mi game board

7/29/2019 MI Game Board

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Multiple intelligences

game board.

- What aims did it try to achieve?

In the multiple intelligences game board progress is determined by the

players ability to answer questions (to move around the board by correctly

answering questions). Question cards are organized into 8 themes or cate-

gories (the multiple intelligences ones), with each one having its own

colour. The game includes: a board, playing pieces, questions cards, small

plastic wedges to fit into the playing pieces, and a die.

This game provides a huge variety of activities, connected to a different

type of intelligence:

- Linguistic Intelligence: word games, reading games, storytelling

(with the Johnny Bighead flashcards), tongue twisters,

- Logical-mathematical Intelligence: classifying, sequencing/ordering,

guessing what two things/places/animals have in common,

- Spatial Intelligence: drawing, shape puzzles,...

- Kinesthetic Intelligence: physical activities (dancing,).

- Musical Intelligence: what can you hear?, songs, chants,

- Interpersonal Intelligence: dialogues, interviews, group work,

- Intrapersonal Intelligence: creative writing,

- Naturalist Intelligence: patterns, classifying,

- Did you find it useful? Why? For what level?

Yes, I did. It is a global activity, and you can use it to revise the subject. It is


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also easily adaptable to different levels.

This board game can help to cater for diversity, because the classroom is

an environment full of diversity. Every learner is unique, and teachers must

be aware of pupils similarities and differences. For instance, the younger

the learners, the more physical activity they tend to need and the more

they need to make use of all their senses. Teachers must be prepared to

macht their teaching styles with the learning styles of their pupils, with the

multiple intelligences game board is possible.

- What was its strongest point? And the weakest?

It involves pupils in a variety of fun activities. The activities can also pro-

vide hidden practice for improving the language skills, vocabulary, pro-

nunciation, grammar, It does mean that teacher must consider the range

of language items and skills work that wants their students reach. It may

encourage a more creative use of language (not simple repetition). Mis-

takes are a source of learning. Students who do not yet have powerful in-

trinsic motivation to learn can be helped by extrinsic motivators in the form

of rewards (winning).

The weakest point could be that teams needs to be organized quickly. It is

important to involve as many pupils as possible (shy learners can be moti-

vated to speak).

While the pupils are playing the teacher has a key role (in monitoring

pupils language, listening and giving explanation where necessary, ob-

serving pupils difficulties which may need re-teaching,).

- What would you do to improve it?

Pupils can produce their own questions for the game. Children are best mo-

tivated if you can involve them in deciding and deciding the activities. One

of the major keys to motivation is the active involvement of pupils in their

own learning.


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- Can youconnectittoanyofthetheoreticalcontentsinUnits 1and 2?

This activity is based on Howard Garners Theory of Multiples Intelligences.

The board game tries to incorporate all the ways of knowing in the class-

room. According to the Neurolinguistic Programming, each person process-

es and stores information differently, we each have a primary representa-

tional system, the one which we use more often.

Another learning theories underlying this activity are the Humanistic Ap-

proaches (authentic, personalized, self-directed, collaborative and pluralis-

tic education), the Communicative Approaches (pupils take an active role in

managing their own learning) and Constructivist (knowledge is socially con-

structed).

mi game board

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