Multiple Intelligence theory lesson
Master studies level
To provide clarification, review and practice of language used for Putting learning activities into practice. in the context of Multiple Intelligence(s) in the Classroom
To have students understand the purpose of Multiple Intelligence(s) in the Classroom and how these elements are presented and elicited.
Procedure (17-23 minutes)
I start the lesson by asking students if they remember the Multiple Intelligence(s) in the Classroom. They will be told to list them by working in groups of three since they will be sitting at their desks that way.
I present the key vocabulary related to Multiple Intelligences by visual presentation (power-point).
Have students interact with the students sitting behind them so as they get some interpersonal activity in the class, and discuss about the meaning of the 7 multiple intelligences.
Have students work in threes and write short explanatory sentences about what Linguistic/Verbal Learner, Spatial/Visual Learner, Bodily/Kinaesthetic Learner, Interpersonal Learner and Naturalistic Learner is. After they spend 5 minutes constructing concise meaningful sentences about the above-said learning elements, have the students present their sentences to the class so as to elicit the proper understanding of the Multiple Intelligences in the Classroom, offer them a chance to demonstrate in order to incorporate bodily/kinaesthetic way of learning/teaching approach, and also provide the other students opportunities to correct their peers or reply to what each student presents, thus inducing interpersonal learning approach.
After the Sts' presentation procedure is complete, I present the final visuals so as to clarify the meaning of the Multiple Intelligences. Shortly, after I will have students give feedback on the methodology of teaching, also have the students provide any error correction to the teaching methods, approach and techniques, finalizing it with marking of the presentation, thus providing a holistic evaluation of the performance.