Educational Research Journal

Abstract

Gardner's theory of multiple intelligences and the multiple-intelligences perspective on learning, teaching, curriculum, and assessment are briefly described. Integral to this perspective are learning through engaging the full spectrum of student intelligences, teaching through multiple intelligences to emphasize enhanced understanding, employing multiple curricular options to foster learning to learn, and assessing through multiple intelligences to inform performance of understanding and further instruction. It is suggested that parallels drawn between this multiple-intelligences perspective and the current Hong Kong curriculum reform proposals may open up new vistas for achieving lifelong learning and all-round development in students.

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