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- Choose a lesson you need to teach in the coming week. It could be a specific lesson in math, social studies, literature, etc. Then, listthe intelligence that will be your central focus for that one lesson. Why did you choose that intelligence?
- What resources or materials will you need? What room arrangements will you need? What other things do you need to consider?
- Develop the activity keeping your chosen intelligence in the forefront of your planning. Will students be moving, reading,drawing, acting, singing, talking to each other?
- Is your lesson plan reaching those who are expressing this intelligence, but have not had a chance to use it before?
- Conduct the activity by spending more time watching and guiding students than instructing them.
- Provide feedback on the lesson. What plain observations did you make about individual students, the class as awhole, interactions and happenings that occurred - details you noticed, large actions? Make alist of 7 plain observations.
- Choose any observation from your list, and write about it in 2 - 3 paragraphs.
Assignment 7: applying multiple intelligences
Below, please find a list of the general characteristics of students who exhibit strengths in each of theintelligences. You will need these to understand essential clues for your assignment.
| Multiple Intelligences | Overview |
| Verbal-Linguistic - The capacity to learn through words and grammatical logic | Learns from the spoken and written word, in many forms; reads, comprehends, andsummarizes effectively |
| Logical-Mathematical - The capacity for inductive and deductive thinking andreasoning, as well as the use of numbers and the recognition of abstract patterns | Learns through using objects and moving them about, quantity, time, cause andeffect; solves problems logically; understands patterns and relationships and makes educated guesses;can handle diverse skills such as advanced math, and represent them in graphic form; works with models;gathers evidence; builds strong arguments. |
| Visual-Spatial - The ability to visualize objects and spatial dimensions, and createinternal images and pictures | Learns by seeing and observing - shapes, faces, colors; uses detail in visualimages; learns through visual media; enjoys doodling, drawing; makes three-dimensional objects and movesthem around; sees forms where others do not; enjoys abstractions and subtle patterns. |
| Body-Kinesthetic - The wisdom of the body and the ability to control physical motion | Learns through touching and moving; developed coordination and timing;participation and involvement; role plays. Engages in games, assembles objects; acts. Sensitive to physicalenvironment; dexterity and balance; creates new forms that move. |
| Musical-Rhythmic - The ability to recognize tonal patterns and sounds, as well as asensitivity to rhythms and beats | Learns through sound; eager to discuss music and its meaning; sings and plays aninstrument; improvises and interprets |
| Interpersonal - The capacity for person-to-person communications andrelationships | Learns through interactions, social relationships; perceivesfeelings, thoughts, motivations of others; collaborates; influences opinions; understands inverbal and non-verbal ways; takes in diverse points of view; mediates, organizes, develops new socialprocesses and methods. |
| Intrapersonal - The spiritual, inner states of being, self-reflection, and awareness | Learns through range of personal emotions; finds outlets for feelings;identifies and pursues personal goals; curious about big questions; manages to learn through on-goingattempts at gathering in ideas; insightful; empowers others. |
Read also:
OpenStax, Course 1: education for the new millennium. OpenStax CNX. Jun 30, 2007 Download for free at http://cnx.org/content/col10336/1.15
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