1. The Elephant Story

2. In Thailand they tied a baby elephant to a post with a short rope.

3. The elephant was tied to that post for a year or so. There came …

4. At the end of the year they cut the rope.

5. The elephant never wandered further from the post than the length of the rope.

6. He had decided he could never move further than that, and never did, even though the reality was totally different. He could have walked off as far as he wanted…

7. GREEN YELLOW BLUE ORANGE WHITE RED GREEN BLUE ORANGE YELLOW WHITE GREEN RED BLUE WHITE GREEN ORANGE YELLOW ORANGE BLUE GREEN RED WHITE YELLOW RED BLUE YELLOW ORANGE RED WHITE

9. Can you count how many black dots are in this grid, or are they really there at all??

10. Who is the tallest soldier?

12. MI practice also draws on the techniques of Active Learning methodologies to engage students in their own learning. The focus is on learning, rather than on activity for its own sake. Teachers should not contrive to use all of the intelligences all of the time. Try to incorporate three other intelligences beyond the verbal/linguistic and the logical/mathematical. It must be borne in mind that in real life the eight intelligences "are linked together in complex ways

13. Cooperative learning such as small group instruction, with defined roles for group members, who perform assigned roles, assist others and share responsibility for the group task. The importance of prior knowledge as the key to learning new concepts Choose activities which lead to higher order thinking skills and increase understanding of the learning material. Reaching beyond the text and the blackboard to awaken students' minds

14. In order to ensure deep learning, understanding and the development of higher order thinking skills in students, apply Bloom's "taxonomy of educational objectives" as it provides a kind of quality-control mechanism through which teachers can judge how deeply students' minds have been stirred by a multiple intelligences curriculum.