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Teach English in Fanjiazhai Zhen - Baoji Shi

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There are various studies in the field of education and one of these is the Theory of Multiple Intelligences. The main proponent of this theory is Howard Gardner. He identified the nine multiple intelligences (or smarts) and these are verbal-linguistic (word smart), logical-mathematical (math smart), spatial-visual (picture smart), bodily kinesthetic (body smart), musical (music smart), interpersonal (people smart), intrapersonal (self smart), naturalist (nature smart) and existential. According to Gardner, all human beings have different ways of learning and different intelligences that they use to process information in their daily lives. He further claims that these intelligences can be nurtured and strengthened or ignored and weakened. Having this theory in mind, educators should be able to cater to all intelligences to help students reach their full potential since they all have unique set of capabilities and skills. Applying the theory of multiple intelligences in the learning activities will help teachers have a child-centered classroom that will build on children’s strengths and at the same time support them in the areas they need to improve on. More so, this theory can be used as a reference when designing different activities about a particular unit. Below is the list of activities that I have created for my first grade class that addresses the multiple intelligences of each of my student. Topic: Needs of a Plant Objective: At the end of the unit, the students will be able to identify the different needs of a plant: water, soil, space, light and air. Word Smart Activity: Read and discuss the “The Tiny Seed” by Eric Carle, use this story as a springboard to identify the “needs of a plant”. Children who are word smart love listening to stories. They comprehend and note details easily. To enhance language development the teacher instructs students to use the sentence starter, “Plant needs _______.” Music Smart Activity: To reinforce the lesson, the children sing “The Needs of a Plant” by Harry Kindergarten Music on YouTube. Children who are music smart recall important facts through music. Thus, they will be able to remember the needs of a plant by singing the song. Body Smart While singing “The Needs of a Plant,” the children follow or create their own gestures. Children who are body smart make connections through movements. Nature Smart Activity: Children plant tomato seeds. Children who are nature smart are good at observing and taking care of plants. They nurture plants by providing them with their basic needs such as soil, water, air, sunlight and space. They learn new vocabulary by identifying the different equipment used in planting such as shovel, planters and water can. This part of the activity addresses the verbal-linguistic intelligence of the students. Children also learn other skills such as digging, watering plants and replanting, which will encourage Body Smart students to participate more since they will be doing some physical activities while learning. Math Smart Activity: Children follow the procedure on how to plant tomatoes. Children who are math smart are good at following procedures systematically. They can estimate the amount of soil needed. They can also measure the distance or the depth for each seed to give them enough space to grow. Picture Smart Activity: Children document their activity using illustrations. Children who are picture smart process information through pictures. They are able to illustrate and document not only the needs of a plant but also the other important facts that they have learned throughout the unit. Example: Draw the procedure on how to plant tomatoes. 1. Put soil into a container. 2. Poke or make small holes. 3. Put seeds cover. 4. Water. They can improve their penmanship and build sentences through their illustrations. This activity addresses their verbal-linguistic intelligence. People Smart Activity: Children interact with classmates to discuss and compare observations. Children who are people smart are good at exchanging information about the data gathered with other students. They are also good at asking questions and giving positive feedback about the people around them. Self Smart Activity: Children write their weekly journal. Children who are self smart are good at reflecting and noting down what they have learned from the activity. Example: Plants need water but too much water is not good for the plants. Existential Children are introduced to the life cycle of a plant. Aside from the needs of a plant, children who exhibit existential intelligence understand how plants grow. To address spatial-visual intelligence, illustrations of what happened during the activity will help them identify and understand the life cycle of a plant – seed, sprout, seedling, adult plant, fruit, seed pod – seed. To address verbal-linguistic intelligence, labelling the illustrations will help the students remember important terminologies. To address logical-mathematical intelligence, the children collect the seeds from the seedpod and plant them again. They can also pick the tomatoes and they can use them to raise funds – sell them in school. To address music and bodily kinesthetic intelligence, children sing with gestures “The Farmer Plants the Seed” – this activity is good for reviewing the needs of a plant and the life cycle of a plant.


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