This material helps the teacher integrate multiple intelligences in the courses they teach

1. Marites A. Balot
Faculty, FTD

4. Q: How can you use the theory of multiple
intelligences to assess student achievement
in your classroom?
A:The MI approach to testing is closely
related to authentic assessment.

5.  demonstrate the depth of their
understanding,
 connect their classwork to real-life
experiences, and
 apply their knowledge to new
situations.

6. *No "right" way to use MI in testing
and assessment
*Using creative alternatives to
traditional testing

7.  Reflective of student learning
 More creative assessment
strategies that are often
"performance-based”

8.  With elements of student
involvement and student choice
 Students to apply what they have
learned, often using real-life
applications for authentic real-
world problems.

9.  Assessing skills and applied
knowledge
 Measuring in-depth
understanding of key concepts,
core knowledge, and target skills.

10.  Establishing appropriate criteria
for these assessments (rubrics).
 Involving students to participate in
assessment

11. Give one word you remember
about MI and assessment.

12.  After taking Prof Ed 7, list down three (3)
things you can do well now in terms of
teaching acts. How do these contribute to
your being innovative teacher as envisioned
by our University?
(Intrapersonal Intelligence)
(10 points ; 5 points for the task of listing, 5
points for the explanation)

13.  Draw a floor plan of your would-be classroom
allocating sufficient space for four (4)
learning stations. (Visual-Spatial Intelligence)
 Compose and sing a jingle describing the
professional and personal qualities of a
teacher. (Linguistic and Musical Intelligences)

14.  Dramatize two strategic acts of teaching.
(Bodily Kinesthetic Intelligence, Linguistic
Intelligence)
 Make a comic strip showing how operant
conditioning is used in the classroom.
(Visual-Spatial Intelligence)

15.  Come up with your own graphic organizer
differentiating guidance and counseling.
(Visual-Spatial Intelligence)
 What will happen if the distance between
the instructional table and the rows of
chairs is too close?Too far?
(Logical-Mathematical Intelligence)

16.  How can plants contribute to make the
classroom a “livable” place for learning?
Explain in three (3) sentences.
(Natural Intelligence/Linguistic Intelligence)
*Come up with two (2) questions beginning
with “Why “ or “How” relevant to your being
a student of this course.
(Existential intelligence)

17.  Interview a teacher and ask him/her of
effective ways to motivate students in
class.
(Interpersonal Intelligence/
Linguistic Intelligence)
*Applying assertive approach to classroom
management, role play the teacher’s role
during instructional phase.
(Bodily-kinesthetic/ Linguistic Intelligence)

18.  Make a jazz chant on the different
periods in the history of education.
(Musical Intelligence/ Logical-Mathematical
Intelligence)

19.  Compose a poem/song on…
 Make a poster/slogan on…
 Interpret using body movements of…
 Make an impromptu speech on…
 Make a collage on…
 Make infographics on…
your personal philosophy of education.

20.  Work individually.
 Work in pair.
 Work with another pair.
 Shop around.
 Finalize answer (metacognition).
 Check answers.
 Reflect over the performance and experience.
(Intrapersonal/Interpersonal Intelligence)

23. Gardner, H. (1983). Frames of mind:The theory
of multiple intelligences. NewYork: Basic
Books.
Gardner, H. (1993). Multiple intelligences:The
theory in practice. NewYork: Basic Books.
Gardner, H. (1999). Intelligence reframed:
Multiple intelligences for the 21st century.
NewYork: Basic Books.

24. Assessment and MITheory. Retrieved from
https://gse.gmu.edu/research/mirs/assessment
Multiple Intelligences inTesting and
Assessment. Retrieved from
https://www.teachervision.com/
using-multiple-intelligences-testing-
assessment