Page 7 - EN_SHOOT_WP2_Handbook for Teachers

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2. Student Selection

Criteria

2.1 Group Composition: A Key to Success

1. Diversity of Skills

According to Howard Gardner's theory of multiple intelligences, students
possess various forms of intelligence, such as linguistic, logical-
mathematical, musical, and interpersonal. To form balanced groups, it is
helpful to identify each member's distinctive competencies and combine
them so that they complement one another. For instance, a student with
interpersonal intelligence might facilitate communication, while another
with logical-mathematical intelligence could handle complex problem-
solving.

Practical example: For a collaborative science project, a divergent learner
could be tasked with generating multiple experimental approaches, while
a convergent learner focuses on selecting the most practical solution to
test. An assimilative learner synthesizes the theoretical background, and
an accommodative learner designs and conducts the experiment. This
synergy of learning styles fosters both creativity and concrete outcomes.

2. Learning Styles

Kolb’s experiential learning model identifies four primary learning styles:
convergent, divergent, assimilative, and accommodative. For example, a
convergent learner focuses on practical solutions, while a divergent
learner excels in generating ideas. Creating groups that combine these
styles ensures a balanced approach to activities.

Operational example: In a multimedia presentation task, a student with
strong visual-spatial intelligence might design the visual layout, another
with verbal-linguistic intelligence could craft the narrative script, while a
peer with technical skills manages the digital editing. This approach
ensures a balanced contribution that leverages different talents.