<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This paper summarizes the theory and nature of multiple intelligences and differentiated pedagogy and proposes a differentiated teaching model that integrates learning styles with numerous intelligences theory. Based on this model, the system provides each learner with a personalized learning program and dynamically generates a sequence of activities that align with the learner’s style characteristics. Teaching cases illustrate the practical application of multiple intelligences differentiated instruction in music classes. Results indicate that prior to implementing Multiple Intelligences Differentiated Music Teaching, student interest in music and music appreciation lessons declined with age, with only 67 students expressing a strong liking for music by the third grade. Following the implementation of differentiated music teaching, the percentage of students who appreciate the repertoire increased to over 41% across all grades and continues to rise. Creating a differentiated music teaching strategy according to students’ intelligence characteristics is effective and significantly promotes the development of students’ multiple intelligences, particularly bodily-kinesthetic, musical, and self-cognitive intelligence (P&lt;0.05).</p>
</abstract>

This paper summarizes the theory and nature of multiple intelligences and differentiated pedagogy and proposes a differentiated teaching model that integrates learning styles with numerous intelligences theory. Based on this model, the system provides each learner with a personalized learning program and dynamically generates a sequence of activities that align with the learner’s style characteristics. Teaching cases illustrate the practical application of multiple intelligences differentiated instruction in music classes. Results indicate that prior to implementing Multiple Intelligences Differentiated Music Teaching, student interest in music and music appreciation lessons declined with age, with only 67 students expressing a strong liking for music by the third grade. Following the implementation of differentiated music teaching, the percentage of students who appreciate the repertoire increased to over 41% across all grades and continues to rise. Creating a differentiated music teaching strategy according to students’ intelligence characteristics is effective and significantly promotes the development of students’ multiple intelligences, particularly bodily-kinesthetic, musical, and self-cognitive intelligence (P<0.05).

Construction of a model of differentiation in music teaching combined with the theory of multiple intelligences

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

This paper summarizes the theory and nature of multiple intelligences and differentiated pedagogy and proposes a differentiated teaching model that integrates...

Construction of a model of differentiation in music teaching combined with the theory of multiple intelligences

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 15 kwi 2024

Przyjęty: 01 lip 2024

DOI: https://doi.org/10.2478/amns-2024-1922

Słowa kluczowe
Multiple intelligences, Differentiation model, Learning program, Music teaching

© 2024 Yuanyuan Yu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Construction of a model of differentiation in music teaching combined with the theory of multiple intelligences

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 15 kwi 2024

Przyjęty: 01 lip 2024

DOI: https://doi.org/10.2478/amns-2024-1922

Słowa kluczoweMultiple intelligences, Differentiation model, Learning program, Music teaching

© 2024 Yuanyuan Yu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
Multiple intelligences, Differentiation model, Learning program, Music teaching