Chart Showing Results of Different Types of Intelligence of Student Do Viet Ha

I am also trained in a dynamic environment with many exciting learning and extracurricular activities, and have regular access to convenient information technology products, so the above types of intelligence have more conditions to develop their advantages.

The intelligences that rank low are intrapersonal and linguistic. In particular, intrapersonal intelligence has never been ranked in the top 3. This is explained by the fact that Olympia students are mostly active, open-minded and extroverted. In addition, “Natural” intelligence is less related to the learning environment of students, so the results obtained are the lowest among the types of intelligence. This intelligence is more suitable for outdoor activities, picnics or travel.

- Differentiation of intelligence in each student

From the summary table of results (Appendix 5), it can also be seen that: There are students with strong differentiation between intelligences. However, there are also many cases showing that students do not have differentiation between strong and weak intelligences. For each of the above cases, I would like to give an example for analysis:

+ The case of clear differentiation between strong and weak intelligence

Maybe you are interested!

Example:Student Do Viet Ha has the following intelligence differentiation results:

Language Logic Music Movement Imagery Inner Communication Natural

Point

Chart 1.3: Chart showing the results of intelligence types of student Do Viet Ha

Thus, the differentiation of Do Viet Ha's intelligence types is very clear. The strongest intelligence is visual-spatial, followed by communication, music, and natural. This student's weak intelligence is logical-mathematical. The clear differentiation of intelligence as above creates good conditions for teachers to apply teaching methods suitable to students' perception and absorption ability.

+ In cases where there is no differentiation between strong and weak intelligence

Example:Thai Khanh Linh students have equal scores for some types of intelligence.

Logic Language

Music Movement Image Inner Communication Nature

Point

Chart 1.4: Chart showing the results of intelligence types of student Thai Khanh Linh

In this case, it is easy to see that the types of intelligence of Thai Khanh Linh student are not clearly differentiated. Many intelligences have the same score and in general, the scores for the intelligences are low. The explanation for this may be that students have not really invested time to complete the survey or in fact, the intelligences exist in students at such an undifferentiated level.

* Factors that make students like a group of subjects (subjects)

Based on the results of the second set of sentences, we get the following diagram:

Attractive teaching content, Teaching staff, Parents' guidance, University entrance exam subjects

Quite a factor

attract students

Column4 Column1 Column2

Chart 1.5: Chart showing factors that help students become interested in the subject (subject group)

From the chart above, we see:

The factor considered to be the basic reason why students love a subject (group of subjects) is the attractive teaching content, followed by the attractive teaching teacher, other factors such as the subject is necessary for life (Gia Khanh); Fun, easy (Tri Nguyen); Thao Nguyen (Hobbies); For the future (Thanh Long) or Talent (To Ha Linh); The reason "Belonging to the group of university entrance exam subjects" is in the 4th position while the reason "Parents' guidance" is in the lowest position. No student chooses this option.

The following reasons can be given to explain this:

 Regarding the reason “Attractive teaching content” is chosen by most students. For international educational institutions such as Olympia, the curriculum and teaching content are built and considered very carefully, depending on the training goals, the needs of parents, students and the physical and technical conditions of the school. With a high-quality training institution such as Olympia, attractive teaching content, suitable to the set criteria, will certainly arouse the passion for learning and interest of students.

 Regarding the reason, “Teacher teaches attractively” is ranked second. For each lesson, the teacher is the one who controls and organizes the teaching process. Level

The expertise, teaching methods, classroom experience... of the teacher along with the "charm" of the teaching profession are always vital factors for the effectiveness of teaching hours. Therefore, the importance of the teacher in the teaching process at high school cannot be denied. This is also one of the leading reasons to create motivation or limit the interest of each student in the lesson.

 Some other factors that students give are also very suitable for their perception, goals and psychology. To build effective lessons, teachers must pay special attention to students' learning needs and goals to create motivation, excitement or control negative thoughts.

 Regarding the reason “Due to parents’ orientation”, no student agrees. This is also understandable. Firstly, this is a question to assess the student’s interest in the subject (group of subjects). Interest is completely a hobby that comes from passion or personal needs. Therefore, there cannot be much coercion or advice from the family. Secondly, the respondents to the survey are 10th graders. At this age, they have quite clear thoughts and orientations. They have begun to mature and can make their own decisions regarding their future. Thirdly, they are the students who study and train in a friendly, professional international environment; are free to develop comprehensively and promote their personal ego…

From the survey tools (interview forms, classroom observations and student intelligence survey forms), we can identify the advantages and limitations of students in applying the theory of multiple intelligences at Olympia Inter-level High School in the subject of History as follows:

- Advantages: Students tend to develop some outstanding intelligences; students are active and support teachers in implementing active teaching methods.

- Limitations: Some students have unclear differentiation of intelligence types, so teachers need a lot of time to learn.

- The above conclusions require the research to point out measures to promote students' outstanding intelligences while creating conditions to promote the development of weak intelligences; providing ways for students to maximize their intelligence to study most effectively.

Besides, it is possible to see favorable factors for schools to continue promoting the application of multiple intelligence theory in general education and DHLS in particular:

- Support in the school's policies and guidelines.

- Facilities and highly qualified teaching staff meet implementation requirements.

- Teachers have understanding of multiple intelligence theory, are open-minded and proactive in applying it in teaching.

- Students are surveyed and assessed for their types of intelligence. From there, teachers have appropriate teaching strategies and plans according to the roadmap.

These are the favorable factors for the author to choose Olympia Inter-level High School as the place to survey and pilot the construction of the 10th grade DHLS process applying the theory of multiple intelligences.

CHAPTER 1 SUMMARY

Chapter 1 focuses on clarifying some theoretical and practical issues of applying multiple intelligence theory in DHLS in high schools, specifically:

1. Overview of some viewpoints on human intelligence and how to measure intelligence; Introduction to Howard Gardner, the birth and basic content of the theory of multiple intelligences, giving some requirements and proposing the process of applying the theory of multiple intelligences in DHLS at high schools.

2. Assess the current status of applying multiple intelligence theory in DHLS in high schools in general and Olympia Inter-level High School in particular.

From the research and survey process, the thesis has made a general assessment of the possibility of applying the theory of multiple intelligences more appropriately in private schools, high-quality private schools, specialized schools, and international schools. Using survey data, the author also has an initial assessment of the intelligence characteristics of a group of 10th grade students at Olympia Inter-level High School in the 2014-2015 school year.

The above research contents are an important basis, the foundation for the topic to continue clarifying the process of applying multiple intelligence theory in DHLS at Olympia Inter-level High School.

CHAPTER 2

APPLYING MULTIPLE INTELLIGENCE THEORY IN TEACHING HISTORY FOR GRADE 10 AT OLYMPIA INTER-GRADE HIGH SCHOOL

2.1. Position, objectives, and basic content of the 10th grade LS program

2.1.1. Position of the LS program for grade 10 high school

The 10th grade LS program (standard program) includes three main parts:

after:

- Part 1: World history in primitive, ancient and medieval times

- Part 2: History of Vietnam from its origin to the mid-19th century

- Part 3: Modern world history

World history is taught in grade 10 with the requirement to provide students with basic and relatively systematic knowledge about 3 historical periods: the primitive social period (from the time when ancient people appeared until the society with state and class was born), the ancient period is the period of the first class society including the ancient East and the slave society in Greece - Rome, to the medieval period is the period of formation, development and decline of the feudal regime. To facilitate the arrangement of the program at all levels, the 10th grade history textbook also has the early stage of the modern period - the period of bourgeois revolution and the initial development of capitalism. National history is taught right from grade 10 with the requirement to systematize in a general way the entire period when ancient people appeared in our country until before the French invasion of our country in 1858 [16, p. 3].

Compared to the LS PT program of the Ministry of Education and Training, the LS program of Olympia Inter-level High School has many differences. Although still based on the program of the Ministry of Education and Training, the LS program of Olympia has been adjusted to better suit the needs and aspirations of students: focusing on cultural LS areas - something that Olympia students need to be equipped with, before they go to study abroad and become global citizens, integrating with diverse world cultures. Therefore, the content of the program

The program is arranged according to topics and is conducted over 18 weeks with a duration of 36 periods, each period is 50 minutes.

2.1.2. Objectives of the 10th grade LS program

Teaching objectives are determined to guide teachers' teaching and are the basis for testing and evaluating students' learning outcomes. Therefore, setting objectives is the basis for determining key content, organizational forms and teaching methods. The objectives to be achieved by LS grade 10 high school are expressed through 3 parts according to the program distribution with three aspects: knowledge, skills and attitudes.

About knowledge :

After completing the section on Primitive, Ancient and Medieval World History, students will be able to: Present the evolutionary process of mankind from primitive man to Homo sapiens and explain the causes of the disintegration of primitive society.

- State the evolutionary process of mankind from primitive man to intelligent man and explain the cause of the disintegration of primitive society.

- Present the birth of ancient Eastern and Western countries, state and evaluate the importance of ancient cultural achievements to human life up to now.

- Present the main characteristics of the feudal states of China, India and Southeast Asia; Evaluate the achievements of these states in the fields of state apparatus building and culture.

- Present the causes and premises of the geographical discoveries of the 15th-16th centuries; state the formation and development of the feudal regime in Western Europe and analyze the achievements of Renaissance culture for humanity.

After completing the Vietnamese History section from its origin to the mid-19th century, students will be able to:

- State the time of life and places where traces of primitive people were discovered in our country; evaluate the significance of the birth of metallurgy and rice farming.

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