1. The document describes Howard Gardner's theory of multiple intelligences, which proposes that there are different types of intelligences and students learn best through their strengths. 2. It then provides an example conversation between two teachers where one explains how she applied the multiple intelligences theory to a science lesson about animals. 3. The lesson incorporated visual, linguistic, musical, kinesthetic, logical, interpersonal, and naturalistic intelligences by having the students create pictures and poems, act out animals, solve problems, work in groups, and go on a field trip.

1. ILT 3210_3220: Webinar in Science /
Technology Education
Activity 3: Learning Theories and
Creation of Cartoons on Science and
Technology
Howard Gardner's
multiple intelligences
theory

2. Howard Gardner's theory of multiple
intelligences

3. Miss Lina and Mrs Sonia work at ABCD Government School. They are both
following a course at the Mauritius Institute of Education. Because she was ill
Mrs. Sonia was unable to attend the last session. Back to school on the other day
she is now asking her colleague what was done during the session she missed.

4. A conversation between Mrs Sonia and Miss Lina where the later
explains the lesson of the previous day’s course at the MIE, i.e.
the Principles of Howard Gardner’s Multiple Intelligences
I was sick yesterday
and missed the class at
the MIE. What was it
about?
It was about Howard Gardner’s Multiple
intelligence Theory and how it applies to us as
primary school teachers. there are different types
of intelligences according to this theory. Our goal
should be to teach in a variety of methods and
provide different learning experiences to the
children. Each pupil deserves to learn through
his/her area of strength

5. Mrs. Sonia finds this teaching approach interesting and
decides to apply it to her science lesson on animals
Much easier said
than done. Lets
try this approach
in the science
animals’ lesson

6. Mrs. Sonia introduces the lesson and lesson objectives to the
pupils.
Topic: Animals
Objectives: at the end of
the lesson you should be
able to:
• name some animals
• list the characteristics
of different animals

7. Visual: visual learner makes a poster of
animal pictures.
Thank you Ali,
this is my
favourite bird.
You made a
nice picture
Tania.

8. Spatial: The teacher use an overhead projector to make
shadows of different animals with her hand and ask the
children to identify the shadows.
It’s a rabbit.

9. Linguistic: A pupil writes a poem based on the animal theme
and reads it herself
At the zoo,
I saw a turtle
It swam in the puddle
I saw a lion in a cage
It was in an awful rage
I saw a kangaroo
I thought there were two
But my favoufite animal at the
zoo,
Is the monkey,
How about you?

10. Musical: Play an animal song and ask the pupils to identify the
animals mentioned in the song.

11. Body/Kinesthetic: Children make the sounds and moves of different
animals.
We are
birds.
I am a
kangaroo.
I am a cat.

12. Math: Pupils make a graph of animals and their estimated
numbers based on Wildlife Foundation figures.

13. Logic/Problem-Solving: Have children make a list of endangered
species and explain the reasons why there are fewer animals than other
species.
Some endangered
species of Mauritius
are:
The Echo Parakeet
The Pink Pigeon
The Mauritius Kestrel

14. Interpersonal (Team): Pupils working in group to make their
animal book.

15. Intrapersonal (Self):Write a letter to Mauritius Wildlife Foundation
for information on endangered species around the island.

16. Naturalistic: The teacher takes her class on a fieldtrip to Casela Bird
Park
These are
Aras.
They are so
beautiful..

17. The teacher talks about her experience of using this particular model in her
teaching
Teachers interested in implementing multiple
intelligences in their curricula have a variety of
options. Don't feel bad if it doesn't come easily
right away. It's not always easy to make changes.
With an understanding of Gardner's theory of
multiple intelligences, teachers can better
understand the learners in their midst. They can
allow students to safely explore and learn in many
ways, and they can help students direct their own
learning. They can also help students understand
and appreciate their strengths, and identify realworld activities that will stimulate more learning.

18. Thank you for watching.