.0 Never 4.0 Sometimes 32 32.0 Often 48 48.0 Always 16 16.0 Never 4.0 Textbooks Newspapers, magazines Pictures/ flashcards Real objects Real people 79 No 10 Type of Frequency of activities use Cassetteplayer N=50 Percentage (%) Sometimes 16 32.0 Often 26 52.0 Always 12.0 Never 0 Sometimes 12.0 Often 20 40.0 Always 24 48.0 Never 4.0 Sometimes 12.0 Often 16 32.0 Always 26 52.0 Never 8.0 Sometimes 26 52.0 Often 18 36.0 Always 4.0 Never 38 76.0 Sometimes 12 24.0 Often 0 Always 0 Video films Posters Puppets 80