1. Key Stage 1- Interest Centres
providing opporunit t expl e
t ies o or
mulipl int l
t e eligences
 Linguistic
 Logical
 Spatial
 Musical
 Naturalist
 Bodily Kinesthetic
 Inter Personal
 Intra Personal

2. Purpose
 D r. Howard Gard ner’s theory of M ultiple Intel ligences believes
that it is im portant to encourage child ren to explore and
exercise all of their intelligences.
 Provid ing a learning environm ent for the stud ent to explore and
exercise all the intell
igences
 helps the teacher id entify strengths and proclivities of the
stud ents for a certain intel
ligence

3. Verbal/ linguistic Intelligence
 Involves read ing, writing,
speaking and conversing in
one’s own or foreign
languages.
 Exercise through read ing
interesting books, pl aying
word board gam es
 Listening to record ings
 Participating in conversation
and d iscussions

4. Logical and Mathematical Intelligence
• Involves num ber and
com puting skill
s
• Recognizing patterns and
relationships
• Problem sol
ving using logic
• C lassifying and sequencing
• Playing num ber and logic
gam es
• Solving puzzles

5. Visual / Spatial Intelligence
• Involves visual perception of
the environm ent.
• The ability to create and
m anipulate m ental im ages.
• O rientation of the bod y in
space.
• Sharpening observation skill
s
• Solving m azes

6. Bodily Kinesthetic Intelligence
• Involves physical
coord ination and d exterity
• Using fine and gross m otor
skills
• Expressing onesel through
f
physical activities
• D ancing
• Playing various active sports
and gam es
• Participating in fantasy or
m ake- bel ieve play

7. Musical intelligence
 Involves und erstand ing and
expressing onesel through
f
m usic and rhythm ic
m ovem ents
 C om posing, playing or
cond ucting m usic
 Listening to a variety of
record ings
 Engaging in rhythm ic gam es
and activities
 Singing, d ancing and /or
playing various m usical
instrum ents

8. Naturalist Intelligence
 Involves und erstand ing the
natural worl of plants and
d
anim als
 Noticing the characteristics
 C ategorizing them
 Involves keen observation
 Exercised by expl oring nature,
 m aking col lections of obj
ects,
 stud ying them and grouping
them

9. Process :
 The teachers with the incl ination toward s an inteligence select to be in that
l
particul interest center – C hoice and voice for teachers too!!
ar
 The centers work once a week for 2 hour period .
 The stud ents are engaged in activity of each center for a m onth
 The centers have vertical grouping system – opportunity for interpersonal
and intrapersonal intel ligence
 The teacher observes and record s stud ent interest in al the sessions and at
l
the end of 4 sessions provid es with the inferences and strategies to enable
each stud ent in their interest area
 The l m onth is based on the stud ent choice and incl
ast ination – choice and
voice
 The strategies are appl by the grad e teacher to enhance and enabl the
ied e
stud ents in various inteligences
l

10. For the Teacher :
 Stud ent inclination toward s an intelligence is visible and
built on
 Plan for the d ifferent languages of learning within the
classroom by the grad e teacher based on the strategies
provid ed by the interest center teacher
 Plan in the interest center for opportunities to provid e
expert intervention and build background knowled ge
through visits

11. For the Student :
 O pportunities to explore the d ifferent intelligences
 D evel an inclination toward s one or m ore
op
intelligences
 Becom e aware of the d ifferent languages to showcase
their und erstand ing.
 Apply the und erstand ing of the d ifferent languages of
learning in their presentations