Multiple Intelligences

Guidance Lesson: Multiple Intelligence 

By: Elyse Goslin, Venette Melo & Elise Dunlap

This guidance lesson is geared toward 6^th 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! 

Multiple Intelligences

Guidance Lesson: Multiple Intelligences 

By: Brooklyn Beeler & McKenzie Harsin

Lesson plan

Topic: Multiple Intelligences (Naturalist, Linguistic, Body/Kinesthetic, and Musical)

Grade level: 4th Grade

Introduction

●       Overview: The overall objective of this lesson is to inform fourth graders on four of the nine multiple intelligences and help them identify their strengths and areas for growth or practice.

●    Introduce yourselves: “Hello everyone, we are ________, and we are here to talk about the different ways of being smart, and how every one of you has multiple intelligences or ‘smarts.’”

●       Activate previous knowledge:

○       Start the lesson with a Pre Check-in: (Ask the students these questions)

■       Raise your hand if you can name different ways that people can be smart.

●       Call on them to listen and validate some of their answers.

■       Now raise your hand if you think you are also smart in any of these ways.

●       “So as we can see, you all know a little bit about intelligence. So today we are going to go a little bit more in depth about the ‘smarts.’ We are going to do some activities that demonstrates a little more about each ‘smart’.”

Outline of Lesson:

●       Go over the definition of multiple intelligences and briefly mention that there are nine of them total, but the counselor(s) will only talk about four in this lesson. Then, focus in on the four multiple intelligences the counselor(s) will talk about, which are nature smart, word smart, body smart, and music smart.

○       Go over the four definitions and check for student understanding by having them provide examples for each of the multiple intelligences and write them on the whiteboard.

■       Example: Body Smart - (the students offered these examples) dunking, flips, parkour, tetherball, walking, water skiing, olympics

●       Now, explain the four stations and answer any questions they may have. Tell them that they will have 3.5 minutes to complete the activity and then they will rotate stations. Then, break up the class into four groups and assign each group to their first station.

●       Start the first rotation and time the 3.5 minutes. When times up, provide 30 seconds for the group at the ‘body smart’ station to perform their dance to the class at the end of the time. Note: Be sure to walk around, check in and help the groups if they need assistance.

●       At the end of the 20 minutes given for the activities, the counselor(s) will lead the class in a reflection period where they will discuss:

○       What did you like about each station? What was your favorite one? What were your strengths? What was hard? What are areas for growth?

●       Note: The counselors need to be sure to reiterate that even though a station may have been harder for some students than others it does not mean that that student is not smart in this area, but they can work to improve this area and strengthen this ‘smart.’ Also, be sure to mention that our ‘smart’ strengths may change over time as we grow and develop and that is ok. We used the analogy of gaining ‘smarts’ is like working out, and in order to build muscle you have to practice.

Developmental Learning Activities

There will be four groups with an equal number of students in each group. Each group will start at a different station and will have 3.5 minutes at each station, 30 seconds will be given for the group at the ‘body smart’ station to perform their dance to the group at the end of the time.

●       Naturalist “Nature smart”→ There will be a sheet with several pictures of animals and the group will write down the name the animals, where they live, what they eat, and if they have any predators.

Below is a list of two of the animals we included, we encourage to have about 10-12 animals.

●       Linguistic “Word Smart”→ The group will be given a list of words and a sheet with six categories corresponding to a number on a six sided dice. The categories are: give the definition, use the word in a sentence, draw a picture of the word, synonym, antonym, and write the word three times. The group with roll the dice and have to complete the category that corresponds to the number they rolled and repeat until times up.

 

●       Body/Kinesthetic “Body smart”→  The group will begin by passing a ball back and forth first with two hands 20 times, then, with their dominant hand 20 times, and finally with their dominant hand 20 times. If the group finishes before the time is up, have them try doing this activity on one foot.

●       Musical “Music Smart”→  The group will come up with a dance and perform it to the class. The counselor will provide an appropriate song and a speaker, we used ‘Can’t Stop the Feeling’ by Justin Timberlake from the movie Trolls.. The group will have 30 seconds to perform to the entire class after the times up.

Assessment/Evaluation

●       Summarize: The objective of this lesson was to inform the students about four out of the nine multiple intelligences and help them identify strengths and areas for growth or practice.

●       Assess if the students learned the objectives by:

○       Ending with a Post Check-in:

■       Raise your hand if you feel like you learned more about ‘smarts’ than you knew before.

■       Raise your hand if you feel like you can identify your strengths and areas for growth.

●       Check for understanding throughout the lesson by asking students to provide a thumbs up or down to see if they are understanding the content being taught.

Closing and Follow up

●       Now that they are more informed about multiple intelligences, ask them to independently practice what they learned to help increase awareness about their ‘smarts’.

●       Note: Mention the location of the counseling office and that the counselors’ office door is always open if the students need anything.

Hope

Hope Guidance Lesson 

By: Evan Kruschke, Meaghan Logan & Lauren Mills

Introduction:

This guidance lesson is intended to address the theme of Hope and the importance for students to have hope in their own lives for themselves and others. This lesson works to teach students about hope, apply it to their personal life, identify why it is important to them, and give them time to practice using hope in everyday scenarios. The theme of hope is incredibly personal for each individual, and we aim for our lesson to give flexibility for students to view it in their own way.

Resources/Supplies needed:

●        Posters

●        Markers

●        Blank bookmarks

●        Scenarios

●        Worksheets about hope

Overview of Guidance Lesson:

Introduction:

●        Explain a school counselor's’ role to the students and explain why we are visiting their classroom that day. 

●        Introduce the concept of Hope and activate students’ previous knowledge about Hope.

○        “Who thinks they know what hope is?”

○        “Can anyone tell us when you might need to have hope?”

○        “What does it mean to have hope?”

○        “How can we demonstrate hope in our lives?”

○        “Who are people we know that show hope?”

●        Define Hope

●        Create anticipation: Getting students excited for the lesson: We are so excited to teach you about Hope and hear your ideas! If you share an answer you will get a piece of candy!

Developmental learning activities:

This lesson can be adapted to any grade level K-8. Here are a few activity options to teach students the concept of hope!

Draw it out:  Give students time (10-12 min) of a time they were hopeful at school. Counselor can walk around and offer support to generate ideas, more support needed for younger students. Then select a few students from the group to present their poster to the class and posters will be hung up/left for the teacher to use if they want!          

For Kindergarten-2nd grade classes: Read the short poem and give them time to decorate their bookmarks (example below). Additional activity can include, “What Do You Hope For?” worksheets.

 Poem: “Hope is believing your dreams will come true, It’s knowing you’ll be successful in all that you do. You will need to work hard and have patience too, but when you have HOPE each day is brand new!”

“Keep your face to the sunshine and you cannot see the shadow. It’s what the sunflowers do.” ~ Helen Keller

 For 3rd grade and up: Break into small groups and give them a scenario, ask them to work together to come up with a skit/role play of how they would show hope in each scenario.

Scenario Ideas: Someone who is struggling with an assignment, someone has a family member who is sick, someone who did not get chosen for their favorite game at recess/PE, etc.

Closing and follow up/ Assessment:

●        Give students a recap of activities we did during the lesson and what we learned today

●        Ask students to share out their favorite new thing they learned today

●        Throughout the lesson we will ask thumbs/thumbs down questions to check for understanding

Conscience Guidance Lesson

                                         

Grade level: K-8th

Lilia Hueso, Lindsey Earl, and Kyle Johnson

(SJV)

Rationale and clear purpose for the unit or lesson (it’s a summary of your group planning): Students will understand and be able to explain conscience. Pre and post-assessments will show students’ growth through students writing and verballing telling what the definition of conscience is.  Activities such as scenarios, art projects, and poems will be utilized to demonstrate an understanding of conscience.  Students will be able to recognize their conscience and be able to act on it.  To achieve the learning objective, there will be consistent checking for understanding, through simple thumbs up and various activities.  We will know students have met the learning objectives through how they define conscience and are able to apply it to the different areas.


Applicable ASCA standard(s), objective(s), competency(ies): 
“Students will…” (e.g.: Students will understanding the relationship between learning and work).
Identify specific standards (found in your ASCA green book).

B-SMS 1: Students will demonstrate the ability to assume responsibility.
B-SMS 2: Students will demonstrate self-discipline and self-control.
B-SS 5: Students will demonstrate ethical decision-making and social responsibility.

Christian Living Curriculum objective(s) and competency(ies): 

Identify healthy choices that promote well-being (e.g. exercises, good nutrition, laughter, relationships, prayer, meditation, communal faith life).
Recognize how emotion affect one’s sense of well-being.
Demonstrate the ability to advocate for oneself and on behalf of others.
Evaluate personal behavior as appropriate, inappropriate, safe, or dangerous.
Explain reasons for having and following rules and regulations.
Explain the role of conscience formation in making moral decisions.


Developmental Learning Activities designed to meet the objective(s)

What are the activities? Activities for the counselor? Activities for the student?

The Treasure Map Activity comprises most of the entire guidance lesson.  It is introduced at the start of the lesson, and guides the rest of the lesson with other activities for students, such scenarios, a poem, and drawing.

How do these activities meet the objectives of the lesson?

Each activity explores conscience through a different aspect of Multiple Intelligences.  They guide students to think about what they would define conscience as and what their conscience tells them in a variety of circumstances.

Do the activities maintain the activity level of the students (keep them engaged)?

The overarching Treasure Map Activity provides a consistent goal through the entire lesson, acting as a game and challenge for students.  As previously stated, the activities vary and meet students who may learn through different Multiple Intelligences.

Cultural Considerations

Different cultures and families may have differing expectations on how to respond in different situations.  Because of this, people may have different action responses to the thoughts that their conscience provides.  Another cultural consideration is the religious aspect.  For our audience, it is appropriate to bring in religion, however in some environments, this wouldn’t be appropriate.

Developmental Tasks

The pre and post-tests are differentiated from the lower grades to the higher grades, as the writing level may get in the way of assessing the level of understanding of the topic focused on.

Stressors

Possible stressors could include reading and writing levels, especially for younger grades or students at lower academic levels.  Another could be sharing in front of the class.

Introduction

Treasure Map Activity:
Introduce Treasure Map Activity.   

Tell the class that we are talking about conscience, which is a lot like a map for our own lives.
Tell the class that we have an envelope filled with pieces of a treasure map, but we need their help to get the pieces all together.  In order to get each piece, there are tasks the class needs to complete.  Once a task is completed, tape the corresponding piece up in the correct order.  The tasks encompass the entire lesson, and include a variety of the following numbered parts.

                       
Pre-Assessment:

1. What is conscience?
Activate previous knowledge: (remind students they already know    something about the topic)

K-2: Have students raise their hands if they know what conscience means, and call on students to answer:
“What is conscience?”
“What do you think of when you hear ‘conscience’?”

3-8: Hand out blank notecards to each student and have them write down their definition of “conscience” on it.

School Definition:

K-4th: “God helps us to choose to be good people”

5th-8th: “Conscience is the voice of God within us. A developed conscience helps us make decisions that support truly loving relationships.”

Our definition: “The feeling or voice inside you that helps push us towards what is right”

2. Scenario: 

Have the class discuss the following scenarios with a neighbor, then as a class:

K-2 “You see a classmate taking something from the teacher’s desk without asking”

3-7 “You are out shopping with your friends and see them take a toy and put it in their pocket”

8 “If your family was without food, and didn’t have the means to get more, would you steal a loaf of bread in order to feed your starving family? Why or why not?”

3.“The Voice” Poem

Pass out and read “The Voice” by Shel Silverstein

“There is a voice inside of you
that whispers all day long,
'I feel that this is right for me,
I know that this is wrong.'
No teacher, preacher, parent, friend
or wise man can decide
what's right for you - just listen to
the voice that speaks inside.”

Ask questions:

“What words stick out to you?  Underline, circle, or highlight them.”

K-2: “Where does this voice come from?”

3-8: “Read the line ‘No teacher, preacher, parent, friend or wise man can decide what's right for you’ What feelings or thoughts do you have?”

4. Scenario: 

Have the class discuss the following scenarios with a neighbor, then as a class:

K-2 “Your classmate forgot their lunch. What does your conscience tell you to do?”

3-7 “You’re driving and pass by a man with a cardboard sign saying ‘Hungry,need food’.  What does your conscience tell you to do?”

8 “What is something your conscience is telling you to do in your community that needs attention?”

5. Fill in the blank for Bible verse:

“Therefore I do my ____ always to have a _____ __________ toward ____ and all _____” Acts 24:16

Answer: “Therefore I do my best always to have a clear conscience toward God and all people” Acts 24:16
Have conversation about what it means to have a “clear conscience toward God and all people”?

6. Art Activity:

Draw what you think your conscience looks like.

Pass out paper and have students draw individually

After all the map pieces are put up and put together, say that there is one more task that needs to be done before we find the treasure.


Closing and Follow up

Review the definition of “conscience” described earlier in the lesson.  Tell the class that the map is complete, and bring out candy as the “treasure”.  Pass out to each student (or give to teacher to distribute at their own time).

Post-Assessment:

Have students fill in the blank on the bottom of the poem: “Conscience is __________”.

Resources

6 prepared map pieces, paper, pencils, coloring materials, candy.