Guidance Lesson:
By: Elyse Goslin, Venette Melo & Elise
Dunlap
This guidance lesson is geared toward 6th grade students and focuses on Multiple Intelligences. Students often associate intelligence or “being smart” with test scores and grades. By teaching students Gardner’s theory of multiple intelligence, it gives us the opportunity to help students understand that they are all unique and smart in different ways. This will help increase student’s self-confidence, purpose, and motivation to learn. Through engaging in activities such as this lesson, students will begin to understand how they are often using multiple types of intelligence to accomplish a task, and it will help them start to identify their personal strengths.
Supplies
Needed:
- Computer
- Internet access (for MI- YouTube video)
- A
“journal” sheet for every student
- Timer
- Magazines
- Construction
paper
- Glue
- Scissors
Introduction:
·
Show
your excitement for being in the classroom with the students and introduce the
term “Multiple Intelligence”
·
Activate
students’ knowledge about multiple intelligence:
o
Ask
students – “Does anyone know what multiple intelligence might mean?”
o
Ask
students to partner with their elbow partner and talk about what they think
makes someone “smart”
o
“What
were some of the things your groups came up with?” – Write their answers on the
board
·
Explain
that Multiple Intelligence means that each one of us can be smart in many
different ways – There are 9 different ways each of us can be smart.
o
“Let’s
watch this video to help explain….”
·
Show
Youtube Video: 8 Intelligences – Theory of Multiple Intelligences explained by
Dr. Howard Gardner
o https://www.youtube.com/watch?v=s2EdujrM0vA
Developmental Learning Activity:
·
Address
how awesome the video was at explaining the 8 different intelligences.
·
Let
the students know – Now they will be split into groups and do some fun
activities that use multiple intelligences
·
Break
students into groups and assign them a station to start at
·
Each
station should last around 5 minutes, and then they will rotate to the next
·
If
there are multiple counselors, a counselor can be at each station interacting
with the students, or, can roam around the room checking on each group
Station #1:
Intrapersonal & Verbal/Linguistic
The purpose of this
station is to help students practice internal reflection. At this station,
students will be given a sheet of paper that has prompts for them to think
about and write about. For example, on a piece of paper, potential prompts
could include: “I am thankful for ______” “Something that challenged me this
week was _________” “One thing that made me happy this week was ________” “I
want to be ________ when I grow up because _________” “How would your
bestfriend describe you?” “What is your favorite thing about yourself?”
“Some of my strengths are
“
“I am happiest when __________”
Station #2: Naturalist &
Spatial/Visual Arts
The purpose of this
station is to have students do intentional daydreaming, while at the same time
generating creativity. At this station, students will be offered multiple
options of colored construction paper, magazines, markers, scissors and glue to
assist them in creating their collage. They will then be offered two different
prompts to choose from: 1) Dream about your ideal vacation spot with as much
visual details as you can, or 2) If you could have as many animals as you
wanted as pets, what would they be and what would your home look it? Allow
students to use various design skills such as pictures, words or drawings that
will assist them in sharing their ideas or thoughts to others.
Station #3: Interpersonal &
Bodily-Kinesthetic
The
purpose of this station is to actively work together to demonstrate their
interpersonal skills. At this station the group will be given the task to
create a special handshake between each of the members in the group. They will
create the handshake and once they have the handshake down, they will then
teach the counselor in the group as well. They will have the opportunity to
share their handshake in front of the class at the end of the lesson.
Closing & Follow-up:
·
Wrap
of the sessions and have students take a seat
·
Partner
students up and have them think about every station and what “intelligence”
they used at that station – then ask for groups to share their answers
o
Write
up each station on the board, and list all the intelligences that were used, as
the students share
·
Ask
if anyone would like to share their collage or handshake
·
Thank
the students for their participation & sharing
·
Ask
“What is one thing each person learned today?”
·
Summarize
how much fun we had with them today and how awesome it is that each person is
smart in many different ways and has their own personal strengths
·
Remind
students that each person is unique – if they have any questions, need to talk,
etc., remind them where your office is!
