Guidance Lesson: Multiple Intelligences

Classroom Guidance Lesson: Multiple Intelligences

Alicia C., Arianne D., and Natalie S.

Grade level: 9th Grade

Rationale:  

Entering high school is a considerable academic shift for many 9th grade students. In order to encourage greater engagement in their schoolwork and to help increase the likelihood that they will experience success across all subject areas, students will work to identify unique ways they can approach their learning through the use of multiple intelligences. Over the course of a month-long unit (4 lessons total), students will come to understand the nine different intelligences and how they relate to themselves as learners.

As a result of this lesson in particular, students will walk away knowing what the term “multiple intelligences” means and will gain a working understanding of three types of intelligences (word smart, body smart, and art smart). The lesson will begin with a brief class-wide discussion about what it means to be intelligent and a mini “lecture” to deliver vocabulary terms. Next, students will be divided into three small groups and given instructions on a task to complete that utilizes one of the intelligences they learned about earlier in the lesson. After 10 minutes of working together, students will have the opportunity to share their work with the class and will have a discussion about what they learned and what the experience was like for them as individuals. By engaging in this small-group activity and class discussion, students will discover how three different intelligences can be utilized to complete the same academic task. They will also be asked to consider whether they used one of their “top intelligences” during the lesson.

Applicable ASCA Standards:

A:A2.4 Apply knowledge and learning styles to positively influence school performance

A:B1.6 Use knowledge of learning styles to positively influence school performance

PS:A1.1 Develop positive attitudes towards self as a unique and worthy person

Introduction (5-7 minutes):

●       As the counselors begin the guidance lesson, students will be asked about their current understanding and familiarity on multiple intelligences. Once students have responded, the school counselor(s) will provide a general overview of Howard Gardner and his model of the multiple intelligences. Students will receive brief information on all nine types of multiple intelligences but will be reminded that, while the lesson introduces all modalities, the guidance lesson will focus specifically on three: (1) Word Smart; (2) Art Smart; and (3) Body Smart. The counselor will then present additional information on these three types of “smarts,” and how they may manifest differently among all learners. They will share the goal of the guidance lesson and its importance to understand especially among school-aged students. Now that they have received this information, introduce Alicia to explain the activity.

Developmental Learning Activity (10 minutes):   

●      To start the activity split the class up into three groups, one group for each of the “smarts”. Assign an area within the classroom where each group can congregate in their own space and prepare themselves for the activity. Go over the general instructions so that each group has an idea of the activity, it is important that the students know this should be a school appropriate story. The materials and instruction sheets (referenced at the end of this document) should be printed out and ready to go. The students will then be handed their instruction sheet and assigned the corresponding “smart”. The timer should be set for 10 minutes and started once every group has their materials and instructions for the activity.

●      As the students begin the activity the counselor(s) should be walking around and checking in with the different groups to make sure they are on task and that everyone is participating. The timer gives the students a visual reference for how much time they have left and keeps the activity under a certain amount of time to make sure there will be enough time for discussion and a wrap up.

●      As the timer comes to an end, make sure every group is wrapped up and completed the activity to the best of their ability. Provide the students with encouragement and thank them for participating in the activity.

●      Natalie will then jump in and continue on with a discussion and wrap up.

Assessment/Evaluation (5-7 minutes):

●      If time allows, ask each group if they would like to share with the class what they did- either by summarizing their work or showing it. Don’t forget to thank them for sharing!

●      Next, facilitatie a class-wide discussion regarding the activity. Ask questions that require students to tie together what they learned today and what they already knew or learned about themselves:

○      What was that experience like for you?

○      Did you find it easy or difficult to use the intelligence given to you to compete the activity?

○      Does anyone think they utilized one of their top intelligences today? Why do you think so? Why not?

○      Exit ticket (To encourage/reward student engagement, counselor(s) may consider giving out a small piece of candy or other prizes to students who correctly answer):

■      Who can give the class a definition of multiple intelligence?

■      Who can give a brief definition or description of what it means to be “Word Smart?” What about “Body Smart” and “Art Smart?”

Closing and Follow Up (1 minute):

●      Close the lesson by thanking the students again for their participation and willingness to engage in the lesson. Before the counselor(s) leave, they should collect all materials used from the students, including their stories, to potentially be used again as reference in future lessons. Remind the students that next week, we will learn about three new intelligences.

Resources/Materials Needed:

●      Access to computer and projector for displaying powerpoint slides

●      Pre-printed directions for each group (reference below)

●      Paper (lined and unlined)

●      Writing utensils (pencils, pens)

●      Colored pencils, markers

●      Candy for rewarding engagement (optional)

Word Smart

Using the materials provided to you, tell a story about an activity your group would like to do on spring break this year. Be creative! You could do this by:

-       Writing creative story or blog post

-       Writing a poem

-       Writing a speech (to be delivered orally)

Make sure every member of your group is participating! This means that every person in your group should write a portion of this story.

Art Smart

Using the materials provided to you, tell a story about an activity your group would like to do on spring break this year. Be creative! You could do this by:

-       Creating a comic strip

-       Drawing a picture or mural

-       Creating a picture book

Make sure every member of your group is participating! This means that every person in your group should draw a portion of this story.

Body Smart

Using the materials provided to you, tell a story about an activity your group would like to do on spring break this year. Be creative! You could do this by:

-       Creating a skit

-       Playing charades

-       Choreographing a dance

Make sure every member of your group is participating! This means that every person in your group should act out a portion of this story.

Guidance Lesson “Multiple Intelligences”

Guidance Lesson

“Multiple Intelligences”
 Mary Mattea K., Pahoran M., and Hannah B.

Grade level: 5th Grade

Time: 25 minutes

Lesson Objectives:

1. To gain awareness of and identify different ways of learning
2. To experience different ways of learning
3. To gain insight into personal strengths and preferences of learning styles

Rationale/Purpose:

            This guidance lesson incorporates Gardner’s Theory of Multiple Intelligences, and focuses specifically on word, person, self, and visual ways of learning. The information included in this lesson is meant for students at the 5th grade level. It is important to provide students with knowledge about different ways of being intelligent, as many students associate being “smart” with academic achievement, grades, GPAs, and test scores. Therefore, this is an opportunity to educate students about the different ways someone might be smart, and that all ways are valuable, important, and special. Further, this introductory lesson can help students gain insight about how they learn best, and apply it to future knowledge and learning. The following activities will help students identify and discover their unique strengths, and will give them an opportunity to develop further insight about themselves.

While developing a deeper understanding of friendship, this lesson will also give students hands-on experience learning about the same topic in different ways. This will help students appreciate and notice how different ways of thinking can produce different outcomes for each individual. The three stations that students will rotate through (discussion, writing, and collage) will push them to experience a variety of ways in which people can learn. At the end of the lesson we will ask the students how their understanding has changed for both friendship and multiple intelligences. Along with that, we will be asking about their experience during the activities and how each station felt for them.

Materials/Resources:

●     Glue sticks, magazines, plain white or colored paper, lined paper, pens/pencils, scissors, powerpoint, computer, timer

Introduction (Power Point Presentation):

●   Introduce yourself:

○ “Hello, we are..., and we are excited to do some activities with you today!”

●  Activate previous and current knowledge:

○“Do you know what ‘Multiple Intelligences’ might mean?

○ What does being ‘smart’ mean?

○ What are some ways a person can be smart? Is there only one way, or multiple?

●   Allow a brief amount of time for students to share answers with the group.

●  “As you can tell, there are many ways of describing ‘smart’ and ‘intelligent’. Often people describe being smart through having good grades, a high GPA, and doing well on tests. However, there are more ways a person can be smart!”

Developmental Learning Activities:

●   Definition and brief description of multiple intelligences and the 4 we will cover today

●   Explain the 3 stations

○ At this station, you will create a collage from magazines about what friendship means to you and your understanding of what it is

○ At this station, you will write about what friendship means to you and your understanding of what it is (prompts at station)

○  At this station, you will talk with a group about what friendship means to you and your understanding of what it is (prompts at station)

●   Divide the class into 3 groups.

●   Each group will be at each station for 5 minutes each, and then will rotate to the next station

●   Students will be asked to keep what they create at each station (except the discussion station, they can be asked to remember a little bit of what they talked about and what prompt they chose)

           

            Station 1: Visual (Magazines/Collage)

●  There will be varying magazines, glue, scissors, blank paper, and markers spread out on the table for students to create their own collages

●   Prompt: What does friendship look like to you?

            Station 2: Word/Self (Writing Prompt)

●   The students will have lined paper set out on the table, and can choose from one of the three prompts to write about:

●   Prompt:

○       What does friendship mean to you?

○       What makes a good friend?

○       Who is your best friend, and why?

            Station 3: Word/Person (Discussion)

●   The students will have the ability to choose between three topics to discuss together      as a group:

●    Prompt:

○       What does friendship mean to you?

○       What makes a good friend?

○       Who is your best friend, and why?

●       Set a timer for 5 minutes, and when the timer goes off ask the students to rotate to the next station.

○       Repeat until all groups have experienced each station

Assessment/Evaluation:

●    Ask the students to return to their seats for a reflection and discussion with the whole class

●    Provide a brief summary of what they did (describe what you taught them)

●   This will be an opportunity where volunteers can choose to share what they created, wrote about, or talked about in their small groups.

○ “Would anyone like to share what they made, wrote about, or discussed?”

●   Then ask, “Where did you use the multiple intelligences we discussed in this activity?”

○ People, self, art, word

●   “Which one do you feel like you enjoyed the most?”

●   “What was the easiest for you?”

●   “What was the most difficult? What did that feel like? Is it okay to not be good at all the stations?”

●   “How has your understanding of friendship and multiple intelligences changed during this lesson?”

Closing/Follow up:

●    Mention and normalize that we all have areas that we can grow in and work on

●    Encourage them to think of opportunities where they can use the information they just learned about themselves, and any areas of growth that they can work on

●    Mention the location of the counseling office, and encourage them to come talk if they need anything