The document describes interest centers that provide opportunities for students to explore and exercise Howard Gardner's eight multiple intelligences. The centers focus on verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, naturalist, interpersonal, and intrapersonal intelligences. Teachers rotate through the centers monthly and observe students to identify strengths. The goal is to help students develop their various intelligences and for teachers to support students' learning in different ways.

1. Key Stage 1- Interest Centres
providing opporunit t expl e
t ies o or
mulipl int l
t e eligences
 Linguistic
 Logical
 Spatial
 Musical
 Naturalist
 Bodily Kinesthetic
 Inter Personal
 Intra Personal

2. Purpose
 D r. Howard Gard ner’s theory of M ultiple Intel ligences believes
that it is im portant to encourage child ren to explore and
exercise all of their intelligences.
 Provid ing a learning environm ent for the stud ent to explore and
exercise all the intell
igences
 helps the teacher id entify strengths and proclivities of the
stud ents for a certain intel
ligence

3. Verbal/ linguistic Intelligence
 Involves read ing, writing,
speaking and conversing in
one’s own or foreign
languages.
 Exercise through read ing
interesting books, pl aying
word board gam es
 Listening to record ings
 Participating in conversation
and d iscussions

4. Logical and Mathematical Intelligence
• Involves num ber and
com puting skill
s
• Recognizing patterns and
relationships
• Problem sol
ving using logic
• C lassifying and sequencing
• Playing num ber and logic
gam es
• Solving puzzles

5. Visual / Spatial Intelligence
• Involves visual perception of
the environm ent.
• The ability to create and
m anipulate m ental im ages.
• O rientation of the bod y in
space.
• Sharpening observation skill
s
• Solving m azes

6. Bodily Kinesthetic Intelligence
• Involves physical
coord ination and d exterity
• Using fine and gross m otor
skills
• Expressing onesel through
f
physical activities
• D ancing
• Playing various active sports
and gam es
• Participating in fantasy or
m ake- bel ieve play

7. Musical intelligence
 Involves und erstand ing and
expressing onesel through
f
m usic and rhythm ic
m ovem ents
 C om posing, playing or
cond ucting m usic
 Listening to a variety of
record ings
 Engaging in rhythm ic gam es
and activities
 Singing, d ancing and /or
playing various m usical
instrum ents

8. Naturalist Intelligence
 Involves und erstand ing the
natural worl of plants and
d
anim als
 Noticing the characteristics
 C ategorizing them
 Involves keen observation
 Exercised by expl oring nature,
 m aking col lections of obj
ects,
 stud ying them and grouping
them

9. Process :
 The teachers with the incl ination toward s an inteligence select to be in that
l
particul interest center – C hoice and voice for teachers too!!
ar
 The centers work once a week for 2 hour period .
 The stud ents are engaged in activity of each center for a m onth
 The centers have vertical grouping system – opportunity for interpersonal
and intrapersonal intel ligence
 The teacher observes and record s stud ent interest in al the sessions and at
l
the end of 4 sessions provid es with the inferences and strategies to enable
each stud ent in their interest area
 The l m onth is based on the stud ent choice and incl
ast ination – choice and
voice
 The strategies are appl by the grad e teacher to enhance and enabl the
ied e
stud ents in various inteligences
l

10. For the Teacher :
 Stud ent inclination toward s an intelligence is visible and
built on
 Plan for the d ifferent languages of learning within the
classroom by the grad e teacher based on the strategies
provid ed by the interest center teacher
 Plan in the interest center for opportunities to provid e
expert intervention and build background knowled ge
through visits

11. For the Student :
 O pportunities to explore the d ifferent intelligences
 D evel an inclination toward s one or m ore
op
intelligences
 Becom e aware of the d ifferent languages to showcase
their und erstand ing.
 Apply the und erstand ing of the d ifferent languages of
learning in their presentations