Current Status of Applying Multiple Intelligence Theory in Teaching History at Olympia Inter-level High School

Along with the innovation of testing and assessment, which is considered a breakthrough, the implementation of active teaching methods is also receiving great attention from educators and teachers. With History - a subject that is being " dissected" by the press and public opinion because of the situation of children not liking to study History, not knowing much about ethnic History, it poses more pressing problems for pedagogues.

So in reality, how has the theory of multiple intelligences been applied in general education and in the subject of history in particular?

If the use of active teaching methods flexibly to improve students' capacity is considered a long-term strategy of teachers, then the application of multiple intelligence theory will support and contribute significantly to the successful implementation of that strategy. In fact, many teachers have increased the use of active teaching methods such as: using pictures, maps, and models; designing and using study cards; using mind maps or situational teaching... to improve the quality of lessons, meet teaching objectives and help students become more interested. However, in public schools, the implementation of active teaching methods is not yet widespread. Part of this reality is that pedagogical capacity and teaching materials are still limited, not meeting the needs.

The theory of multiple intelligences was published in 1983, and has been around for over 30 years now, but it has not really had much influence or influence on the teaching methods of generations of teachers. Because there has not been any conference or professional class that has systematically equipped teachers with the content or how to apply this theory to their teaching practices nationwide.

In addition to the system of public, semi-public, private and non-public schools under the management of the Ministry of Education and Training, the existence of international educational institutions in Vietnam today also quickly meets the needs of a part of parents and students, contributing to solving the pressure of schools and training and fostering talents for the country.

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It must be affirmed that: International educational institutions in Vietnam today all have great advantages in terms of facilities, training programs and are good environments.

The school is favorable to maximize the personality, strengths and passion of the students, creating the luggage for them to become global citizens with good qualities, abilities and adaptability. Studying in an international environment right in Vietnam, students are also focused on developing their Vietnamese identity, " integrating but not dissolving in the international educational environment". The appearance of high-quality international and private schools in Hanoi in recent times has become a bright spot in Vietnamese education. Vietnamese students step out of international schools with a confident, brave and truly talented demeanor.

If Wellspring Inter-level High School builds a comprehensive training program system with three aspects: Knowledge - Intelligence, Personality - Soul, Energy - Emotion, Olympia Inter-level High School is also striving to fulfill its mission of "providing students with integrated experiences in learning English and global issues while still preserving Vietnamese values by developing basic skills, promoting creativity and problem-solving ability while focusing on ethical principles, so that students will be ready to adapt, improvise and overcome all challenges - we prepare students to be ready for life".

Howard Garner's theory of multiple intelligences aims at teaching based on the development of children's natural intelligence types, emphasizing the individual factors in each individual to have the most suitable and effective educational method. That is the ideal unification of education of high-quality educational environments and pedagogical psychologist Garner.

In addition to international educational models, some kindergartens in Vietnam have also initially paid attention to researching and proposing the application of multiple intelligence theory into teaching and assessment practice. These include: Bibi Home high-class kindergarten, smart baby center or Gene Code center (Fingerprint analysis)...

In addition to the above educational centers, the proposal to apply the theory of multiple intelligences is also posted on a number of reputable websites or forums such as: Hanoi Amsterdam High School for the Gifted or webtretho. This is also considered an important information channel, capable of spreading widely in the social community, creating good information flows for people to have a deeper understanding of a theory with high applicability in the field of education such as the theory of multiple intelligences.

Along with the policy of fundamental and comprehensive innovation in education, the promotion of differentiated teaching or teaching aimed at developing students' abilities has also brought positive signs. This proves that the policy of the Ministry of Education and Training has closely followed practical requirements, focusing on developing students' diverse abilities rather than simply testing knowledge through writing. Along with that, extra teaching and learning have also been limited, creating conditions for students to develop in a balanced and harmonious way between studying and entertainment.

Based on Official Dispatch No. 1258/BGDĐT – GDTrH on not having entrance exams for grade 6, the Hanoi Department of Education and Training requires all secondary schools in the city to enroll students in grade 6 by selection. Accordingly, the principal of Hanoi Amsterdam High School for the Gifted boldly proposed a method of enrolling students in the school based on the Theory of Multiple Intelligences, specifically: “ Each student will have to demonstrate their abilities in a 45-minute written test, which will detect the following intellectual abilities: language, visual space; logic, creativity; body and motor perception, inner self including personal behavior and attitude, communication, music ”.

The school's proposal initially received a lot of public attention. However, realizing that the Multiple Intelligence Theory is still quite new to the perception of parents and students, moreover: This is the first year of organizing the entrance exam for grade 6 in Hanoi, so on June 5, 2015, with the approval of the Director of the Hanoi Department of Education and Training, the High School for the Gifted

Hanoi Amsterdam has officially launched its admission plan for 6th grade students. Accordingly, the total admission score will be based on the learning results of 5 years of primary school along with other preferential and incentive policies.

In fact, the theory of multiple intelligences has not been used to build the method of admission to grade 6 of Hanoi Amsterdam High School for the Gifted, but with the prestige of the school, the Principal's proposal of an admission plan based on the application of this Theory has brought certain influences in public opinion, especially from educators, parents and students.

Based on the overview of the current situation of applying the theory of multiple intelligences in the DHLS in some high schools, we can see that: Most international and private schools have many favorable factors in educating students, more or less similar to the educational philosophies put forward in the theory of multiple intelligences. The similarities are: Building programs and teaching methods with attention to individuality and differentiation, developing all three aspects of intelligence - personality and physicality.

The conditions for an educational environment to be able to apply the theory of multiple intelligences are not easy to implement. With classes of up to 45 - 55 students in the public school system in Vietnam, it is really difficult to be able to apply and deploy the application of this theory. In addition, the curriculum is focused on knowledge content, teaching methods have not been innovated synchronously, facilities are lacking, teachers' income is low... are always big barriers in applying active teaching methods.

Therefore, the application of multiple intelligence theory in DHLS in high schools will first of all be suitable for the conditions of international schools, private schools and specialized schools and gifted schools. Once the effectiveness of the teaching method based on the application of Multiple Intelligence Theory is verified and widely recognized by experts and public opinion, the application of Multiple Intelligence Theory will progress more rapidly.

1.2.2. Current status of applying multiple intelligence theory in history teaching at Olympia inter-level high school

1.2.2.1 Introduction to Olympia Inter-level School

Olympia Inter-level High School was established in 2010, inheriting and developing the Dream House education system. As an international school, Olympia also has similar characteristics in the international school system nationwide such as:

- The school is assessed by prestigious assessment organizations in the world.

- Native or multinational teachers or teachers with internationally recognized qualifications.

- The principal must be a native speaker or an international citizen from a country with a developed education system, recognized with degrees by prestigious international organizations around the world.

- Students have many different nationalities.

- The language of education is international, commonly English and French.

- Internationally recognized training programs. For example, AP, IB, Alevel programs are recognized in the US, Australia, Canada...

- Facilities must meet international standards.

- The investor has a reputation for educational investment and a clear long-term orientation in educational development.

- Degree has international value.

In fact, Olympia attaches special importance to the criteria of an international school:

Regarding the training program: for high school level, in addition to the basic program (including subjects equivalent to the program of the Ministry of Education and Training), students also experience subjects in the creative program.

such as: Performing arts, fine arts, life skills, fun science, information technology and communication. Students study with both foreign and Vietnamese teachers.

Regarding facilities: The school is built on a campus with a total area of 10,000 m2 , located in the new urban area of Trung Van, Hanoi. The school was designed by two leading school design consultants, Perkins Eastman (USA) and Archipel (France), ensuring students a top-notch learning environment. With a system of high-class and convenient facilities, Olympia can maximize its strengths in promoting the use of information technology and always updating new and effective learning methods.

Coming to Olympia is coming to a world-class, spacious learning environment with a system of classrooms, special specialized rooms (music room, laboratory, gym, multi-purpose sports room, language practice room...) equipped with modern facilities, library, cafeteria, medical room and outdoor campus of more than 3000 m2 ...

Regarding the teaching staff: In order to build a team of high-quality teachers with a professional working style and in line with the school's development orientation, over the years, the teacher recruitment process has always been carried out systematically and strictly by the school's human resources department and professional groups to recruit the most suitable staff.

Besides the factors that ensure the criteria of an international school in general, Olympia also has its own strengths, specifically as follows:

Olympia is the first Vietnamese school in Hanoi to train according to US educational standards with 3 levels: Primary, Secondary and High School. Aiming to help students "Ready for life", Olympia's training program is truly different when providing students with the values of "Personality, knowledge, skills and opportunities". In addition, when studying at Olympia, students will enjoy many other different factors such as programs to develop artistic and sports talents.

Diversified sports, sex education and self-care programs are emphasized as core subjects.

The school's educational philosophy is built on the scientific basis of the theory of multiple intelligences. This philosophy is considered the guiding principle, determining the model, management methods as well as educational methods of the school. With a system of high-class and convenient facilities, Olympia can maximize its strengths in promoting the use of information technology and always updating new and effective learning methods.

In addition to the internal study hours, the school also creates conditions for each student to participate in clubs and extracurricular activities, exchanges, summer camps... to create useful playgrounds, enhance communication and gradually shape the working style of each individual. The summer programs "Super summer", "Wonderful World" club, B Designer Painting Contest or Olympia Star all become playgrounds and forums for students to actively develop their interests and talents. It is truly a favorable environment to discover, nurture and promote children's intelligence. In turn, the development of those intelligences will promote effective learning activities.

1.2.2.2. Purpose, content, and survey subjects

To obtain reliable data, objectively reflecting the current situation of applying the theory of multiple intelligences at Olympia Inter-level High School, the survey needs to be conducted scientifically. Based on the information collected from discussions with teachers and student survey forms, the author processed the data. From there, specific data were obtained to propose a process of applying the theory of multiple intelligences in the DHLS at Olympia Inter-level High School.

* For teachers:

Similar to other international schools nationwide, Olympia Inter-level High School has a much more modest number of students than other public high schools. Proportionate to this, the number of administrative staff is also low.

Physics, teachers are limited. The number of physics teachers in the school is 3 and they are responsible for teaching physics for all 3 levels.

Because of this specific factor, we decided that instead of using a survey to collect information from teachers, we would conduct short conversations with teachers of History to understand their views on the theory of multiple intelligences as well as the practical implementation of active teaching methods. On that basis, the author can initially assess the advantages and disadvantages of teachers when implementing the application of this theory in DHLS at high schools.

The discussion focused on the following issues:

- Teachers' conception of multiple intelligence theory and the necessity of applying multiple intelligence theory in teaching at high schools.

- The frequency of teachers applying active teaching methods.

- Teachers' comments on students' level of interest when implementing those active teaching methods.

- Teachers' assessment of the feasibility and effectiveness of applying multiple intelligence theory in teaching at high schools.

- Teachers' proposals in the process of applying multiple intelligence theory in DHLS at high schools.

* For students:

The survey was developed to:

- Find out the highest intelligence type of each student and the highest intelligence types of the whole class.

- Select students with superior intelligence to the rest or students who do not have clear intelligence differentiation to move towards differentiated teaching.

With the above objectives, the survey presents the following two main contents:

- Identify the habits and interests of students belonging to specific types of intelligence.

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