Ability Grouping Theory, Multiple Intelligence Theory And Constructivism

There are many theories that support my research namely Ability Grouping Theory, Multiple Intelligence Theory and Constructivism just to name a few. These theories are parallel to that of Differentiated Instruction and as the researcher explored these theories, perspectives and practices clear associations were linked to the area of study.

An article entitled “Ability Grouping” on the well-known education .com website defines Ability Grouping as “the practice of making student group based on ability and achievement in an attempt to provide instruction specifically relevant to each group 's needs. Ability groups can differ in size and duration depending on the educational goals the groups are intended to meet”. At the elementary school

Howard Gardner viewed intelligence as ‘the ability to decipher problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989). The theory of multiple intelligences urges the rethinking of how teachers should approach subjects and topics. If children do not learn in any one way, then the teacher truly must teach in the way the child learns. Guided by the very diverse intellectual profiles of students in a classroom, teaching must become less of a single approach aimed at all students and more of a crafted effort to engage the multiple intelligences, or potentials, represented in the room. According to Gardner, there are 8 possibly 10 intelligences; spatial, linguistic, logical, bodily, musical, interpersonal, intrapersonal, and naturalistic. He argued that learning takes place through one or a combination of these intelligences depending on the learner and that effective learning can only occur when the learner is opened to the Multiple Intelligence approach to learning. The researcher has observed over the years within the classroom that a large proportion of the students learn best through Music. The researcher would write

In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure he/she understands the students ' preexisting conceptions, and guides the activity to address them and then build on them. Constructivism has many benefits namely: Children learn more, and enjoy learning more when they are actively involved; students learn how to think and understand and transfer learning; students create organizing principles that they can take with them to other learning settings; it gives students ownership of what they learn, since learning is based on students ' questions and explorations, and often the students have a hand in designing the assessments as well; it engages the students ' initiatives and personal investments in their journals, research reports, physical models, and artistic representations; and it promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of