Answer to Question #272394 in English for Tebogo

Question

Critically analyse diversity in the classroom by drawing connections amongst the theory of multiple intelligences and curriculum for the Grade 10 learners focusing on your specialisation (one subject). Practical examples are highly recommended to support your arguments.

Answer 1

Students have a more thorough understanding of the subject matter when they work and learn with people from other origins and cultures in the classroom. It also teaches students how to contribute in a diverse workplace by utilizing their own abilities and perspectives. A school culture that values diversity in the classroom can have a good impact on the entire school community. When this occurs, a school community provides a safe, supportive, and purposeful environment for students and staff, allowing them to thrive academically and socially. The ability to connect with classmates, coworkers, and neighbors from all backgrounds and talents is increasingly vital in an increasingly divided world. Diversity fosters critical thinking, empathy, and inspires pupils to think outside the box.

In education, Professor Howard Gardner's hypothesis of multiple intelligences is widely accepted. This is due to the appeal of the idea that there are a variety of intelligences rather than a single IQ based on abstract mathematic/logical deductive thinking. Gardner has questioned the notion that intelligence is a single entity that is caused by a single factor and can be assessed solely by IQ tests. Some youngsters, for example, are naturally gifted actors but are unable to add. A student who is a master of a musical instrument and can sight read music at breakneck speed may struggle to express oneself on paper. Another child may have well-developed interpersonal skills and an easy time making friends, but he or she may be a dismal athlete. Gardner's multiple intelligences represent a wide range of culturally valued success that is reflected in educational outcomes. Gardner's many intelligences have thus been used to justify the construction of a broader curriculum and enhanced teaching differentiation. "The capacity to solve issues or fashion things that are valued in one or more cultural settings," according to Gardner.