Our project particularly applies to pupils in trouble, who are demotivated and can't become integrated into learning. Our present teaching is mostly founded on the logico mathematic and verbal intelligences described by H.Gardner.The pupils who succeed less generally belong to the other types : kinesthetic, interpersonal, intrapersonal, musical … Resting on this double statement, we aim to motivate again these pupils and strengthen their basic skills to fight against school fail, and consequently make our teaching evolve. The project activities, organized around feeding, sports, games and arts will allow to appeal at the same time to the pupils' body, mind and feelings. So, we will be able to favour their implication and their acquisition of the skills. This approach depends on the wish of applying to the whole individual, and starting answering the multiple forms of intelligences. Taking advantage of this dynamics to help the pupils to become integrated into basic learnings, the school teams are going to learn how to adapt their educational gestures, by making various tools stemmed from practices and shared experimentations, which will rely on the theory of multiple intelligences (different entrances in the learnings), but also on the positive pedagogy.
Our schools are located in socially deprived areas where around 10% of the pupils are in great difficulty. Our project was designed to combat educational underachievement by introducing activities that would impact pupils in the short term, by seeking to create a bonded educational community (parents, teachers, local councils) over the medium term and by training professionals in the Theory of Multiple Intelligences to enhance their efficiency over the medium and long term. Activities were based around three broad themes designed to get pupils involved in the learning process: Cookery Sport and games Art The activities were geared towards discovery, sharing and trying out, culminating in festive moments and events designed to showcase the work done (receptions, exhibitions, etc.). For each theme, pupils discovered, studied and wrote about their own habits and culture. They then shared this knowledge with their partners, trying out each others’ contributions and creating through the medium of art. A website and two booklets (of recipes and games) were prepared together and then circulated to families, local councils and the educational community. A Multiple Intelligences platform was created in order to share the teaching programmes that have been and will be created. Moving from the theory of Multiple Intelligences to its practice allowed us to understand its strength: knowledge and recognition of the pupil as an individual in the making.