Multiple Intelligence Theory, according to Howard Gardner

Hold hands with your partner and sing the following to the tune of "Doe a Deer, a Female Deer". Each line in the song corresponds to one of the eight intelligences, listed individually on the accompanying cards. After singing the song (yes, the singing part is important!), align the intelligence with the corresponding line in the song.

Before you roll again, please shuffle the intelligence cards and lay them next to the red square so the next group will face the same challenge!

KNOW MYSELF AND HOW I GROW

MY WHOLE BODY HELPS ME THINK

PUZZLES, PATTERNS, PROBLEM-SOLVE

WORDS AND LANGUAGE MAKE A LINK

SOUNDS AND MUSIC FILLS MY BRAIN

PICTURES, MAPPING MAKES IT PLAIN

OTHER PEOPLE HELP ME GROW

AND WE WATCH THE WHOLE WORLD

THAT IS HOW WE KNOW...

(Intelligences to match with lines in the song. Cut out and laminate each one separately and lay next to song sheet.)

INTERPERSONAL

INTRAPERSONAL

NATURALIST

VERBAL-LINGUISTIC

MUSICAL

SPATIAL

LOGICAL-MATHEMATICAL

BODILY-KINESTHETIC

"INTELLIGENCE IS NOT DEFINED AS AN IMMUTABLE, BIOLOGICALLY PREDETERMINED ENTITY AS GENERALLY PRESUMED BY IQ, BUT RATHER AS A LIFELONG, EVOLVING PROCESS WITH SHIFTING PARAMETERS, EXPRESSING ITSELF DIFFERENTLY IN DIFFERENT CONTEXTS."

Please take a multiple intelligence survey and ROLL ON!

QUICK DRAW

PARTNER A: DRAW A SLIP OF PAPER FROM THE BASKET. READ ALOUD TO YOUR PARTNER AND BRAINSTORM SOLUTION. SWITCH ROLES AND HAVE PARTNER B DRAW A SLIP OF PAPER. RETURN SLIPS TO BASKET WHEN COMPLETED AND ROLL ON!

(Cut out the following intelligences and the associated assignment. Fold in half and place in a basket for “quick draw”)

VERBAL-LINGUISTIC learners favor writing, reading, and discussions. They think in words and use language to express and understand complex meanings.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.

MUSICAL learners think in sounds, melodies, and rhythms.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.

SPATIAL learners like to observe and imagine visual problems. They think in pictures and perceive the visual world accurately. They work well with objects.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.

LOGICAL-MATHEMATICAL learners think of cause and effect connections and understand relationships among objects or ideas. They like to calculate, quantify, and perform complex mathematical or logical operations.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.

BODILY-KINESTHETIC learners think in movements and use the body in skilled and complicated ways for expression as well as goal-directed activities. They excel with manipulatives and prefer to physically participate in their learning.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.

INTERPERSONAL learners think about and understand other people. They have empathy and recognize distinctions among people. They interact effectively with one or more people.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.

INTRAPERSONAL learners think about and understands oneself. They are aware of their strengths and weaknesses and plan effectively to achieve personal goals. They act with personal efficacy.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.

NATURALIST learners understand the natural world, including plant, animals, and scientific studies. They can recognize and classify individuals, species, and see relationships. They can discern patterns of life and natural forces.

With the help of your partner, craft an example of a learning experience that stresses this intelligence.