Zeitschrift für Begabungsforschung und Talententwicklung: Issue 1/2024, 1. Volume Multiple intelligences as task grids for strength-oriented primary school teaching

Strengths-based teaching requires teachers to develop a view of a learning group that focuses on individual potential. Cognitive-activating and differentiating learning tasks can help to recognize and develop such individual potential in everyday teaching. They therefore appear to be ideally suited to both diagnosing and supporting heterogeneous learning groups at primary level, although they are rare and pose challenges for teachers. This practical article therefore presents one such cognitively activating learning task, for which Gardner’s nine multiple intelligences form the starting point for a thematic task grid. A didactic intervention with such tasks was tested in practice in an Austrian elementary school and implemented in teacher training for the first time. This practical contribution examines the critically analyzes the intervention from different perspectives by means of qualitative analyses of student feedback and a focus group.

Keywords
multiple intelligences, development of potential, strengths orientation, gifted education, individualization