1) The document discusses Howard Gardner's theory of multiple intelligences, which proposes that there are different types of intelligences and people learn best through their strengths. 2) It then provides an example of a teacher, Mrs. Sonia, applying this theory in a science lesson on animals for primary school students. 3) Mrs. Sonia engages students through different activities tailored to different intelligences, such as visual posters, acting out animals, writing poems, and a field trip. This allows all students to learn in their preferred ways.

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.