Phân loại học sinh và phương pháp dạy học sinh ở lớp học có học sinh khác nhau về kiểu trí thông minh – một nghiên cứu thực nghiệm tại một trường tiểu học ở hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LƯU THỊ MAI THANH DIFFERENTIATED INSTRUCTION FOR STUDENTS OF DIFFERENT INTELLIGENCES – AN EXPERIMENTAL STUDY AT A PRIMARY SCHOOL IN HANOI (Phương pháp dạy học phân loại học sinh theo kiểu trí thơng minh khác – nghiên cứu thực nghiệm trường tiểu học Hà Nội.) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231.01 HANOI, 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LƯU THỊ MAI THANH DIFFERENTIATED INSTRUCTION FOR STUDENTS OF DIFFERENT INTELLIGENCES – AN EXPERIMENTAL STUDY AT A PRIMARY SCHOOL IN HANOI (Phương pháp dạy học phân loại học sinh theo kiểu trí thơng minh khác – nghiên cứu thực nghiệm trường tiểu học Hà Nội.) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231.01 Supervisor: Dr Nguyễn Thị Ngọc Quỳnh HANOI, 2018 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT .ii LIST OF ABBREVIATIONS iii LIST OF TABLES AND FIGURES .iv PART 1: INTRODUCTION .1 Rationale Objectives Subjects 4 Research questions 5 Methodology Organization of the thesis PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1.Intelligence 1.1.1.Different views of intelligence 1.1.2.The theory of Multiple Intelligences Figure Multiple intelligence domains by McKenzie (2002, p 156) 14 1.1.3.Critiques of Multiple Intelligence Theory 14 1.2.Differentiated instruction 15 1.2.1.Mixed ability classrooms 15 1.2.2 Differentiated instruction 16 1.3.Experimental research .17 CHAPTER 2: RESEARCH METHODOLOGY 18 2.1 The setting of the study: 18 2.1.1 A description of the students and their learning program: 18 2.1.2 A description of the teachers: 18 2.2 Research methodology: 19 2.2.1 Participants: .19 2.2.2 The instruments: 20 Table Reliability Statistics of Multiple Intelligences survey 21 2.3 Procedures: .24 2.4 Statistics: 25 2.5 Data Analysis 26 CHAPTER 3: FINDINGS AND DISCUSSION 27 3.1 Scores of multiple intelligence survey 27 Figure Distributions of multiple intelligences .27 Figure Mean scores of MI preferences 28 Figure Mean scores and Standard deviation of MI frequencies 28 3.2 The results of pre-test and post –test 29 Figure 5: Paired samples statistics of Class 30 Figure A score comparison between pre-test and post-test of Class 30 Figure Paired samples statistics of Class .30 Figure A score comparison between pre-test and post-test of Class 31 3.3 The result of interviews 32 3.4 Implications .33 PART III: CONCLUSION 35 REFERENCES .39 39 APPENDIX I APPENDIX 1: MULTIPLE INTELLIGENCE SURVEY I APPENDIX – TEST SCORES III APPENDIX 4: SAMPLE OF DIFFERENTIATED LESSON PLANS IV APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH NATURALISTIC INTELLIGENCE VI APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH MATHEMATICAL INTELLIGENCE VII APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH VERBAL INTELLIGENCE VIII APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH MUSICAL INTELLIGENCE IX APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH VISUAL INTELLIGENCE .X APPENDIX 10 – A TYPICAL ACTIVITY FOR STUDENTS WITH BODILY INTELLIGENCE XI APPENDIX 11 – A TYPICAL ACTIVITY FOR STUDENTS WITH INTERPERSONAL INTELLIGENCE XII APPENDIX 13: INTERVIEW FORM .XIV APPENDIX 14: OBSERVATION FORM XV APPENDIX 15: MI GROUPS CLASSIFIED BY THE XVI MOST DOMINANT INTELLIGENCES XVI DECLARATION I certify that the thesis is the result of my own research and the substance of the thesis has not, wholly or in part, been submitted for a degree to any other university or institution Where other sources of information have been used, they have been indentified and acknowledged Hanoi, December 2018 Luu Thi Mai Thanh i ACKNOWLEDGEMENTS First and foremost, I would like to send my deepest gratitude to my supervisor, Dr Nguyen Thi Ngoc Quynh for her helpful suggestions, comments and continuous support of my study I am also grateful to her for reading my manuscript and helping me make necessary changes I would also like to all of the members in Post-graduate Department of University of Languages and International Studies (Hanoi) for designing a very useful syllabus of my Master program Finally, I would like to express my gratitude to my parents and my husband for their continuous support and encouragement throughout my study time Hanoi, December 2018 Luu Thi Mai Thanh ii ABSTRACT According to Ellis (1985) second language learners are different in speed and results So the purpose of this study was to find the best way for teachers to cater much better for every single student The research investigated Gardner’s “Theory of multiple intelligences” in a sample of forty eight students and they were all in grade four at a primary school in Hanoi This research is an experimental study with the target group The instruments included multiple intelligence survey form; typical activities for different multiple intelligence types; one pre-test and one post-test; interviews and observations The one experiment group design was used with subject Meanwhile, percentage and index were used to analyze the collected data There is a variety of learning activities created to develop students in all aspects Keywords: intelligence, multiple intelligences, differentiated instruction ii LIST OF ABBREVIATIONS MI: Multiple intelligence(s) SPSS: Statistical Package for Social Science iii LIST OF TABLES AND FIGURES Figure Multiple intelligence domains by McKenzie (2002, p 156) 14 Table Reliability Statistics of Multiple Intelligences survey 21 Figure Distributions of multiple intelligences .27 Figure Mean scores of MI preferences 28 Figure Mean scores and Standard deviation of MI frequencies 28 Figure 5: Paired samples statistics of Class 30 Figure A score comparison between pre-test and post-test of Class 30 Figure Paired samples statistics of Class .30 Figure A score comparison between pre-test and post-test of Class 31 iv APPENDIX – STUDENTS’ SURVEY SCORES Mathem Student 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Verba Naturalist -atical l 14 15 12 11 12 13 10 15 11 11 10 10 11 13 12 13 10 14 10 10 11 10 15 10 12 15 9 6 15 14 13 10 Visua Musical l 15 8 12 15 12 13 11 13 14 13 5 10 12 12 11 14 11 10 13 13 10 12 6 12 13 10 10 10 15 13 11 15 12 Bodil Interper y -sonal -sonal 12 14 10 7 9 12 10 11 11 11 13 8 11 9 12 14 11 11 10 12 14 11 13 15 12 15 10 13 11 11 15 11 15 10 10 Intraper Note: Bold cells with theme colors present the most dominant intelligence types II APPENDIX – TEST SCORES Students 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Pre-test score - Class 7 7 8.5 8 9.5 7.5 8.5 9.5 10 8.5 8 Post-test score - Class 9 10 10 10 9 10 9 10 10 10 9 III Pre-test score Class 8 9 9 9 9 9 7 Post-test score - Class 9 9 9 9 9 10 7 APPENDIX 4: SAMPLE OF DIFFERENTIATED LESSON PLANS UNIT TOPIC: ANIMALS AND INSECTS Duration: weeks ( period per week) WEEK – – Week + 2: The project, Week 3: Presentation Making a book of animals/ ACTIVITIES TYPES OF MI Visual – Spatial, Bodily-Kinesthetic insects Measuring height and weight Mathematical – Logical, Naturalist of some animals/ insects Presentation: some kinds of Musical-Rhythmic, Interpersonal animal and insects Arrangement: • Teacher gives Ss the tasks • Ss work in groups • Ss introduce or present about their products IV UNIT – SPORT ACTIVITIES WEEK Obejectives: Vocabulary: surf the internet, play soccer, play badminton, collect baseball cards, send messages, watch DVDs Structures: What you like to do? – I like to …… What does he like to do? – He likes ……… What they like to do? – They like to ……… Do you like to …….? Yes, I / No, I don’t Procedures: Review vocabulary and structures Group work GROUP Make a list of activities, and then introduce it to the class (LINGUISTIC, Interview classmates INTRAPERSONAL) GROUP Design a “find and correct mistakes” quiz (10 mistakes) (INTERPERSONAL, Ask the whole class to find and correct mistakes LOGICAL) GROUP Provide Ss with colour papers, ask them to make shapes of (VISUAL, leaves, animals… and write sentence on shape NATURALISTIC) Performances GROUP Discuss how to sing and dance for the Chant in the book (MUSICAL, Performances BODILY) V APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH NATURALISTIC INTELLIGENCE Language focus Unit 2, Lesson 1: Animals and Insects Production Stage – Duration: 12 minutes Activities Task: The teacher gives a set of cards of animals, glue, scissors and one A3 paper Students need to: • categorize the animals into two groups: Animals and Insects by sticking cards of animals into the right groups • practice asking and answering about these animals Note: Ss have to use the forms “Which one is the .? – The is the .” VI APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH MATHEMATICAL INTELLIGENCE Language focus Unit – Lesson 2: Weight and length Production Stage – Duration: 12 minutes Activities Task: The teacher asks students to bring some of the animal toys to the class In the Production Stage, she gives the group two tapes, one sclae and two pieces of A4 paper The students need to use the tape to measure the length or height of these animals to report the data into their A4 paper And then they practice asking and answering each other by using the forms above VII APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH VERBAL INTELLIGENCE Language focus Unit 3- Lesson Production Stage – Duration: 12 minutes Activities Task: The teacher gives students two copies of the above photo, markers The students need to write the sentences in the blank to finish the story After that, they practice reading this story VIII APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH MUSICAL INTELLIGENCE Language focus Unit – Lesson 3: Sing Production Stage – Duration: 12 minutes Activities Task: The students gives students an A4 paper The students need to compose a new lyric for their song Then they perform the song in front of the class Note: The new song still has the music background of the original song of Unit IX APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH VISUAL INTELLIGENCE Language focus Unit – Lesson 2: Weight and length Production Stage – Duration: 12 minutes Activities Task: The teacher gives the group crayons, A3 papers, scissors, staplers The students need to make a book of animals They can draw and colour the animals in their book They also need to make sentences to talk about weights and lengths of these animals And then they introduce the book to their friends X APPENDIX 10 – A TYPICAL ACTIVITY FOR STUDENTS WITH BODILY INTELLIGENCE Language focus Unit – Lesson Production Stage – Duration: 12 minutes Activities Task: The students have to discuss how to act this story out Each of the students is in charge of one or more than one role Then they perform the play XI APPENDIX 11 – A TYPICAL ACTIVITY FOR STUDENTS WITH INTERPERSONAL INTELLIGENCE Language focus Unit – Lesson 4: Camouflage Forms: What does the caterpillar look like? – It is the same size/ shape as the stick Warm-up Stage – Duration: minutes Activities Task: The teacher asks the group to collect photos, videos which are related to animal camouflage The group has to discuss how to present the content in front of the class They need to use the form of this lesson to ask/ interview students of the other groups XII APPENDIX 12 – A TYPICAL ACTIVITY FOR STUDENTS WITH INTRAPERSONAL INTELLIGENCE Language focus Unit – Lesson 4: Camouflage Activities The teacher gives the students an extra reading related to the topic Students need to read and answer the questions And then they can share some information with the other groups XIII APPENDIX 13: INTERVIEW FORM WEEK Questions Con thuộc nhóm Student Student Student trí thơng minh nào? Con có hứng thú tham gia làm thấy bảng điều tra trí thơng minh khơng? Con có thích nhóm khơng? Findings: Solution: XIV APPENDIX 14: OBSERVATION FORM Date Noted information Students in Naturalistic groups were bored with activity one Solutions: XV APPENDIX 15: MI GROUPS CLASSIFIED BY THE MOST DOMINANT INTELLIGENCES MI types Naturalist Mathematical Verbal Musical Visual Bodily Interpersonal Intrapersonal Students 2,4, 8, 9, 12 23 7, 15, 21 1, 5, 6, 8, 13, 14 3, 14, 19, 20, 22 6, 10, 19, 22 11, 16, 24 17 Note: The students’ names were coded by numbers XVI ... INTELLIGENCES – AN EXPERIMENTAL STUDY AT A PRIMARY SCHOOL IN HANOI (Phương pháp dạy học phân loại học sinh theo kiểu trí thơng minh khác – nghiên cứu thực nghiệm trường tiểu học Hà Nội. ) M.A MINOR... APPENDIX – TEST SCORES III APPENDIX 4: SAMPLE OF DIFFERENTIATED LESSON PLANS IV APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH NATURALISTIC INTELLIGENCE VI APPENDIX – A TYPICAL... INTELLIGENCE VII APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH VERBAL INTELLIGENCE VIII APPENDIX – A TYPICAL ACTIVITY FOR STUDENTS WITH MUSICAL INTELLIGENCE IX APPENDIX – A TYPICAL ACTIVITY