Multiple Intelligences Assignment Part 2

At this point, you should have completed THREE Multiple Intelligence inventories.

1)Go through ALL of your results. Do they all agree? Are you able to determine which TWO of the intelligences are your strongest? Write these two down. Then tell Mrs. Spencer so she can give you your summary packets.

2)Using the packets given out, highlight/circle ONLY the words/phrases that sounds like YOU. If you do not have many that align with what you really do like, or how you really do learn, then perhaps we need to reconsider which intelligence(s) is/are your strongest.

3)Star the FIVE key statements that you think really represent how you like to learn.

One-minute reflection periods-

One-minute reflection periods offer students time to digest the information presented in a lesson or to connect it to happenings in their own lives- they also provide a change of pace that helps students stay alert and ready for the next activity 

Personal connections-

The big question that accompanies strongly intrapersonal students through their school career is �what does all this have to do with my life?�

Teachers should weave students� personal associations, feelings, and experiences into their instruction 

Choice time-

Choice time consists of building in opportunities for students to make decisions about their learning experiences

Choices may relate to content (�decide which topic you would like to explore� or to process (�choose from this list a method of presenting your project�) 

Goal-setting sessions-

One of the characteristics of highly developed intrapersonal learners is their capacity to set realistic goals for themselves

Teachers should provide students with goal-setting sessions which allow students to establish both short-term and long-term goals

The goals themselves can relate to academic outcomes, wider learning outcomes, or life goals

Students can also use different methods of representing those goals (through words, pictures, etc.) and methods for charting their progress along the way (through graphs, charts, journals, time lines) 

Activity statements/Questions to use-

Describe qualities you possess that will help you successfully complete _____

Set and pursue a goal to _____ Describe one of your personal values about _____ Write a journal entry on _____ Assess your own work in _____

TOP

Students demonstrate naturalist intelligence when they

are very comfortable outdoors are aware of their natural surroundings feel a definite sense of connection to the rest of nature have an affinity for natural habitats such as forests, deserts, oceans/lakes or streams,

wetlands

feel renewed by visiting these natural settings discriminate different flora and fauna recognize patterns and colours are good at sorting and classifying have keen observational skills and observe patiently feel satisfaction in learning names of flowers, trees, rocks and minerals, dinosaurs, birds,

volcanoes, cloud formations, etc. enjoy exploring and touching outdoors, including "yucky things" understand and can explain natural phenomena show a sense for detail, noticing and delighting in the smallest of nature's gifts nurture living things, through gardening or taking care of pets or bringing home stray

animals set up bird feeders and other feeding stations for animals choose to read books and watch programs about animals and ecosystems seek music related to nature make crafts and projects out of natural materials (using shells, driftwood, plant presses) like using equipment to find out more about the natural environment (butterfly nets, water

and soil quality testing kits) readily follow cyclic patterns in nature such as tides, seasons, moon phases, and climate enjoy collections of rocks, leaves, flowers, shells, feathers, etc. name zoos, farms, wildlife parks, aquariums and pet stores as "special places" for them enjoy recreational activities in the outdoors, such as hiking, rock climbing, cross country

skiing, camping, sailing, scuba diving, etc.