Title : Multiple Intelligence

TITLE : MULTIPLE INTELLIGENCE

OBJECTIVE Students will learn how they relate to and try to understandSTANDARD the world around them by participating in a multiple intelligence evaluation and a group activity related to their particular style of learning.

MOTIVATOR One and Only Me: Using attached resources(“The One and Only Me statement sheetSUPPLIES: and Master The of The One and One and only Me – Answer sheet), students respond to The One and Only Me statement sheet.Only When Me and all have student copies of responded to the Statement sheet time them for 2 minutes to go around the room and connectThe withOne and Only as many as Me –answer sheet. possible to find an exact match. (They will find none) Emphasize the point that no one is exactly(Copy like the Tally them and sheet for Learning we cannot say exactly what every person is like. Today’s lesson focuses on them-not to categorizeStyle Assessment them or on the back.) identify exact characteristics about them, but to help them understand that there are ways that they learn and naturally think. This is called a “Learning Style”. There are different learning styles found among humans and they are going to discover the style or styles that they use most often to learn and think.

ACTIVITY #1 DESCRIPTION: Define: Learning Style(Use definition sheet) and Stages of SUPPLIES Learning Knowledge(Stages of Knowledge explanation sheet). Learning Styles Style Definition sheet, Assessment Stages of Know- TIME CONTENT: Explain the Tally Sheet for Learning Style Assessment top part-and refer Ledge sheet; to the Assessing Your Learning Style statement sheet. Use projector and project the Tally sheet for statement sheet; the students Learning style Will mark with the appropriate response for themselves (1-5) on their own tally Assessment(one sheet. When all have responded to each statement, each student adds each For each student particular column. Have them write their totals in the list of classes boxes and star (Above copy) the two top learning styles for them. Attachment mult003 is to use to have students respond in another way to multiple intelligence. For each section1 through 7 if a statement is true for them they put a check in the appropriate box on the “Only Me” sheet. Add the number of checks in each box and they correspond to the multiple intelligence in reverse order-box 7 is Intrapersonal etc. PROCESS QUESTIONS (AND ANSWERS)

ACTIVITY #2 DESCRIPTION: Read and explain each Learning Style; Interests/Skills/Strengths; andSUPPLIES Best Understandin Ways to Tally Sheet, g a particular Learn from the Tally Sheet. Participate in a learning style group activity. poster, 3X5 learning style cards, various children’s books from the resource sheet TIME CONTENT: At various stations in the classroom I have a poster(identifying each learning style, pictures and key words/ phrases explaining that style), 3X5 cards with further explanations of That learning style and children’s books. The students go to the station that represents their top learning Style. As a group they read the poster, 3X5 cards and then choose the children’s book they would like to use and share part of the book demonstrating their learning style. PROCESS QUESTIONS (AND ANSWERS)

ACTIVITY #3 DESCRIPTION Students demonstrate their multiple intelligence by sharing part of aSUPPLIES children’s book using Their particular learning style. TIME CONTENT: After the students have read the reference cards for their multiple Children’s intelligence, they choose a children’s book to share with the class, using their books (These interpretation. are from the Possible choices: Logical/Mathematical: (Anything with numbers)Postman’s Pal, Cat books I have- Count, 5 Little Monkeys; Verbal/Linguistic(Rhyming): There was an Old Lady, A Fly use the went By, Dr. Seuss, I know an Old Lady, If I Ran the Zoo, The Cow that went Oink; resources Visual/Spatial(Draw pictures): Mixed up Chameleon, Where the Wild things Are, you have and Harry the Dirty Dog; Bodily/Kinesthetic(Acting out): Sheep In Jeep, Grizzwold, Cook you may Clifford; Musical(sing): The Seals in the Bus, I Know an Old Lady; improve on Interpersonal(Discuss feelings-emotions): Love You Forever, Hunter’s Best Friend, these) Nana Upstairs/ Nana Downstairs, ABC, Dinosaur Roar; Intrapersonal (alone-self): Sheila Rae: The Brave, I Don’t want to Sleep Tonight, Grumpy Lady Bug, Blue Horse, Selfish Alligator, You Are Special. PROCESS QUESTIONS (AND ANSWERS)

SUMMARY

STUDENT EVALUATION

TEACHER EVALUATION: Were all activities successful? What changes do I need to make in this lesson? Did the students learn the concepts?

OPTIONAL ACTIVITY