1. The Impact of Training the faculty in Learning Styles and Multiple Intelligence Aplication Dr. D. G.Kulkarni Professor and Dean n( MBA Dept.) Jain College of Engineering, Belgaum, India AND Dr. Poornima Charantimath Dr. Kirti Shivkumar, IMER, Belgaum, India

2. INTRODUCTION What is Learning Style

3. Score of Learning Styles Total Numbers A V KAVAKVKAVK EXERCISE:( Identifying the Learning styles of students) Instructions: Let the students take the Learning style test from the online sources or with the hard copy. The dominant learning style will be the scores which are equal to or greater than 10 out of a score of 30. ( www.businessballs.com). Note: The author has subjectively considered 10 as a threshhold score

4. What is Howard Gardners Multiple Intelligence Category of Intelligence Score Interpersonal -----/25 Intrapersonal Bodily Kinesthetic Musical/Rhythmic Verbal/Linguistic Logical/Mathematical Naturalist Virtual /Spatial

5. Category of intelligence No of students scoring above 15 No of students scoring below 15 Interpersonal Intrapersonal Bodily Kinesthetic Musical/Rhythmic Verbal/Linguistic Logical/Mathematic al Naturalist Visual /Spatial

6. Composition of a classroom Heterogeneous composition of learners in terms of: Language, Culture, Different perceptions Behavior patterns Learning styles and Multiple Intelligence

7. Training the Faculty Template 1 Planning by the hour Date: __________ Topic: ___________________________ Module:________ Plans to use: A/V/K/H/An/M/Music/TLM/OBT/LSMI Target students for this session: (Tick appropriate) All: Those Low on: Lingual/Inter/Intra/Number/Nature/Picture/Music Those High on : Lingual/Inter/Intra/Number/Nature/Picture/Music

8. TimeTopic Interventions used by the faculty member Students activity Competency developed

9. EXPERIMENTAL STUDY 56 MBA students participated in the research 4 teachers were trained to adopt the LS and MIT for content development and delivery. 8 hours class was engaged as a conventional class. A test was taken for 20 marks and scores compiled Again the faculty members took a class for 8 hours considering LS and MIT and using the designed template

10. HYPOTHESIS TO BE TESTED The following hypothesis were tested after the experiments: H N1 : There is no significant difference between Conventional and Multilingual methodology with respect to knowledge acquisition H A1: There is a significant difference between Conventional and Multilingual methodology with respect to knowledge acquisition H N2 : There is no significant improvement in the performance of the students with respect to unconventional teaching methodology (Out Bound Teaching ) as compared to the Conventional Teaching Methodology H A2: There is a significant improvement in the performance of the students with respect to unconventional teaching methodology (Out Bound Teaching) as compared to the conventional teaching methodology

11. Conclusion It was seen that the learners who post experimental score was much better than the pre experimental score. Hence, it is recommended that every teacher should know the class composition in terms of the LS and MI, and design the content for e- learning or classroom learning.

12. Thank you kulkarnidg1@rediffmail.com Contact Cell: 00-91-9448230405