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This paper aims to examine students’ learning experience in Multiple Intelligence (MI)-inspired general education class.  Howard Gardner’s MI theory supports the diversity of students’ strengths in school and empowers students to learn.  It becomes a lens or perspective in the classroom that teachers can use to identify students’ intelligence profiles and provide different learning experiences.  Intelligence is pluralistic, and any discipline, idea, skill or concept of significance should be taught in multiple ways.  Some students learn better through stories and others learn better through artwork, visual images, hands-on activities or group work.  Gardner identifies seven entry points for students that reflect multiple teaching strategies: narrational, logical, quantitative, foundational (or existential), aesthetic, experiential and collaborative.  Case study data reported in this paper reveals that MI theory enhances students’ learning, self-understanding and self-esteem through pluralistic teaching methods and multi-assessment methods.  Students’ learning experience corresponded to four dimensions of MI theory in terms of pedagogical applications. These dimensions included designing broad-based knowledge and reality-based curriculum, using multimedia sources as teaching materials, developing cognitive skills in students and empowering students to learn. The MI theory supports the goals of general education in the context of community college and strengthens learning opportunities for students with multiple intelligences.   The findings of this study could contribute to the knowledge of the general education teaching practices and student learning at community colleges and other educational settings.  

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Lucy Kong (Hong Kong) 10088
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