Multiple Intelligences EDU 412/413 Special Thanks to: Susan Mac Neil, College Mèrici

MI Activity, Part 1 Reflect on an activity you find really successful, or one you remember from your schooling Write a rough sketch of the activity, including as many aspects of the activity as you can remember -5 minutes

MI Activity, Part 2 In small groups, discuss each activity you have sketched Determine from the first envelope which card(s) give appropriate descriptions for each activity Write the name of that activity on an appropriate number of post-its -10 minutes

MI Activity, Part 3 From the second and third envelopes, collect the cards and match them with their appropriate descriptions in the first envelope. 10 minutes

MI Activity, Part 4 On the post-it notes for each activity, write an intelligence which your group feels the activity addresses –You can have up to 8 post-its for each activity On the wall are depictions of each intelligence –Place your post-its in their appropriate place -10 minutes

MI Activity Discussion Did your group agree with the ordering in the handout? Which intelligences were addressed most often? Which intelligences were addressed least often? Which intelligences are the easiest to address? –Why? Which intelligences are the hardest to address? –Why?

Personal Development Is it necessary to experience an intelligence directly in order to effectively address it with your students? –How can you explore each intelligence? Did you have an experience which resulted in a particular intelligence opening up? –Shutting down?

Test Time Take the Multiple Intelligences Test being handed out Answer each question quickly and instinctively –Do not look for specific instances in which a statement applies, but for your general response -10 minutes

Timeline Look at one of your Major Intelligences from the test –Draw a timeline for its development in your life –Include crucial moments of: Development Stagnation Suppression Encouragement Peak experiences -10 minutes