Guidance Lesson Plan Multiple Intelligences

Classroom Guidance Lesson Plan

Kimberlee V., Alyse W., Srae C.

Grade Level: 8th Grade

Materials:

Lunch-size Paper Bags - one for each student

Magazines and Catalogs (to cut things out of)

Scissors

Glue Sticks

Pencils or Pens

Ability to Share PowerPoint Slides (optional)

Rationale and Purpose: How can 8th grade students benefit from learning about their multiple intelligences? What do 8th graders need to know about strengthening and applying these multiple intelligences? This lesson is intended to provide 8^th graders with an introduction to the concept of Multiple Intelligences. In this first lesson of a planned two-part series, 8^th grade students will learn about people-smart, self-smart, word-smart, art-smart intelligences. Students will be given the opportunity to practice skills designed to strengthen and develop each of these types of intelligences. We hope to underscore the students’ knowledge that they possess each of these intelligences in varying degrees and that they have the power to strengthen and build them.

We hope to encourage students to confidently explore how they can develop and utilize their strengths as they enter high school and also as they begin thinking about various career interests. This lesson is intended to ensure that each student feels empowered to develop their strengths in the different types of intelligence. Students will participate in activities designed to strengthen skills in the following area of intelligence: people-smart, self-smart, word-smart, art-smart.

At the beginning of our lesson, students will be asked to participate in a class activity. This activity requires students to get into small groups of 3-4, and will be given a set of materials and a prompt. Students will then be given a few minutes to present and talk about the activity with their group. School counselors will then discuss the purpose of the activity by presenting the multiple intelligences that were covered. During this discussion, school counselors will use a PowerPoint and follow up questions to make sure students are able to articulate the information. At the end of the lesson, students will be asked about what intelligences they used in the activity. The hope in this assessment is to make sure students understand and can apply the four multiple intelligences that we covered. If by the end of this lesson, school counselors feel like students did not grasp the meaning and application of the intelligences, they will come back the following week and review before moving on to the next five intelligences.

Applicable Standards:

Domain: Academic Development

Student Competencies:
Standard A: Students will acquire the attitudes, knowledge, and skills

A:A1.1  Articulate feelings of competence and confidence as learners

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

Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

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

Introduction:

Hello everyone (each counselor introduces themselves), we are going to start off today with an activity. I am going to tell you the instruction first and then you will all go. After the activity, we will discuss why this activity is important and the reason why we chose it. How does that sound?

Developmental Learning Activity:

(Instructor introduces activity, but does not identify it as anything. Opens the multiple intelligence PowerPoint and displays the first slide titled “Activity”)

We are going to have all of you transition onto the floor, you will move all your desks, chairs and belongings to the side. I want you to bring a pencil with you to the floor. We are going to have three big groups that you all will be working in, so 3-4 people per group. (Give time for students to transition to the floor).

Okay, now we are passing out a stack of supplies to each group. There are magazines, printed out pictures, scissors and glue provided for each group. Everyone please get one paper bag for yourself. (Hand out supplies to each group)

Now that everyone has their own bag and supplies we are going to start the first part of the activity. I would like you all to start off by going through the magazines and pictures that we have provided, start gluing them on the paper bags. These items should apply to you or stick out you. As you are going through these pictures I want you to think about and use pictures that you think hold significance to who you are, what you like?  What is important to you?  What people, activities, events, hobbies come to mind with these questions? What are your dreams, goals, career interests? (display the prompt on the PowerPoint)

You can fill up one to three sides, depending on how fast you work. But, please leave one side of your bag blank. You will be given 8-10 minutes to work on this, please get started.

(Start timer for 8-10 minutes to create collage - art smart/visual activity, give two-minute warning)

You have two minutes left, start putting your last couple pieces onto your bag. If you are not finished, that it totally fine. You are more than welcome to take this home and finish it on your own. Okay, time is up. Now turn your bag over to the blank side and get your pencil ready.  We are going to do a writing piece. I would like you to write a collection of words that stick out to you or a paragraph that represents

●      The things people may not know about you or life events have made you the person you are today and are very much a reason why you are who you are.

●      Or why you chose the pictures that you chose.

(Give them 5 minutes to write - linguistic/word smart, give one-minute warning).

Okay, you have one minute left, start wrapping it up.

Pencils down, now we are going to go back into our groups and each individual will share one thing about themselves that they put on their bag. It can be a picture, a word, or about the paragraph that you wrote.

(Give them 5 minutes to talk in group). Please start finishing up your conversations.

Discussion:

(Discuss the activities with the students. Display the PowerPoint that shows each of these four types of intelligence and their definitions.)

Alright! How did everyone like that activity? Was it fun? Awesome! Today we are going to learn about Multiple Intelligences. Who has heard of Multiple Intelligences? Great! Yes, Multiple Intelligence is a way of describing many of the different ways in which we learn. Can you think of ways you think people can learn? Yes! There are currently 9 identified areas of intelligence. Today we are going to learn about just four areas of Multiple Intelligence. How do we get better at something? (Students respond) Yes, through practice.

(Open multiple intelligence slide that lists the 4 multiple intelligences we covered.)

With this activity, we worked on four of these multiple intelligences. The first being “people smart” usually when someone is people-smart they really enjoy working with others or being on a team. How many of you liked doing this activity with your peers? How many like being on a team? (read questions on slide) Awesome! Now, how many are opposite of that? Put your hand on your head if you rather do things on your own? Those of you who put their hand on their head, you would fall under the multiple intelligence of being “self-smart.”(read questions on slide) The third multiple intelligence that we used today is “art-smart” (read questions on the slide) this is when an individual learns best by using diagrams and pictures. During this activity, how many of you liked incorporating the pictures you cut out and tailored them to what is important to you? (wait for hands) And how many of you would rather of just wrote about yourself and put into words what you think is important to you? (wait for hands) If so, you would fall under the word smart intelligence. This is when an individual learns by writing and talking about what they are doing. (read questions on slide if needed)

(Using the  PowerPoint Presentation talk about the different ways to boost intelligences), 

Now, here are some ways we can boost our skills in these four areas!

Self-Smart - Taking the time to getting to know ourselves and what we think about things is important. How can we be more Self-Smart? (wait for response; we can meditate, we can write in a journal, we can pay closer attention to how we react in different situations.) 

People-Smart -  Improving your ability to get along with people and to get more comfortable in groups can be scary sometimes. Try to find a group of people with whom you have something in common. A sports team, debate, drama, volunteering . . . What other ways? Do you think there will be opportunities to be part of different groups in high school?

Word-Smart - To improve your word smarts, you can spend time reading. Anything, you are interested in, pick up a book or go to a website and read all about it. The more you read, the more you will increase your strength in being Word-Smart! Another way to improve your word-smarts is to write. You can write poetry, you can write in a journal, or start writing your own short-story or novel. Each of our our Smarts can be improved with practice. (give time for responses between each question)

Art Smart - What is Art? (wait for response) Art is how we express our creativity. How can we flex our creative muscles? We can draw, we can sculpt, we can write songs, and poems. Exploring different ways to be creative will boost our Art Smarts. What are some ways you can think of to boost your Art Smarts? (wait for response)

What are your questions?

Assessment & Evaluation:

Today we talked about four out of the nine multiple intelligences. What were the different types of intelligences that we discussed? What did we do in our activity that was an example of self, people, word, art smart?

Can someone have more than one? Yes, we worked on people-smart, self-smart, art-smart, and word-smart. Our multiple intelligences can tell us different ways that we are successful. We can have more than one intelligence. (give time for responses between each question)

Closing/Follow-Up:

With that, we encourage everyone to go home and share your amazing work with someone you know. Maybe a parent, guardian, friend, or peer. Talk about what you presented in class and the prompt questions that we covered. Maybe some of you will talk about your career choices, family systems, or whatever it was that is important to you. This can help us think about our multiple intelligences outside of the classroom as well as be aware of how we can strengthen our smart  skills! See ya next week!

References:

Nelson, A. (2017, September 07). The life collage "Bag Project". Retrieved February 13, 2019, from http://ashleysfacsoflife.blogspot.com/2016/07/the-life-collage-bag-project.html

The 9 types of Intelligence and how to increase yours. (2018, September 12). Retrieved February 11, 2019, from https://www.aconsciousrethink.com/8522/types-of-intelligence/

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.