Concept to Classroom: Tapping into Multiple Intelligences

Key principles

Three types of implementation exercises

Learning centers

Simulations

Presentations

Step-by-step M.I. lesson plan guide

Wrap up

Step-by-step M.I. lesson plan guide

Now it's time to build your own lesson plan. We've shown you how others do it, given you tips and tools to plan and produce, so the next step is to try it yourself. Spend some time drawing up a lesson plan and then share your ideas with your colleagues.

Print out the Lesson Plan Format. A format for planning your lessons has been designed for you to use as a guide for implementation of M.I. ideas and activities in your curriculum.

In the following pages, you will find sets of questions to consider when developing each step of your lesson plan. Below each set of questions are blank boxes that coincide with the lesson plan. These "blank" fields act as indicators to fill in the Lesson Plan Format.

A. The Topic
What is the subject matter you are teaching?
Do your students have any previous experience with this topic?
How motivated are your students to learn about this topic?
What connections can you make to the students' lives to help motivate them about the topic?

TOPIC:

B. Your Goals and Objectives
What do students want to learn about the topic?
What do students need to learn based on state or national curriculum goals?

GOALS/OBJECTIVES:

C. Available Time
The amount of time you have to devote to this subject affects how much you will need to focus the topic. Since the goal of M.I. theory is to help cultivate students' understanding, it is worth thinking about how to make your lessons meaningful experiences that connect to other things students have learned, and will learn. Longer blocks of time (i.e., double periods) are instrumental to more in-depth work.

AVAILABLE TIME (days, weeks, class periods):

D. Assessment
How will you know if students have an understanding of the subject matter?
To supplement traditional testing methods (paper tests), what other options can you give students to "show what they know?"
What are some ways in which students can present their knowledge to others?
Will you prepare rubrics for students to help them set reasonable goals and take the initiative in editing and producing their own work? Rubrics may assist students in a public speaking course to assure they have all of the components of a comprehensive report.

See the Presentation segment of this Workshop section for a variety of methods for students to demonstrate their knowledge.

ASSESSMENT OPTIONS:

Oral presentations with visual aids

Write report etc.

Perform play

E. Supplies/Materials
You might want to complete this section after you have figured out the scope of your lessons.

SUPPLIES:

F. Topic Introduction
How will you introduce the subject matter to students? Some examples are group discussion, watch video, read a story, brainstorm relevant questions, etc.

INTRODUCING THE TOPIC:

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