THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM

PART 3: MULTIPLE INTELLIGENCES THEORY

Please use the following table as you have in the previous assignments to provide information about the
multiple intelligences profile of your class and the implications of that information to your classroom
practice.

1. In the space below, please copy and paste the Multiple Intelligences Profile graph from your LCAS data
set. Then below that, list the primary (most frequently occurring), secondary (second most frequently
occurring) and tertiary (you get the idea…) Multiple intelligences in your class.

S
Intrapersonal
C
S
Interpersonal
C
S
Visual/Spatial
C
S
Verbal/Linguistic
C
S
Bodily/Kinesthetic
C
S
Musical
C
S
Logical/Mathematical
C

A. Primary: Bodily/ Kinesthetic

B. Secondary (if none, then so state – do not leave blank): Musical

C. Tertiary (if none, then so state – do not leave blank): Interpersonal

2. Using the Table below, describe what can be expected from the outlier students based upon their
Multiple Intelligences Profile. Then describe how that information about these students should impact
your classroom practice in the areas of instruction, assessment, and classroom management. (As you
begin typing in the spaces below the indicators, they will expand to accept your content.)

Please list the What insight does Gardner’s theory give you Implications from Gardner’s theory about
Multiple about the students with this intelligence in classroom practice (instruction,
Intelligences this class? assessment, management, etc.) for
in your class students with this intelligence?
Primary: The students in this class learn the best Instruction: When writing down
Bodily/ through hands on activities such as, directions for an assignment, use
Kinesthetic games, movement and building. Being textured paper with different sizes of
 THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM
PART 3: MULTIPLE INTELLIGENCES THEORY
hands on aids these children to see their
assignment or goal from different angles
(figuratively) rather than just head on.
They prefer direct involvement rather than
worksheets or reading from textbooks. The
body is seen as a learning tool. Sports are
one of the biggest examples of how
bodily/kinesthetic learners can process
information. Sports such as basketball,
soccer and tennis are just some sports that
best showcase the need to move and learn
their information that way. Their motor
skills and coordination shine through their
work when applying this teaching method.
Secondary: These students learn through music,
Musical sound, rhythm and tune instead of words
or pictures. They retain best by putting
their information in a musical format.
These students appreciate music, dramas,
instruments and performances. The
characteristics of these learners are that
they enjoy singing/playing musical
instruments, good at memorization and
can recognize musical patterns.
Tertiary: Interpersonal learners are good as
Interpersonal interacting and understanding different
people. These students are great at
evaluating emotions, motivations and
desires around them. The characteristics of
the students are that their communication
skills are awesome, looks at a subject
through different perspectives, create
positive relationships with their peers and
they can resolve conflicts in groups.
pens, pencils and crayons. These types
of materials will catch the student’s eye
and they will want to look at
it/comprehend the information if it is
written something like that.
Assessment: The teacher can create a
scavenger hunt to find object from
nature outside. This gives the students
movement and lets them be able to feel,
touch and manipulate objects.
Management: In the morning during
attendance, let the students come up
and move their name/face into the
“here” column.
Instruction: For a fun little brain break,
play Simon Says. This will see how well
they can follow directions with a
fun/musical concept.
Assessment: When the whole class is
reading a story, let each student have a
section to read. This helps for the reader
and the listeners to hear the words,
sounds and patterns to better
comprehend the content.
Management: When transitioning into
carpet time use a song such as The
Carpet Song. “Are you criss-cross? Are
you criss-cross? Eyes on me?
Eyes on me? Hands in your lap! Hands in
your lap! Quietly… Quietly…”
Instruction: When your students are
done with their assignment, go to the
rug with the rest of the students who
are finished and discuss the content you
just learned before we discuss as a
group. This lets the students get a
chance to talk to each other and see
what they’re thinking before we discuss
as a class.
Assessment: Assigning your students
with a little group/ partner in class
presentation of what you have learned
about for example, their assigned 3-D
shapes. Have them discuss with their
group what they are going to say and
have the tell the whole class what their
THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM
PART 3: MULTIPLE INTELLIGENCES THEORY

shape such as, what its called, how

many sides, vertices, edges, etc.
Management: Once a week do a
reflection of what you are learning as a
class. Ask the students, “What they’re
learning? Do they like it? What’s their
favorite part/ disfavored?” This gives
them a chance to interact with the
whole class including the teacher to tell
their feelings.