The Impact of Training the faculty in Learning Styles and

Multiple Intelligence AplicationDr. D. G.Kulkarni

Professor and Dean n( MBA Dept.) Jain College of Engineering,

Belgaum, India AND

Dr. Poornima CharantimathDr. Kirti Shivkumar, IMER, Belgaum, India

INTRODUCTION

• What is “Learning Style”

Score of Learning Styles

Total Numbers A V K AV AK VK AVK

EXERCISE:( Identifying the Learning styles of students)Instructions: Let the students take the Learning style test from the online sources or with the hard copy. The dominant learning style will be the scores which are equal to or greater than 10 out of a score of 30. ( www.businessballs.com) . Note: The author has subjectively considered 10 as a threshhold score

What is Howard Gardner’s Multiple Intelligence

Category of Intelligence

Score

Interpersonal -----/25

Intrapersonal

Bodily Kinesthetic

Musical/Rhythmic

Verbal/Linguistic

Logical/Mathematical

Naturalist

Virtual /Spatial

Category of intelligence

No of students scoring above 15

No of students scoring below 15

InterpersonalIntrapersonalBodily KinestheticMusical/RhythmicVerbal/LinguisticLogical/MathematicalNaturalistVisual /Spatial

Composition of a classroom

• Heterogeneous composition of learners in terms of:

• Language,• Culture,• Different perceptions• Behavior patterns• Learning styles and• Multiple Intelligence

Training the FacultyTemplate 1

Planning by the hourDate: __________ Topic: ___________________________ Module:________

Plans to use: A/V/K/H/An/M/Music/TLM/OBT/LSMI

Target students for this session: (Tick appropriate)

All:

Those Low on: Lingual/Inter/Intra/Number/Nature/Picture/Music

Those High on: Lingual/Inter/Intra/Number/Nature/Picture/Music

Time Topic Interventions used

by the faculty

member

Student’s activity Competency

developed

EXPERIMENTAL STUDY

• 56 MBA students participated in the research• 4 teachers were trained to adopt the LS and

MIT for content development and delivery.• 8 hours class was engaged as a conventional

class. A test was taken for 20 marks and scores compiled

• Again the faculty members took a class for 8 hours considering LS and MIT and using the designed template

• HYPOTHESIS TO BE TESTED• The following hypothesis were tested after the experiments:• HN1: There is no significant difference between Conventional and

Multilingual methodology with respect to knowledge acquisition• HA1: There is a significant difference between Conventional and

Multilingual methodology with respect to knowledge acquisition• HN2: There is no significant improvement in the performance of the

students with respect to unconventional teaching methodology (Out Bound Teaching ) as compared to the Conventional Teaching Methodology

• HA2: There is a significant improvement in the performance of the students with respect to unconventional teaching methodology (Out Bound Teaching) as compared to the conventional teaching methodology

Conclusion

• It was seen that the learners who post experimental score was much better than the pre experimental score.

• Hence, it is recommended that every teacher should know the class composition in terms of the LS and MI, and design the content for e-learning or classroom learning.

Thank you

• kulkarnidg1@rediffmail.com• Contact Cell: 00-91-9448230405