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| Course Description |
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| Course Name |
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Multiple Intelligences |
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| Course Code |
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SÖ 763 |
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| Course Type |
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Optional |
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| Level of Course |
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Second Cycle |
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| Year of Study |
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1 |
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| Course Semester |
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Fall and Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
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Assoc.Prof.Dr. AYTEN İFLAZOĞLU SABAN
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| Learning Outcomes of the Course |
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The human brain, intelligence, IQ and defining a single concept of intelligence
Theories of intelligence and description of the properties of intelligence
Explanation of the relationship between individual differences and intelligence
Describes the theory of multiple intelligences
Explain the factors influencing the development of multiple intelligence areas
Explain how to determine multiple intelligences areas and use appropriate measurement tools
Evaluates the place of multiple intelligence theory in education
Organize the classroom environment in accordance with the principles of the theory of multiple intelligence
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The aim of this course, is to provide information about intelligence, intelligence theory and multiple intelligences theory and. The course also will rely on how to do educational planning, implementation and evaluation according to the theory of multiple intelligences |
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| Course Contents |
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Intelligence and individuality, before multiple intelligence, many kinds of intelligence, a description of multiple Intelligence theory, intelligent environments, assessment of the intelligences, implications of the theory of multiple intelligences for curriculum, we are smarter than we think, educating for intelligence
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| Language of Instruction |
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Turkish |
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| Work Place |
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Faculty of Education Class |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Introduction, course content, objectives and requirements for promotion |
None |
Lectures, question-answers, discussion |
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2 |
Intelligence, mind, ability and skill |
Answering preparation questions and reading section |
Lectures, question-answers, discussion, research and analysis |
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3 |
Intelligence, mind, ability and skill |
Answering preparation questions and reading section |
Lectures, question-answers, discussion, research and analysis |
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4 |
Investigation theories of intelligence and theoretical foundations of the multiple intelligences |
Answering preparation questions and reading section |
Lectures, question-answers, discussion, research and analysis |
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5 |
Theoretical foundations of the multiple intelligences |
Answering preparation questions and reading section |
Lectures, question-answers, discussion, research and analysis |
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6 |
Areas of verbal-linguistic and visual-spatial intelligence |
Answering preparation questions and reading section and preparing presentation |
Lectures, question-answers, discussion, project |
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7 |
Areas of misical-rhythmic and bodily-kinesthetic intelligence |
Answering preparation questions and reading section and preparing presentation |
Lectures, question-answers, discussion, project |
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8 |
Midterm exam |
Preparing for exam |
Writtin exam |
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9 |
Areas of logical-mathematical and social intelligence |
Answering preparation questions and reading section and preparing presentation |
Lectures, question-answers, discussion, project |
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10 |
Areas of interpersonal and naturalist intelligence |
Answering preparation questions and reading section and preparing presentation |
Lectures, question-answers, discussion, project |
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11 |
Establish a program to create an awareness to multiple intelligence areas |
Making decision on the activities will be include in the awareness program |
Lectures, question-answers, discussion, problem based learning |
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12 |
Implementation and evaluate the awareness program which prepared according to multiple intelligence areas |
Implementation and evaluation awareness program |
Lectures, question-answers, discussion, problem based learning |
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13 |
Examination the effort made to identify multiple intelligence areas |
Answering preparation questions and reading section and preparing presentation |
Lectures, question-answers, discussion, problem based learning |
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14 |
Examining an article and master or doctoral theses based on the multiple intelligence theory |
Examination of the thesis and article and preparation of presentation |
Lectures, question-answers, discussion, problem based learning |
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15 |
Assesing the courseas a whole |
Written comments and suggestions |
Lectures, question-answers, discussion, problem based learning |
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16/17 |
Final exam |
Prepare for exam |
Written exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Armstrong, T. (2000). Multiple Intelligences in the Classroom. Second Edition. Alexandria, Virginia USA: Association for Supervision and Curriculum Development.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Shearer, B. (1996). The MIDAS: Multiple intelligences developments assesment scales. A professional manual. Columbus, OH: Orginal Works. Available from the author, 519 S. Depeyster St., Kent, OH 44240.
Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. California: Corwin Pres, Inc.
Gardner, H. (2004). Zihin Çerçeveleri: Çoklu Zeka Kuramı (Çev. Ebru Kılıç). İstanbul: Melisa Matbaacılık.
Armstrong, T. (1999). 7 Kinds of Smart: İdentifying and Developing Your Multiple Intelligences. Revised and updated edition. USA: Penguin Putnam Inc.
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| Required Course Material(s) |
Gürel, E. ve Merba, T. (2010). Çoklu zekâ kuramı: Tekli zekâ anlayışından çoklu zekâ yaklaşımına (Multiple intelligence theory: From unitary intelligence conception to multiple intelligence Approach). Uluslararası Sosyal Araştırmalar Dergisi (The Journal of International Social Research), 3 (11),
Saban, A.(2001). Çoklu zeka teorisi ve eğitimi. Ankara: Nobel Yayın Dağıtım Ltd. Şti.
Selçuk, Z. Kayılı, H. ve Okut, L. (2004). Çoklu Zeka Uygulamaları. Ankara: Maya-Gen Eğitim Yayınları
Gardner, H. (1999). Çoklu Zeka:Görüşmeler ve Makaleler. (Ed) Vickers C.J., (Çev) Tüzel, M. İstanbul: Enka Okulları BZD Yayıncılık.
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
3 |
50 |
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Homeworks/Projects/Others |
4 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Defines scientific research and analysis methods which are used in social sciences. |
0 |
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2 |
Refers to the 1st- 4th grades primary education class schedules and basic principles. |
4 |
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3 |
Explains the theories of development and learning within the scope of primary education at 1st- 4th grades. |
4 |
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4 |
Clarifies teaching strategies, methods and techniques based upon the qualifications of graduation. |
5 |
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5 |
Explains the interaction among the disciplines related to the field. |
0 |
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6 |
Describes the teaching principles of the subject areas (Social Studies, Turkish, Science, Mathematics, etc.) of primary education at the 1st - 4th grades at a professional level. |
4 |
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7 |
Utilizes the combined information about class teaching and different areas. |
0 |
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8 |
Explains theoretical and practical knowledge of the field at a professional level. |
0 |
|
9 |
Has a critical approach to the national and internatinal applications concerning the primary education. |
4 |
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10 |
Plans and executes a scientific research. |
0 |
|
11 |
Conducts teaching methods and techniques by taking qualifications of graduation into account. |
5 |
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12 |
Performs the study required for expertise in their field independently. |
0 |
|
13 |
Has the quality of leadership in situations related to problem solving in their field or organises teamwork. |
3 |
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14 |
Questions the scientific and social issues in a critical way, and welcomes new perspectives. |
0 |
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15 |
Conducts the studies in the field within the framework of lifelong learning. |
0 |
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16 |
Follows social and technological developments. |
0 |
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17 |
Conducts a scientific study in the field of primary education, and supporting with both qualitative and quantitative data submits the study to the experts and non-experts using written, oral and visual presentation techniques. |
0 |
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18 |
Utilises information and communication technologies effectively. |
2 |
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19 |
Speaks one of the languages in the European language portfolio fluent enough to understand knowledge related to the field and maintain oral and written communication. |
3 |
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20 |
Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
3 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
13 |
8 |
104 |
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Out of Class Study (Preliminary Work, Practice) |
5 |
5 |
25 |
| Assesment Related Works |
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Homeworks, Projects, Others |
4 |
4 |
16 |
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Mid-term Exams (Written, Oral, etc.) |
3 |
3 |
9 |
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Final Exam |
3 |
3 |
9 |
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Total Workload: | 163 |
| Total Workload / 25 (h): | 6.52 |
| ECTS Credit: | 7 |
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