How should we use Multiple Intelligences?

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2014
HOW SHOULD WE USE MULTIPLE INTELLIGENCES?
MULTIPLE INTELLIGENCES
Photo Credited: http://www.hope.edu/academic/education/wessman /
At the end of this topic and accomplishing of the given activities, you should:
1. Define the meaning of Intelligence and identify the different areas of Multiple Intelligences.
2. Appreciate the importance of developing and enhancing intelligences in learning.
3. Apply those learning experiences in enhancing own intelligences.

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2014
IT’S NOT HOW SMART YOU ARE, IT IS HOW YOU ARE SMART!
Traditionally, people have defined someone who is intelligent as an individual who can solve problems, use logic to answer questions, and think critically. But psychologist Howard Gardner has a much broader definition of intelligence.
The theory of multiple intelligences developed by Howard Gardner has significantly influenced education in the last few decades. Gardner refers to the intelligences as ways of knowing and understanding yourself and the world around you. It is Gardner's viewpoint that all individuals have all the various kinds of intelligence in different levels and the various types of intelligence work as each other's complementary item in the learning process.
The Multiple Intelligences and the Student
It is very important for students’ self-esteem that they find their strengths and that they know how to use them. It is therefore important for teachers to know how to work with the different intelligences and be able to use various teaching methods. The activities have to be appealing and suitable for the students and it is good to work with different intelligences together in order to get the students to develop the intelligences that they are weaker in. Understanding the numerous ways that children acquire knowledge enables weaker teachers to use a variety of strategies to reach children with different types of intelligences. (Campbell 2008).
Teachers should build up their lessons in a way that engages all or most of the intelligences. When focusing on the student’s needs, it optimizes learning for the whole class (Nolan 2003). The theory can be used in many different ways and works well in the entire school system. It offers opportunities for students to use and develop all the different intelligences, not just ones that they excel in.
Gardner’s Multiple Intelligences
1. Verbal-linguistic intelligence - well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words.
2. Logical-mathematical intelligence - ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns.
3. Spatial-visual intelligence - capacity to think in images and pictures, to visualize accurately and abstractly.
4. Bodily-kinesthetic intelligence - ability to control one’s body movements and to handle objects skillfully.
5. Musical intelligences - ability to produce and appreciate rhythm, pitch and timber.
6. Interpersonal intelligence - capacity to detect and respond appropriately to the moods, motivations and desires of others.
7. Intrapersonal - capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes.
8. Naturalist intelligence - ability to recognize and categorize plants, animals and other objects in nature.

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2014
Name: Date:
Year/Section: Score:
ACTIVITY
1. What does “intelligence” mean to you?
2. Can we facilitate interconnections between/among intelligences? How?
3. How does an understanding of multiple intelligences change how you view your own abilities?
4. Which of Gardner’s intelligences do you believe that you excel? What evidence can you show?
5. Do you agree with Gardener’s theory of multiple intelligences? Why or Why not?

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HOW SHOULD WE USE MULTIPLE INTELLIGENCES? 2014
1. Describe the aspects of Verbal-Linguistic Intelligence.
2. Appreciate the importance of developing and enhancing Verbal-Linguistic
intelligence in learning.
3. Apply learning experiences in developing Verbal-Linguistic Intelligence
and conceptualize own strategies to enhance this intelligence.

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Verbal-Linguistic intelligence is the ability to use with clarity the core operations of
language. People with highly developed linguistic intelligence are sensitive to the meaning of
words. They have the capacity to follow rules of grammar and on carefully selected
occasions, to violate them with good effect.
Learning Experiences:
Speeches
Debates
Story Telling
Reports
Slogan
Newspapers
Verbal-Linguistic Capacities
Basic Skill Level Complex Skill Level Coherence Level
(involves acquisition and basic
development of “building block”
language arts capacities, including
simple reading and writing, and
rudimentary patterns of speaking))
Knowledge of the
alphabet (that is, ability to
recite and recognize
various letters)
Recognition of one’s own
name in writing and in
conversation
Single word utterances;
speaking pairs of words
and meaningful phrases
Creation of simple
sentences, generally with
poor syntax, in speaking
Ability to perform “imitation
writing,” especially of one’s
own name and other
letters
(involves understanding various
aspects of language as a system, for
example, grammar, syntax, phonetics,
and praxis, and the development of
language comprehension skills)
Complex and proper use of
language to communicate
ideas, desires, and feelings
Capacity to tell jokes and
understand various kinds of
language-based humor (jokes,
puns, and so on)
Expanded vocabulary,
including skill in using new
words in speaking and writing
Execution of self-initiated
writing to communicate
thoughts, opinions, feelings
and so on
Comprehension of information
presented in a written format
(stories, narratives, and so on)
Self-expression in various
creative writing forms (essay,
poetry, narrative, and so on)
(involves development of the
creative and self-expressive
dimensions of linguistic
communication and expanded
comprehension and interpretive
capacities)
Ability to create original
stories and relate
classical and previously
heard stories
Execution of various
types of formal speaking
(debate, persuasive,
impromptu, and so on)
Skilled use of various
figures of speech
(metaphor, simile,
hyperbole, and so on)
Ability to engage in
meta linguistic
(language investigating
itself) analysis and
dialogue

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2014
Name: Date:
ACTIVITY #1
1. Does linguistic intelligence important in one’s intelligence? Why or Why not? Cite evidences.
2. Do you know anyone who shines at language? How do they do it?
3. What is your favorite learning experience in linguistic intelligence? How does it help you in learning-process?

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2014
ACTIVITY #2
Explain the passage,” it’s not how smart you are, it is how you are smart!” Choose one of the learning experiences of Verbal-Linguistic Intelligence. Write on the box or you may come up in a separated sheet attach it here.

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LOGICAL-MATHEMATICAL
INTELLIGENCE
1. Describe the aspects of Logical-Mathematical Intelligence.
2. Appreciate the importance of developing Logical-Mathematical intelligence in
learning.
3. Apply those learning experiences in developing your Logical-Mathematical
Intelligence and conceptualize your own strategies to enhance this
intelligence.

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Logical-Mathematical intelligence is logical and mathematical ability as well as
scientific ability. Abstraction is fundamental, reasoning is complex, and problem-solution is
natural. Order and sequence are significant. There is a drive to know causality as well as the
explication of existence
Puzzles
Outlines
Timelines
Analogies
Patterns
Problem-solving
Lab experiments
Formulas
Logical-Mathematical Capacities
(involves development of simple
concrete object manipulation
skills, concrete pattern
recognition, and the ability to
perform simple abstract thinking)
(involves learning a variety of
problem-solving processes,
effective thinking patterns, and
standard mathematical calculation
skills and operations)
(involves development of
advanced mathematical process
skills and operations, as well as
integrated, application-oriented
thinking, including the transfer of
learning)
Capacity to perform
concrete object
manipulations based on
specific criteria
Ability to count and
perform basic
sequencing tasks (for
example, putting things
in an order)
Recognition of numbers
and being able to relate
number symbols to
concrete objects
Competence to engage
in simple abstraction
involving concrete
objects
Recognition of simple,
concrete cause-and-effect
relationships
ability to perform a
range of standard
mathematical
operations and
calculations
grasp of a variety of
problem-solving skills
and possible
approaches
development of a
variety of thinking
patterns and knowing
how to use them
ability to engage in
abstract thinking based
on conceptual
information
understanding of
various mathematical
processes and logic
patterns
competence in linking
various mathematical
operations for complex
problem solving
knowledge of how to
find unknown quantities
in a problem-solving
situation
understanding and
utilizing a variety of
metacognitive
processes and
behaviors
performance of logical
thinking and standard
math proofs
ability to engage in both
inductive and deductive
reasoning processes

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2014
Name: Date:
ACTIVITY #1
1. What are your strengths and weaknesses in learning experiences of logical intelligences? Explain your answer.
2. How importance logical intelligence in enhancing your learning?
3. Which learning experiences worked best for you? Why do you think so?

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Activity #2
Using a Venn diagram, compare and contrast the verbal-linguistic intelligence and logical-mathematical intelligence.

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1. Describe the aspects of Visual-Spatial Intelligence.
2. Appreciate the importance of developing and enhancing Visual-spatial
3. Apply learning experiences in developing your Visual-spatial Intelligence and
conceptualize your own strategies to enhance this intelligence.

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Spatial intelligence is the capacity to perceive the world accurately, and to be able to
recreate one's visual experience. A person with a good sense of direction or the ability to
move and operate well in the world would indicate spatial intelligence.
Artwork
Photographs
Graphic organizer
Posters, charts
Illustrations
Cartoons
Visual-Spatial Capacities
(involves learning the skills for
engaging in sensorimotor curiosity
about the world and for exploring
manipulatively and spatially one’s
environment)
Recognition of, enjoyment
of, and response to a
variety of colors
Recognition of, enjoyment
of, and response to a
variety of shapes
Creation of simple
drawings, patterns,
shapes, images, and
designs
Physical manipulation of
objects and assembly of
things with the hands and
fingers
Movement from one
location to another
(crawling, walking, and
so on)
(involves learning more structured,
formal, and disciplined approaches
to the visual arts and the ability to
understand spatial relationships
and locality)
Recognition of and
ability to reproduce
spatial depth and
dimension
Reproduction of scenes
and objects through
drawing, sculpting, and
painting
Understanding how to
read maps, including
legends, distance, and
other symbols
Use of the active
imagination, ability to
form mental images, and
pretending
Ability to see, recognize,
and understand objects
or scenes from different
perspectives
(involves an integrated use of
visual-spatial capacities to
solve problems, deepen
understanding, express
oneself, and expand creative
thinking)
Understanding how
to make something
from a blueprint,
pattern, or diagram
Accurate map-making
to give
directions and
symbolize aspects
of a location
Impressionistic and
expressionistic
creation of art forms
Understanding of
abstract spatial
images (for example,
geometry)
Recognition and
creation of complex
visual-spatial
relationships and
patterns

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2014
Name: Date:
ACTIVITY #1
1. How can you enhance your visual intelligences? Give strategies and techniques.
2. What are the benefits of using visual intelligences in learning?
3. How visual intelligence affects your learning-process?

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Activity #2
Create a poster to express your thoughts on Visual-spatial intelligence. Use the box provided or you may come up with a separated sheet.

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1. Describe the aspects of Bodily-Kinesthetic Intelligence.
2. Appreciate the importance of developing and enhancing Bodily-Kinesthetic Intelligence in learning.
3. Apply those learning experiences in developing your Bodily-Kinesthetic Intelligence and conceptualize your own strategies to enhance this intelligence.

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Bodily – Kinesthetic intelligence is about moving and doing. People high in this type
of intelligence are good at sport and other physical pursuits. They may also like to build or
make things.
Field trips
Role-playing
Learning centers
Labs
Sports/games
Body language
Bodily-Kinesthetic Capacities
(involves learning and developing
basic motor skills that range from
automatic reflexes to intentional
movement for the purpose of
attaining certain individual goals)
(involves development of more
complex levels of physical
movement along with
progressive degrees of
coordinated body movement)
(involves learning to use the body
as a vehicle of expression of
ideas, feelings, beliefs, and values
as well as developing genuine skill
in the physical use of the self)
Executions of various
automatic physical
reflexes such as
sucking, reaching,
turning head
Performance of
simple motor skills
such as turning over,
standing, sitting
Doing a variety of
activities to gain
physical
independence such
as crawling and
walking
Performance of
various actions to
achieve control of the
environment
Implementation of a
variety of goal-oriented
actions to get
what one wants
Utilization of
various appropriate
expressive
gestures and body
language
Development of
coordinated motor
skills (dance, roller
skating, riding a
bike, and so on)
Ability to role-play
or perform
charades to
communicate
various situations
Enjoyment of
physical
challenges, sports
games, and body
exercise routines
Successful
performance of
hands-on creation
tasks or projects
Ability to perform in a
variety of creative
invention activities or to
make something new
Creative and expressive
body movements (for
example, “refined body
language,” drama)
Enactment of complex
scenes that show ideas,
values and concepts
(for example, mime,
role-play)
Execution of complex
physical movement
routines (for example,
gymnastics, dance)
Skilled execution of
goal-oriented physical
movements (for
example, sports games)

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Name: Date:
ACTIVITY #1
1. Give strategies to strengthen one’s kinesthetic intelligence?
2. From the given learning experiences, where do you think you excel?? Cite evidences.
3. What are some benefits of using learning experiences of kinesthetic intelligence in a classroom?

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Activity #2
Choose one of the learning experiences given. Record a video showing different strategies to enhance and develop your bodily-kinesthetic intelligence. Attach the cd in the box.

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MUSICAL-RHYTHMIC
INTELLIGENCE
1. Describe the aspects of Musical-Rhythmic Intelligence.
2. Appreciate the importance of developing and enhancing Musical- Rhythmic intelligence in learning.
3. Apply those learning experiences in developing your Musical-Rhythmic Intelligence and conceptualize your own strategies to enhance this intelligence.

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Musical intelligence (or Musical-rhythmic) is the ability to use the core set of musical elements--pitch, rhythm, and timbre (understanding the characteristic qualities of a tone). There may be a hierarchy of difficulty involved in various roles, e.g., listening performance composition.
Learning Experiences: Background Music Songs about books, people, countries, historic events
Raps Jingles Choirs
Musical-Rhythmic Capacities
Basic Skill Level
Complex Skill Level
Coherence Level
(involves learning to recognize, respond to, and produce basic patterns of music and rhythm, as well as developing associations with musical-rhythmic sounds))
(involves developing an awareness of music and rhythm as expressive media as well as learning to enjoy music and rhythm and understanding their impact on oneself))
(involves appreciation for music and rhythm both as a formal system and as a medium communication with others, as well as creative expression of oneself) recognition of and response to a variety of tonal patterns and sounds ability to reproduce or mimic a variety of specific tones and sounds recognition of and response to a variety of rhythmic patterns and beats ability to reproduce or mimic a variety of specific rhythms and beats emotional associations with various sounds (tones and rhythms) ability to produce different kinds of melodies and songs (both original and learned) awareness of the impact and effects of various kinds of music and rhythm matching various music and rhythm with one’s feelings or moods enjoyment of a variety of music types and specific rhythms or beats ability to produce different kinds of rhythms and beats (both original and learned) competence in using music and rhythm to express ideas, thoughts, and feelings ability to create and share one’s sense of music with others recognition and understanding of different musical forms and rhythmic patterns comprehension of the “language of music” (for example, musical symbols and terms) appreciation for and understanding of different kinds of music and rhythms

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Name: Date:
ACTIVITY #1
1. Does appreciation of rhythms, sounds and tones help one’s musical intelligence improve?
2. Aside from the given learning experiences, what other learning experiences can you give? How it is connected to musical intelligence?
3. How can applying musical intelligence help students learn?

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Activity #2
Change words to an existing song that will contain about Musical Intelligence and its learning experiences. You may come up with separated sheet.

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1. Describe the aspects of Interpersonal Intelligence.
2. Appreciate the importance of developing and enhancing Interpersonal intelligence in learning.
3. Apply those learning experiences in developing your Interpersonal Intelligence and conceptualize your own strategies to enhance this intelligence.

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Interpersonal intelligence is the ability to notice and make distinctions among other
individuals and, in particular, among their moods, temperaments, motivations, and
intentions.
Group video, film slides
Team computer program
Think-pair-share
Cooperative Tasks
Jigsaws
Conferences
Interpersonal Capacities
(involves developing fundamental
familial relationships and learning
the basic skills of person-to-person
relating, including
communication and acceptance
of others)
Establishment of
meaningful bonds and
relationships with
parents and siblings
Recognition,
acceptance of familiar
others(for example,
extended family and
family friends)
Development of simple
communication
strategies with others
Ability to imitate
sounds, words, and
facial expressions
made by another
person
Development of basic
“compromise/agreeme
nt strategies”
(involves learning the skills of human
relating that go beyond the family,
including the social skills of
cooperation and collaboration with
other people)
Establishment of
meaningful peer
relationships that go
beyond the family
Development of effective
social skills of cooperation
and collaboration
Ability to empathize with
others and to understand
their
perspectives/viewpoints
Comprehension of factors
involved in being an
effective member of a team
Ability to participate in
various situations of
complex social role-playing
(involves a thorough understanding
of group dynamics, human
relations, basic human social
behavior, and an appreciation for
cultural and individual differences)
Ability to build
consensus in a group
situation or effectively
manage or resolve
conflict
Comprehension of
various group dynamics
strategies and group
process factors
Understanding
processes and methods
of cooperative or group
problem solving
Sensitivity to individual
differences in
perspective, beliefs,
motivations, and so on
Appreciation for varying
cultural values and
norms and social ideals

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Name: Date:
ACTIVITY #1
4. Do you think student will not learn enough if he/she is not interpersonally intelligent? Explain your answer.
2. How does interpersonal intelligence relate to cooperative learning?
3. Recommend techniques/strategies for teachers to identify their students’ strengths and weaknesses in interpersonal intelligence?

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Activity #2
Interview 3 teachers of different subjects. Create one question related in Multiple Intelligence.
Question:
1.Name:
Subject:
Answer:
2.Name:
Subject:
Answer:
3.Name:
Subject:
Answer:

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1. Describe the aspects of Intrapersonal Intelligence.
2. Appreciate the importance of developing and enhancing Intrapersonal
3. Apply those learning experiences in developing your Intrapersonal
intelligence.

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Intrapersonal intelligence is the ability to form an accurate model of one self, and to use that model to operate effectively in life.
Learning Experiences: Reflective Journals Metacognitive Reflections Learning logs Independent reading Silent reflection Diaries
Intrapersonal Capacities
Basic Skill Level
Complex Skill Level
Coherence Level
(involves development of simple self-awareness, skills of basic independence, and a genuine curiosity about oneself and the world)
Awareness and expression of a variety of personal feelings and moods Ability to associate different emotions/feelings with specific experiences Consciousness of the “I” or the existence of a “self” separate from mother/family Exhibition of movements toward and desire for self-independence Asking why and trying to make sense out of one’s world/environment
(involves acquiring skills of self- reflection, self-understanding, and self-esteem, including the ability to “step outside of the self and reflect on one’s thinking, behavior, moods)
Development of skills of concentration, focusing the mind Growth in individual self- esteem and appreciation for one’s uniqueness Concerned with acquiring various self-improvement skills Ability to defines and understand the whys of personal likes and dislikes Understanding of how one’s behavior affects other’s relationship to the self
(involves expanded development of the skills of introspection, including metacognition, self-analysis, mindfulness, personal beliefs, values, and philosophies)
Ability to express oneself through the creations of various kinds of symbols Ability to control one’s own emotional states, feelings, and moods Involved in an active identity search (for example, asking “who am I?”) Explorations of and forming personal beliefs, values, goals, and philosophies Conscious use of higher-order thinking/reasoning process in problem solving situations

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Name: Date:
ACTIVITY #1
1. What are the advantages of using intrapersonal intelligence in a class?
2. What are the disadvantages of using intrapersonal intelligence in a class?
3. Does self-examination important to improve your intrapersonal intelligence?

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Activity #2
Make your own reflection on the learnings you’ve gain about the Intrapersonal Intelligence. Why is it important? Does it help you in learning-process? What are the other strategies you can give to enhance this intelligence?

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1. Describe the aspects of Naturalist Intelligence.
2. Appreciate the importance of developing and enhancing Naturalist
3. Apply those learning experiences in developing your Naturalist
intelligence.

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Naturalistic intelligence is the ability to understand, relate to, categorize, classify, comprehend, and explain the things encountered in the world of nature.
Learning Experiences: Outdoor education Environmental studies Field trips (farm, zoo) Weather forecasting Exploring nature Ecology studies
David Lazaer’s Four-Stage Model for
Developing Naturalist Intelligence
Stage 1
AWAKEN
Stage 2
AMPLIFY
Stage 3
TEACH
Stage 4
TRANSFER
Trigger the Naturalist intelligence by immersing the student in the full sensory experience of the natural world including plants, animals, weather conditions, water, forests, inorganic matter, etc.
Strengthen naturalist intelligence through practice recognizing members of a species, learning to distinguish differences among members of the same species, understanding other “neighboring” species and interacting with nature.
Teach to the naturalist intelligence by using the specific tools of this intelligence (classifying, discovering, observing) to help learn the academic content, to acquire certain specific knowledge and/or skills, and to achieve the stated outcomes of the unit or lesson.
Transfer naturalist intelligence to life by discussing the intelligence tools employed and finding applications to the world outside the classroom.

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Name: Date:
ACTIVITY #1
1. How does your naturalist intelligence have a positive impact in the environment?
1. Give an example of an assessment that could be used to evaluate one’s natural intelligence. How it will be used?
2. If one is naturally intelligent, does it help him/her in learning ?

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Activity #2
Observe a class: How does classroom environment affects the teaching-learning process? Choose one of the learning experiences from different multiple intelligences to answer it.

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THE UNIT PLAN
Photo Credited: Jimmy J. Tibayde Jr.
At the end of this topic, you should:
1. Identify the components of developing unit plan.
2. Value the importance of making a unit plan that integrates in Multiple Intelligences.
3. Develop and construct a unit plan using the multiple intelligences.

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Integrate educational theories, teaching strategies, and other pedagogic tools in meaningful and useful ways to better address the needs of students. Gardner himself asserts that educators should not follow one specific theory or educational innovation when designing instruction but instead employ customized goals and values appropriate to their teaching and student needs. Addressing the multiple intelligences and potential of students can help instructors personalize their instruction and methods of assessment. Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments.
Teachers are experimenting with a variety of instructional methods and assessments to evaluate students’ achievement and progress toward meeting standards. Some educators are also experimenting with planning integrated instructional unit that include learning experiences from all the Multiple Intelligences.
 Role of the Teacher: Teachers become curriculum developers, lesson designers and analysts, activity finders or inventors, and, most critically, orchestrators of a rich array of multisensory activities within the realistic constraints of time, space, and resources of the classroom.
 Role of the Student: Students are active learners; they use their particular intelligences to gain knowledge, or experiment with each until they find to appropriate ones for them.
Use the different learning experiences discuss in Topic 2 to Topic 9, to devise the unit plan and to helps groups of teachers focus on standards, integrate their curricula, brainstorm learning experiences and assessments and decide on the key whole-class assessments to capture important concepts in the unit. This approach helps team of teachers or individual teachers plan a unit that synthesizes cooperative learning, higher-order thinking, portfolios and performance tasks as well as rubrics with the multiple intelligences.

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13 Steps to Develop a Unit Plan
The following format for developing unit plan can be adapted to meet the needs of the teacher or group of teachers.
1. Decide on a unit or theme that will last at least two to three weeks. The unit could be on specific topic (Oceanography or Greek Methodology), a book (Noli Me Tangere), or a country (Philippines). Some teachers work on a thematic or integrated unit that connects several content areas. Some thematic unit might include: Health and Wellness Crime and Punishment Heroes
2. Draw a gird on large pieces of newsprint or use a blank grid.
3. Decide on the standard and/or benchmarks that will be the major goals of the unit. What should the students be able to do at the end of the unit?
4. Distribute sticky notes to each participant. Ask participants to brainstorm ideas for learning experiences or assessments for the unit and write one idea per sticky note. (See figure 1 for ideas for learning experiences) Allow five minutes for individual thinking and writing. Remember to be specific. Don’t say “Read the book of Dr. Jose Rizal ”- recommend Noli Me Tangere.
5. Read each idea and decide where it should go on the grid. Remember that many ideas cross over into other intelligences. Just place the idea where you think it goes or where you need more selections
6. Review the grid to make sure there are at least three learning experiences or assessments for each intelligence.
7. Decide on four learning experiences from the grid that would benefit the whole class. Consider the following criteria for selecting each experience: Does the experience help meet the standards? Does it include several intelligences? (Does it meet the needs of more students?) Is it worth the time to do it? Can it be assessed? Is it doable in my class? (time, resources, money, space) Is it fun and motivating? Will it meet the diverse needs of my students?

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8. Write the four learning experiences in the boxes on the bottom of the grid. Remember that teachers on the team may select different whole-class experiences based upon their focus for the unit and the individual needs of their students.
9. Decide on how to assess the four learning experiences selected. Remember to combine traditional assessments (quizzes, tests, journals, portfolios, projects).
10. Create a culminating event to bring closure to the unit. The event should synthesize all the ideas and provide a showcase for the students to share their learnings with a wider audience. Examples of culminating events include mock trials, field trips, portfolio exhibitions, plays, costume days, medieval banquet, renaissance fair, job fairs, and re-enactments.
11. Develop a portfolio that includes three to four teacher-selected items to show the students have met the standards. Allow students to select four or five other entries from the grid for their student choices.
12. Create rubrics to evaluate projects, group or individual performance and the portfolio. Students can work in their groups to determine the criteria for each project. Teachers usually decide on four or five group projects and let students choose theirs groups. Groups could be divided as follows: Research reports Videotaped interviews Simulations or performances Newspaper stories PowerPoint presentations
13. Create a rubric to assess the portfolio. It could include criteria such as completeness, timeliness, understanding of content, visual/graphics, reflections, mechanics, organization, etc. Many of the items included would have been graded previously; therefore, one grade using a weighted rubric could be used. The students should be a part of the discussion about criteria and should self-evaluate their own portfolio using the rubric.

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OUTLINE OF THE UNIT PLAN
Unit
Subject Area: Timeline:
Major Goals of Units:
1.
2.
3.
List at least three learning experiences/assessments under each intelligence.
VERBAL
LOGICAL
VISUAL
KINESTHETIC
MUSICAL
INTERPERSONAL
INTRAPERSONAL
NATURALIST
1. Whole-class learning
experiences:
2. Whole-class assessments
for learning experiences:
3. Culminating event for unit:

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EXAMPLE OF UNIT PLAN USING MULTIPLE INTELLIGENCES
Human Body Systems Unit
Subject Area: Science- Grade 6 Timeline: 3-4 weeks
Major Goals of Units:
1. Identify the basic organs, structures and functions of different body systems and explain how it coordinates and work together.
2. Establish healthy habits that will apply in their everyday lives.
3. Apply knowledge, skills and values learned in learning experiences.
List at least three learning experiences/assessments under each intelligence.
VERBAL
LOGICAL
VISUAL
KINESTHETIC
1. Write a poem that will enlighten the reader’s mind about the importance of each body systems.
2. Name Scientific terms related in Human Body Systems.
3. Read: Human Body Systems by Daniel Chiras.
1. Solve a jigsaw puzzle which an organ of specific system assigned to them.
2. Use Venn Diagram to compare the Circulatory System and Nervous System.
3. Create an outline on how the Respiratory System Process.
1. Draw a poster that has a theme, “Healthy lifestyle and Habits.”
2. Watch Animated Video. (How Human Body Works)
3. Make comic strip: Showing Healthy Lifestyle.
1. Create an aerobic routine.
2. Role Play: Choose one Human Body System and show how you should take care of it.
3. Play a board game that indicates the organs, functions and disorders of Digestive System.
1. Whole-class learning
experiences:
2. Whole-class assessments
for learning experiences:
3. Culminating event for unit:
MUSICAL
INTERPERSONAL
INTRAPERSONAL
NATURALIST
1. Listen to a song: “Human Body Song.”
2. Compose a jingle that tells the listener on how to take care our body.
3. Record a song about Excretory System.
1. Think pair share: Think of alternative ways in medicating fractures in bones.
2. Group Reports: Assign each team to discuss different Human Body Systems.
3. Interview a person on how to take care of his/her body.
1. Make your own analysis on the theme “ Healthy body for Healthy Living”
2. Make diary that contains a healthy body habits you’ve done in a day.
3. Reflect on the importance of a healthy reproductive System.
1. Visit a Science Museum.
2. Classify different foods on healthy diet planning.
3. Identify the natural processes on your body.
Read the Human Body Systems
Teacher-made test
Watch Animated Video: Human Body Systems.
Select a group project or performance.
Portfolio
Reflection
Rubrics
Rubrics
Exhibition in the school gym. Students will role play on how to take care of the different body systems

42 | P a g e
2014
Activity
Choose a Subject and select a Unit. Develop your own Unit Plan using Multiple Intelligences following the outline in developing a unit plan. Use a separated sheet and attach it here.

How should we use Multiple Intelligences?

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