Multiple Intelligence Kit for Teachers

FOR THE TEACHER:
A MULTIPLE
INTELLIGENCE KIT
Prepared by:
NOROLAYN K. SAID

CONTENTS
 Introduction
 MI Test
 Grouping Students
 Verbal/Linguistic Strategies
 Logical/Mathematical Strategies
 Visual/Spatial Strategies
 Musical/Rhythmic Strategies
Presented to Dr. Thelma A. Antonio 2

 Bodily/Kinesthetic Strategies
 Naturalist Strategies
 Interpersonal Strategies
 Intrapersonal Strategies
 MI Project Presentation Modes
 MI Specific Activities

 Sample Lesson Plans
 Sample MI (Mixed) Videos
 Sample MI (Mixed) Photos
 Reference

INTRODUCTION
Hi Teacher! Before using the module
prepared for the students, be acquainted first
with the teaching strategy employed, the
Multifaceted Presentation Oriented-
Instruction (MPOI).
When children are given the opportunity to use their stronger intelligences and when they have fun doing so, they become
much more engaged in the learning process. Thus, we all learn from one another…
-
Meyer

What is MPOI? MPOI is a Multiple
Intelligences (MI)- inspired teaching
strategy. This flexible pedagogy taps the
multiple intelligences of the students, which
may cover verbal/linguistic,
logical/mathematical, visual/spatial,
musical/rhythmic, bodily/kinesthetic,
naturalist, interpersonal, and intrapersonal
intelligences.

Recently, the existentialist intelligence has been
added to the list. However, MPOI only explores
the previously mentioned domains of intelligence.
In this strategy, you will not only be the one
to create some activities. But your students will
also think out of the box while making use of their
dominant MI. They will be grouped for their
presentations according to those MI as reflected
from the results of the MI test.

MI TEST
The test is designed to be taken twice,
first as a forced-choice measurement and
second as a free-choice measure. This
produces two scores: Score 1 (Forced-
Choice), and Score 2 (Free-Choice).

MIT Instructions
(for the students)
1. Take the MIT Forced-Choice. The first
time you take the MIT, you are to choose
one alternative which is most true of you.
For example, read the first item: “For
recreation, you like to …” Then, read the
alternatives. Place a check mark (√) in the
small box in the upper right hand corner of
the alternative that describes you best. If
you cannot decide between two alternatives,

choose the one you have done most
recently. Remember, just one alternative per
row. When you finish, you will have ten
check marks- one for each item.
MI Test

2. MIT Free-choice. You have taken the MIT
once, as forced-choice test. Now you will
take it again, as a free-choice test. This time
you will select each alternative that is true
for you. For example, read the first item:
“For recreation, you like to…”Then place an
X in the small box in the lower left hand
corner of the same alternative you √ in step
one. You know this alternative describes
you. Presented to Dr. Thelma A. Antonio 11

This time, also X all the other
alternatives that generally describe you. In
some cases, you may even X all other
alternatives if they all fit. Be sure, though,
not to put an X if you have only done
something once or twice, or only thought
about doing something. An X in the box
means the alternative is something you do
repeatedly.

Remember, X each alternative which is true
for you.
MI Test

Score the MIT
At the bottom of the MIT are rows for
Score 1 and Score 2. To produce Score 1,
simply sum the check marks √ in the upper
right hand corners of the alternatives in each
column, and place the sum in the row for
Score 1. To produce Score 2, sum the X
marks in the lower left hand corners of the
alternatives in each column, and place the
sum in the row for Score 2.

The highest number manifested from
the MIT (forced-choice test) may represent
the dominant multiple intelligence(s) of the
student. If in case, there are multiple
dominants, choose which shows the highest
in the MIT (free-choice test).

GROUPING STUDENTS
Students are grouped according to the
dominant and specific multiple intelligence
they scored from the result of MI test.
Subsequently, they will construct MI
projects/activities related to their lessons
and present to the class.
Students are then free to select any of
the following MI strategies. You can too
design activities based on these.Presented to Dr. Thelma A. Antonio 16

Verbal/Linguistic Strategies
A. Listening and Discussing Strategies
B. Writing Strategies
C. Reading Strategies

Listening and Discussing
Strategies
 Circle-the-Sage
 Debate
 Dialogues
 Discussion
 Lecture
 Round Robin
 Storytelling
 Three-Pair-Share

Circle-the Sage
Students who know the answer to the
teacher’s question become “Sages”. Sages
stand up and students gather around the
Sages to listen to the Sage’s explanation or
answer. When working in teams, each
teammate circles a different Sage, then they
return to their team to compare notes.

Debate
A debatable issue is presented to the
class. Students may be assigned to agree or
disagree, or, in alternative version, students
may decide whether they agree or disagree.
A teacher may facilitate and direct the
discussion. Students may take notes. Then,
teams are formed. In teams, students
debate the issue.

Dialogues
Dialogues, also known as narratives,
are a common strategy for teaching a
second language. In pairs or small groups,
students read a dialogue between
characters. Students learn vocabulary and
conversational skills while engaging in the
dialogue. When done, students process the
dialogues with a series of questions relating
to who was talking and what was going on.

Lecture
The lecture is one of the most common
teaching strategies. The teacher verbally
shares the information or imparts
knowledge. Additional verbal/linguistic
extensions include students taking notes,
and or verbally discussing shared
information with teammates or classmates.

RoundRobin
It is a simple turn-taking strategies for
talking. In teams, one student shares with
teammates, then the next student shares.
Sharing may go one round with long
discussion topics, or many rounds to create
a verbal list of short answers.

Storytelling
It is the time-honored tradition of
passing along information in the form of a
story. Stories can revolve around a theme,
have a moral and can be allegories.
Students can write and share stories on a
topic or the teacher may present information
in the form of a story.

Three-Pair-Share
A topic is presented by the teacher.
Students share on a topic three times, once
with each of their teammates. By repeatedly
sharing their ideas on the same topic, each
time with a new audience, students hear
multiple perspectives and articulate their
own ideas on the topic

Writing Strategies
 Brainstorming
 Compositions
 Draw-What-I-Write
 Journals
 Round Table

Brainstorming
Brainstorming is a method used to
generate ideas quickly, the perfect
prewriting tool. Students can brainstorm
alone by listing all ideas that pop into their
heads. Students can brainstorm in pairs,
teams or as a class with a chosen or
rotating recorder.

Compositions
Compositions are expression, creative
or functional, through writing. A written
composition can be as simple as students
writing a sentence about a topic or can
proceed step-by-step through the writing
process; prewriting, writing, proofing/editing,
conferring/rewriting, publishing.

Draw-What-I-Write
Students draw a simple picture. For
example, students may draw a simple robot
using only geometric shape. Then, students
write instructions to a partner as clearly as
possible, so their partner can produce an
identical picture. Students trade written
descriptions with their partners.
Pictures can be line drawings, graphs,
patterns, color schemes, etc.

Journals
In their most basic format, journals
involve a student recording her or his ideas
in a booklet. Students can record their
answers, ideas, thoughts, correspondence,
progress.
Journals are a multifunctional teaching
tool.

RoundTable
It is a simple strategy with many
applications. In teams, students pass one
piece of paper and one writing utensil
around the table, each making a
contribution in turn. RoundTable is used for
making a list or writing a collaborative story.

Reading Strategies
 Reading
 Independent reading
 Oral reading
 Rallyrobin reading
 Roundrobin reading
 teacher reading

Reading
There are many forms of reading
possible in the classroom. The content of
reading can be anything from textbooks to
magazines to cereal boxes.

1. Independent reading- Students read
quietly to themselves. Also called
Sustained Silent Reading or SQUIRT:
Sustained Quiet Uninterrupted Reading
Time.
2. Oral reading- a student reads aloud to
the class or group.

3. RallyRobin reading- in pairs, students
take turns reading. They may read a
sentence, paragraph, or page each
depending on ability level. Often they are
required to ask their partner one
comprehension and one thought question
before passing the book for the partner to
read.

4. RoundRobin reading- in small groups,
students take turns reading.
5. Teacher reading- the teacher reads to the
class, small group or to an individual
student.

Logical/Mathematical
Strategies
A. Questioning Strategies
B. Thinking Skills Strategies
C. Problem-Solving Strategies

Questioning Strategies
 Question and Answer
 Question Matrix
 The Socratic Method
 What if?

Question and Answer
Another commonly used, overused,
teaching strategy is Question and Answer.
The questions vary from class to class, but
the procedure is remarkably common.
Usually after direct input, the teacher poses
a question. One student is selected to share
with the class. The teacher provides
evaluation, feedback, or redirects the
thinking of students.Presented to Dr. Thelma A. Antonio 39

Question Matrix
Charles Wiederhold (1995) developed
the Question Matrix. The question prompts
are a powerful tool to turn students’ natural
curiosity into higher-level thinking questions.
The questions have been formatted as
attractive hands-on manipulatives to
stimulate higher level thinking among the
students. Students can generate and
answer their own questions about any
content. Presented to Dr. Thelma A. Antonio 40

The Socratic Method
The questioning strategy takes its
name from Socrates, the Greek scholar. The
teacher uses skillful questions to help
students uncover, elaborate and clarify their
own thinking about a topic. Socratic
questioning can be used as an assessment
measure.

What If?
A great way to stimulate the
logical/mathematical intelligence is to ask
“What if?” questions. Students must think
about the hypothetical question and report
on all of the logical consequences. What if?
Works well as a group activity where
students take turns coming up with the
consequences. Teams can compare their
responses.

Thinking Skills Strategies
 Find my rule
 Find the fib
 Metacognition
 Pairs compare
 Sequencing
 Who am I?

Find my Rule
Find my rule promotes inductive
thinking. The teacher presents to the class
many items that follow a rule.
1. Crack my Venn- objects are placed
in one of the two circles of a Venn diagram,
the intersection, or outside the circles.
2. Two box induction- students induce
the rule for why items are placed in two
different boxes.Presented to Dr. Thelma A. Antonio 44

3. What’s my rule- students induce the
poles of a continuum line. For example the
poles of the line may be large and small. To
make it more challenging, start near the
middle of the continuum where items are
similar, working out to the poles.

Find the Fib
Student write three statements: two true,
one a fib. In teams, students take turns
reading their statements. After a teammate
shares her statements, teammates discuss
the statements and try to determine which of
three statements is a fib. In the class version,
the teacher or a student reads three
statements. After a class discussion, students
hold up a number card or finger(s)
corresponding to the fib.Presented to Dr. Thelma A. Antonio 46

Metacognition
Metacognition is thinking about one’s
own thinking.
Robin Fogarty (1994) identifies three
areas for self-reflection: planning,
monitoring, and evaluating. Planning
involves standing outside of a situation or
learning experience and making predictions,
formulating hypotheses, and preparing for
what is to follow.Presented to Dr. Thelma A. Antonio 47

Monitoring occurs once students are
actually in the process. Students again stand
outside of themselves and look clearly at what’s
going on. Monitoring allows for modifications of
behavior or thinking while in the course of
action.
And finally, evaluating is the stage after an
experience where students reflect on what they
learned, how they interacted, and what needs
improvement. Presented to Dr. Thelma A. Antonio 48

Pairs Compare
Students work in pairs to generate a list
of ideas. Pairs pair up and compare their lists.
For example, students work with a partner to
come up with math equations that equal to 24.
Pairs compare stretches the logical
intelligence through comparing answers and
challenging pairs to come up with new ideas.

Sequencing
Sequencing involves placing events,
dates, numbers or steps in the proper
sequence. It can be done independently, in
small groups or as a class. Two formats are
most common: 1) students come up with
their own sequence of events or steps; or 2)
the events or steps are provided and the
students’ task is to organize them in the
proper sequence.

Who Am I?
Students attempt to determine their
secret identity (taped on their back) by
circulating and asking “yes/no” questions of
classmates. They may be allowed three
questions per classmate, or unlimited
questions until they receive a no response.
They then find a new classmate to question.
When the student guesses his/her
identity, he/she becomes a consultant toPresented to Dr. Thelma A. Antonio 51

give clues to those who have not yet found
their identity.
Who am I develops inductive
reasoning, problem-solving skills, and
effective questioning strategies.

Problem-Solving Strategies
 Jigsaw Problem Solving
 Send-A-Problem

Jigsaw Problem Solving
Each teammate receives a clue to
solve the team problem. Teammates must
put all the information together to solve the
problem. For example, to uncover the
arrangement of a star, circle, square and
triangle, each student may receive one clue
card:
1. The circle is not in the middle.

2. The triangle is on one end.
3. The star is to the left of the square.
4. The square is to the right of the circle.
Each student on the team reads his/her
clue card and independently decides what can
be concluded from the clue. The teammates
then check to see if they all agree before the
next person acts his/her clue.

Send-A-Problem
This allows students to generate their
own problems to solve and practice team
problem solving. Teammates work together
to come up with their own problems.
For example, if students are learning
stoichiometry, teams may come up with
problems on the topic. Each team makes a
problem and send it to other teams to solve.

Visual/Spatial Strategies
A. Spatial-Relations Strategies
B. Visual Input Strategies
C. Visual Imagery Strategies
D. Visual Communication Strategies

Spatial-Relations Strategies
 Graphic Organizers
 Mapping Space and Modeling
 Match Mine
 Mind Mapping
 Timelines

Graphic Organizers
These are frames used to visually
depict the interrelation of information. These
can be used by teachers in lectures and
demonstrations to visually illustrate to
students how information is related.
Graphic organizers can also be used
by the students to organize their own
information or graphically depict how the
learning material is related.

Mapping Space and Modeling
Students can represent spatial
relations with their own maps and models.
Maps and models may be drawn or
constructed with manipulatives or building
materials.
For example, showing chemical bond
angles through molecular models.

Match Mine
In pairs, students sit on each side of a
barrier. The barrier can be a file folder
barrier, book, or binder. Each member of a
pair receives an identical game board and
game pieces. One student, the Sender, sets
up her pieces on her game board. For
instance, the game pieces can be geometric
pieces and the game board can be graph
paper.

Without seeing how the Sender
arranged her pieces, the Receiver must
match the lay-out. To do this, the Sender
must describe the lay-out as well as
possible, paying close attention to visual
cues.

Mind Mapping
Mind mapping, developed by Tony
Buzan (1994), involves students creating a
visual “map” of their ideas. The teacher
announces the topic such as Chemistry.
Students write the word or draw a
representational picture of the word in the
center of a sheet of paper.

Timelines
Students arrange events on a timeline.
Timelines allow students to visually see how
events are related in time.
For example, showing how the models
of atoms evolved in time, from Democritus
to Schrodinger’s model.

Visual Input Strategies
 Graphs and Charts
 Modeling and Demonstrations
 Visual Aids

Graphs and Charts
Students create graphs and charts to
quantify and symbolize data in a visual
format. The teacher poses the topic for
graphing.
For example, making graph on the
number of metals, nonmetals and metalloids
in the periodic table of elements. Students
use data then to form their graph.

Modeling and Demonstrations
The effectiveness of modeling and
demonstrations cannot be overstated. Both
translate information, usually directions, into
a visual symbol system. Students who do
not understand a description often readily
understand if they can see what is desired.
If a picture is worth a thousand words,
modeling and demonstrations speak
volumes.

Visual Aids
Teachers may use a wide variety of
visual aids with any content to reach visual
students. Film, TV, slides, multimedia, the
internet, art, charts, graphs, bulletin boards,
overhead projectors, the chalkboard, and
signs are all effective visuals that can be
used to present any content in a visual
format.

Visual Imagery Strategies
 Guided Imagery
 Visualization
 Visualize-Write-RoundRobin

Guided Imagery
With guided imagery students close
their eyes to the world outside and focus on
visualizing what is being described by the
teacher. The teacher reads a script or
creates the guided tour by describing a
scene.
This works well as a set for many types
of lessons and is especially powerful as a
prewriting activity.

Visualization
Visualization produces such dramatic
performance gains that it has become a
regular part of training for athletes, dancers,
actors, and even musicians. It is a form of
mental rehearsal.
The method is easy: similar to that of
guided imagery except that is not scripted.
Students visualize the content for
themselves.

Visualize-Write-RoundRobin
The teacher presents scenario or topic
to the class, then leads the students through
guided imagery on the topic. In their small
groups, students take turns reading what
they wrote. Students can close their eyes
and visualize what their teammates saw.
This is an effective visualization
technique, promoting equal participation that
allows students to sahre their visions as
well. Presented to Dr. Thelma A. Antonio 72

Visual Communication
Strategies
 Cartoon and Picture Stories
 Draw It
 Representational Art

Cartoon and Picture Stories
Cartoons and picture stories are
effective strategies to have students
translate any content into a visual symbol
system. Students draw single or multiple cell
cartoons to represent an event, the steps of
a problem, the events in a story, a time line
sequence.

Draw It!
This is similar to the game Pictionary. It
may be played in small groups or as an
entire class. For the small group version,
objects or events relating to the topic of
study are written on slips of papers and
stacked upside down in the middle of the
table. One student picks one slip and reads
it silently without showing it to anyone else.

He/she draws the object or event and
teammates try to guess what is drawn. Draw
it! can be played in turns, or the student who
guesses correctly can be next up to draw.
For the class version, a student goes to the
chalkboard to draw the item the teacher
whispers to his/her ear. The student who
guesses the item is next up to the
chalkboard. Presented to Dr. Thelma A. Antonio 76

Musical/Rhythmic Strategies
A. Background Music
B. Lyrical Lesson
C. Songs for Two Voices
D. Poems for Two Voices
E. Team Chants

Background Music
There is research suggesting that
music reduces stress, and increases
learning and long-term retention (Campbell,
1997; Jensen, 1995). Different types of
music may be used to calm students down,
to introduce a time period, celebrate a
culture, explore a theme, set a mood, and,
of course, energize students.

Lyrical Lessons
These engage students in writing
and/or performing songs based on the
curriculum. Many fine cassettes are
available to teach the range of curriculum
through all genres of music from biology
raps to rocking phonics.
An effective technique for having
students ease into writing their own lyrical
Lessons is to have students writing their

own lyrical lessons is to have students first
brainstorm content ideas, phrases, and
words, and then place into a popular tune.
Students can perform their songs solo, duet,
trio, quartet, or as a class.

Songs for Two Voices
Students pair up to sing a song. Some
lines are marked “A” others “B” and others
“AB”. One student sings the B lines, other A
lines, in unison, they sing the AB lines
creating a rhythmic, dynamic duo.
Songs can also be sung in the class by
grouping the students into two.

Poems for Two Voices
Students recite poems in pairs,
alternating reading some lines in unison.

Team Chants
Students work in small groups to make
team chants related to the content. First,
students come up with the words and
phrases related to the content. Then they
come up with the rhythmic chant that
highlights the important words or phrases.
Finally, they add rhythm to their chant,
usually in the form of stomping, clapping,
pounding or snapping.

Bodily/Kinesthetic Strategies
A. Bodily Communication Strategies
B. Hands-On Learning Strategies
C. Body Representational Strategies
D. Movement Strategies

Bodily Communication
Strategies
 Acting
 Kinesthetic Symbols
 Puppet Show
 Role Playing and Impersonating
 Team Charades

Acting
Students can act out vocabulary words,
natural phenomena, historical events, story
events and much more.
Acting can range from individual
performances in small groups to full-blown
dramatic skits and plays.

Kinesthetic Symbols
Kinesthetic symbols are hand
gestures to translate learning material
into a kinesthetic symbol system.
For example, when studying
natural disasters, a kinesthetic symbol
for an earthquake may be interlocking
the fingers of both hands and making
a rolling and shaking motion.

Puppet Show
Students work in groups to make
puppets and create a short puppet show
around an event or topic. Students may
make props or puppet stage with cardboard.
Students rehearse their show and perform
for another team or the class.

Role Playing and
Impersonating
Students acquire insights to individual’s
lives and perspectives as they role play or
impersonate that figure.
Students research, then role play
celebrities/scientists. As they act out their
character’s role, often in costume, students
share pertinent information with others. For
example, portraying the life history and
contribution of Albert Einstein.

Team Charades
Charades is a popular game that is
successfully applied to the classroom to
reach and teach the bodily/kinesthetic
intelligence. Playing in small teams
increases active participation. To play, each
student is given an item, say for example, a
word on type of chemical reaction. In small
teams, one student acts out his word. It is
up to teammates to guess what is being
acted out. Presented to Dr. Thelma A. Antonio 90

Hands-on Learning Strategies
 Experiential Learning
 Hands-on Learning
 Inventing, Designing, and Building

Experiential Learning
In the tradition of constructivist education
comes experiential learning. It is perhaps more
of philosophy than a specific strategy.
The teacher should strive less to impart
knowledge and more to create situations or
experiences from which students discover and
construct meaning. The learning may be actual
experiences or well-crafted simulations.

Hands-on Learning
This is to give students the opportunity
to interact with the learning material in a
concrete form rather than just learn about it
in the abstract. As students build, explore,
play with, assemble, disassemble and
manipulate physical objects, they develop a
deeper understanding and appreciation of
the content.

Inventing, Designing and
Building
Students invent and build their
own objects or design and build
objects related to the content. As
students do these, they develop the
visual/spatial and bodily/kinesthetic
intelligences while learning about the
content or theme.

Body Representational
Strategies
 Agreement Circles
 Body Graphs
 Dance and Movement
 Formations
 Line Ups
 Mix-Free-group

Agreement Circles
The class stands in one large circle.
The teacher states a stance on a value
issue such as, “To answer electrical power
supply problem in the Philippines, the
government should build nuclear power
plants.” Students physically locate
themselves in relation to their agreement or
disagreement with the given response.

If a student strongly agrees, he stands
very close to the teacher. If he strongly
disagrees, he remains on the perimeter of
the circle. Students pair with others close to
them to discuss the issue.
After a number of rounds on different
issues, students may come to the center to
make a statement with which the rest of the
class agrees or disagrees.

Body Graphs
Body graphs involve students actually
forming the graph with their bodies. For
example, students might stand in twelve
lines to represent their birthday bar graph.
The bar graph is converted into a line graph
as students at the ends of the bars hold
string or yarn.
To form a pie graph, students in the
bar graph hold hands, then join with other
bars Presented to Dr. Thelma A. Antonio 98

to form one large circle. Yarn is stretched
from the center of the circle to the end
points of each pie segment.

Dance and Movement
Creative movement and dance
helps students gain knowledge through
the body and grasp concepts from
within, directly connecting students to
the content.
For example, visualizing through
dance and movement the particles in the
different states of matter: plasma, gas,
liquid and solid.

Formations
The teacher presents the class or
teams with a challenge. For example,
differentiating reversible and irreversible
reactions through formation.
Students coordinate efforts, deciding
who would stand or move to meet the
challenge.

Mix-Free-Group
Everyone gets out of their seat, pushes
in their chair, and starts to randomly
circulate or “Mix” around the classroom. The
teacher calls, “Freeze” and everyone stops
in their tracks, ready to form a group.
The teacher asks a question that
requires students to get into groups
depending on the answer.

For example, the teacher may ask,
“What group in the periodic table of
elements is Carbon?” And since it falls to
group IV, students rush to form groups of
four by holding hands. Students who don’t
join a group become part of the lost and
found, leftover students who stand in front of
the classroom.

Movement Strategies
 Find Someone Who
 Inside/Outside Circle

Find Someone Who
Students each receive a worksheet with
questions or problems on any content.
Students mingle in the classroom until they
find a partner. Partners ask each other one
question from their worksheet. If a partner
knows the answer or can work out the
problem, he/she answers. The student asking
the question records the answer given by the
partner. Partners sign each others’

worksheet next to the problem to verify they
have done it correctly or recorded their
response accurately. Students circulate
again and find a new partner to answer the
next question. When done, students
become helpers for students who have not
finished.

Inside/Outside Circle
The class is divided in half. Half the
class becomes the inside circle, and the
other half the outside circle for two large
concentric circles.
Students in the inside circle face
students in the outside circle. The teacher
announces a topic, asks a question, or
students ask each other questions on
sheets or flashcards.

After partners from the inside and outside
circle have shared or answered each other’s
questions, one circle is rotated so students
face new partners for a new question or
topic.

Naturalist Strategies
A. Classification Strategy
B. Observation and Comparison
Strategies

Classification Strategy
Categorizing- an excellent strategy to
develop classification and categorization
skills, primary traits of the naturalist
intelligence. Either the students or the
teacher may develop the category system
and/or the items to categorize.
In the most structured version,
students are given the items to categorize
and a labeled categorization system or
graphic

organizer such as 2x2 matrix, or a Venn
diagram. Students work independently or in
small groups to categorize the items.
Categorizing works well with natural
content like: animals, plants, shells, rocks,
clouds, food. Yet, nearly any content can be
put into category systems: list of words,
pictures, places, shapes, numbers, problems,
actions, music, cars.Presented to Dr. Thelma A. Antonio 111

Observation and Comparison
Strategies
 Look-Write-Discuss
 Observe-Draw-RallyRobin
Observe-Write-RoundRobin
 Same Different

Look-Write-Discuss
Each team is presented an object or
specimen such as a flower, kitchen tool, or
old shoe. They are given time, say two
minutes, to examine it without talking. Their
objective is to commit every detail to their
visual memory. Then, the object is placed out
of sight. Students write a description of the
object as well as they can from memory.
Finally, students use their descriptions

of the object as the basis for the discussion
about its characteristics. After the
discussion, students can bring the object
back into sight to see how accurate they
were, or what they missed.

Observe-Draw-RallyRobin
Students observe specimen such as a
leaf through a magnifying glass, a cell
through a microscope or simply a worm
with the calibrated naked eye. While
observing the object, students draw what
they see. Afterwards, two students who
have observed and drawn the same object
pair up. They take turns listing
characteristics of the object.

Pairs may compare their observations with
another pair.

Observe-Write-RoundRobin
Students investigate objects or specimens
independently and keep a log of their
observations. For example, students got to the
playground and all observe the behavior of ants.
They keep a detailed description of their
observations. When they return to the
classroom, they transcribe their log into a
detailed written description. Students unite with
teammates and in turn share their observations.

Same-Different
Each pair of students is given two
items that are similar in some respects and
different in other respects. Examples with
naturalist content include a moth and a
butterfly, a rose and a daisy, an oak tree leaf
and a sycamore tree leaf. Students use a
file folder, book or binder to create a barrier
between them so they cannot see each
other’s item.

Partners work together to describe and
record all the similarities and all the
differences between the two objects. When
students are done, they compare their
objects to see what other similarities and
differences they can find.

Interpersonal Strategies
A. Peer Tutoring Strategies
B. Decision-Making Strategies
C. Communication Skills Strategies
D. Information-Sharing Strategies

Peer Tutoring Strategies
 Jigsaw
 Number Heads Together
 Pairs Check
 Team-Pair-Solo
 Telephone

Jigsaw
Elliot Aronson (1978) popularized the
Jigsaw approach for the classroom. In
jigsaw, each student specializes in one
specific part of the learning task. For
example, if students are learning about Ben
Franklin, one student might become an
expert on his early life, another his political
life, a third his innovations, and a fourth the
time when he lived.

Students master their part of the
material, reunite as a team and teach
teammates what they learned. This form of
jigsaw creates a positive interdependence
among teammates because no student can
succeed without the help of teammates.

Numbered Heads Together
This strategy creates active
participation and engages the interpersonal
intelligence as students work in teams to
answer teacher questions. The teacher asks
a question. The question may be recall,
“Who assassinated Martin Luther King, Jr?”
Or, the question may be open-ended to
generate higher-level thinking, “What impact
did his assassination have on the civil

rights movement?” Students put their heads
together to make sure everyone knows the
correct answer or to discuss their ideas as a
team. The teacher calls a number between
1 and 4, then picks the team. The student
with the corresponding number shares the
team’s answer or idea.

Pairs Check
It is an excellent strategy for mastering
information or skills with the help of peer
tutors. In teams of four, students form two
pairs. One student in each pair works on a
given problem or task while his/her partner,
the coach watches, checks, and helps if
necessary. When done, the coach offers
affirmation. Partners switch roles to work on
the next problem.

After the pair has done two problems,
they check with the other pair on their team.
If they all agree, they celebrate as a team, If
don’t agree, they work on solving the
problem or reaching consensus as a team.

Team-Pair-Solo
Students solve a problem or work on a
given task first as a team of four. Then, the
team splits in half and both pairs work on a
similar problem. If they have questions, they
can consult with the other pair on their team.
Finally, students work on a similar problem
independently or “solo”.

Telephone
One student from each team is
selected to leave the classroom, or go to
another part of the classroom. The teacher
teaches or shares information with the
remaining students. The absent students
return to their teams. Teammates teach
them what was missed during their absence
Quizzing the absent student motivates
teammates to teach the material well, andPresented to Dr. Thelma A. Antonio 129

allows assessment of how well students
taught each other the given material.
Quizzes in telephone, however, are to
motivate and appreciate accomplishment;
they do not count as part of individual
student grades.

Decision-Making Strategies
 Proactive Prioritizing
 Spend-A-Buck
 Voting

Proactive Prioritizing
Students may choose among and
prioritize alternatives with proactive
prioritizing. Each student gets a turn at
making a case for his/her preference among
a list of alternatives.
Students try to make their case as well
as they can to persuade teammates to see
things their way. Their statements can be
only positive statements in favor of their

preference. They cannot make negative
comments toward the other alternatives. If
students succeed in getting consensus on
their top choice, they attempt to reach
consensus on their next top choice. They
continue until they have prioritized the list.

Spend-A-Buck
Each student gets four tokens to
represent quarters. Students may spend
their quarters on any of the alternatives, but
they must spend their quarters on more than
one alternative. The alternative with the
most quarters is deemed the class or team
decision. Alternative: Students are given ten
tokens representing dimes.

Spend-A-Buck works well when the
alternatives are each represented by a
word, phrase, or picture on separate cards.

Voting
Many times in the classroom, students
must make a choice. Maybe the whole class
must choose between kickball and
basketball for PE, or may be a small group
must choose between writing an essay or
doing a team presentation.
Whatever the case, voting, the old
democratic standby usually does the trick.

The alternative with the most votes wins. If
there is a tie, students may discuss the
alternatives and vote again.

Communication Skills
Strategies
 Affirmation Passport
 Paraphrase Passport
 Talking Chips

Affirmation Passport
A strategy to promote the tone in
discussions and team work is Affirmation
Passport. Students must give each other
a positive affirmation before they
contribute to the task or discussion: “I
appreciate the way you used yellow to
make the name stand out more. I’m
going to try to use orange to…”

Paraphrase Passport
It can be used in any discussion to
enhance active listening. Before a student
may contribute to the discussion, she must
paraphrase the student who spoke before
her: “You feel that students should not be let
off campus for lunch because it increases
tardiness.”
Students must check to ensure the
speaker feels adequately paraphrased.

If so, they have the passport to express their
own ideas. If not, they must try again to
paraphrase more accurately.

Talking Chips
Each student has one talking chip.
Students place their chip in the center of the
team table each time they talk. They can
speak in any order, but they cannot speak a
second time until all chips are in the center.
When all chips have been placed (everyone
has spoken), the chips are all collected and
anyone in any order can speak again.

Information-Sharing
Strategies
 Blackboard Share
 Carousel
 Gallery Tour
 Mix-Pair-Discuss
 One Stray
 Presentations
 Roving Reporters

 Sages Share
 Share and Compare
 Stand-N-Share
 Team Interview
Three-Step Interview
 Three Stray

Blackboard Share
As students are generating ideas in
their teams, if they have an idea to share
with the class, one student from the team
goes to the board or chart paper to post
his/her team’s idea or answer. There may
be several students at a time posting ideas,
each from different team. If second idea is
generated by a team and it is not yet posted,
a second student from the team goes to the

front of the class to post the idea.
Blackboard share allows teams to
continue working while the ideas are posted,
and for the ideas of one team to impact on
the discussions of others.

Carousel
Students as teams or individuals rotate
around the class in order to view the
products of other teams or individuals which
are posted or at desks.

Gallery Tour
Students as individuals, pairs, or teams
tour the room to view and/or discuss the
products, in no specified order and with no
limit on how much or little time is spent
viewing each product.
A gallery tour might be followed by an
opportunity for students as individuals or
teams to write affirmative letters to those
who created the projects.

Mix-Pair-Discuss
Students mix in the classroom until
signaled by the teacher to pair with the
nearest classmate. In pairs, students
discuss a question posted by the teacher.

One Stray
This gives students experiences in
reporting back to the team, like an
independent consultant. One student from a
team of four visits another team while the
three teammates stay behind.
After visiting another team, the reporter
returns to explain what he/she has seen.
This strategy may include rounds.

Presentations
These are excellent way for students to
share information or their projects or
products with each other. There are two
variable group sizes with presentations: the
number of presenters and the number of
students in the audience.
Individuals, pairs, or small groups can
present to the entire class or to other
individuals, pairs or small groups.

Roving Reporters
While students are working on projects,
one student from each team may for a
certain amount of time be a “Roving
Reporter,” wandering the room gathering
information such as discoveries of other
teams which might be useful. This role is
sometimes called “Scout”, and sometimes
called “Spy.”

Sages Share
Students brainstorm ideas on a given
topic, writing each idea on a separate
thinkpad slip. Students initial the ideas
they feel they can explain to their
teammates. Students take turns
interviewing the “Sages”- those who have
initialed the ideas. The sages explain
ideas as the interviewer asks questions.

This strategy works well for review of
events, main ideas, principles and
algorithms.

Share and Compare
Teams simultaneously share their best
answer with the team next to them. All
teams are actively involved in sharing at
once. They compare the similarities and
differences between their ideas.

Stand-N-Share
Students as individuals or teams share
one item each with the class or share a list
of items. Because of the structure of stand-
N-share, no items are repeated and all items
are shared.

Team Interview
Students practice their questioning and
sharing skills. In small groups, each student
gets a turn at being “in the spot” and “on the
spot”. One student stands up. Teammates
take turns asking him/her questions. The
questions can be content-related or the
questions can be personal. Teammates are
each interviewed for an allotted time.

Three-Step Interview
It can be used in any content, but
works especially well to relate the content to
personal experiences. The teacher presents
the interview topic such as: “What problem
did you find most difficult and why?” Or
“Have you ever been in the earthquake?” In
teams of four, students break into pairs.

One is the interviewer and the other the
interviewee. The interviewee shares with the
interviewer, then the switch roles and share
again. The team reunites and in turn, each
teammate shares what they learned from
their partner.

Three Stray
Three members of the team rotate to
the table of the next team to view a product
or project, while student one stays back to
explain the product to the visiting team. After
the students return, student two stays back
while the other three rotate forward two
teams. Then student three and four each in
turn stay back while the teams rotate three
and four teams ahead.

Intrapersonal Strategies
A. Reflection Strategies
B. Preference Articulation Strategies

Reflection Strategies
 Journal Reflections
 Think-Pair-Share
 Team Statements
 Think Time
 Timed Pair Share

Journal Reflections
These are wonderful way to engage
the intrapersonal intelligence. These can be
used by the students to record their feelings,
events, stories, poems, drawings,
reflections, and goals.
With less structure, personal journals
become more personal. Students express
what they want to express, rather than what
they feel they must.

Think-Pair-Share
It is a simple, yet powerful strategy that
can be integrated at any point in a lesson.
The teacher poses a question and asks
students to think about their response. After
ample time, students pair up to discuss their
answers. Some students are selected to
share their own or partner’s answer with the
class.

Team Statements
Team statements allow students to
explore what they think about a topic and
what their teammates think. First, the
teacher announces a topic or statement
starter like: “An intelligence is …” Students
think about the topic for at least 20 seconds,
then discuss with a partner what they think
is a good statement. Then, individuals write
down their own statement in their own words

and in turn share it with teammates. The
team then works together to come up with a
team statement that captures the essence
of all individual statements.
The team statement may be very
different from all individual statements.
Teams share their statements with other
teams.

Think Time
It is a powerful teacher tool. It’s simple
too: Think time, also called wait time (Rowe,
1978) is merely a silent 3 to 15 seconds for
students to think about their response to a
question before students share with the
class, a partner, write their answer.
Think time allows reflective students to
collect their thoughts before they are asked
to share them or write them down

Timed Pair Share
After a topic is presented by the
teacher, students share with a partner for a
predetermined amount of time, say one
minute. Then, their partner shares with them
for the same amount of time.
This allows for equal speaking
opportunities and ensures that all students
actively participate.

Preference Articulation
Strategies
 Corners
 Free Time
 Similarity Groups

Corners
The teacher announce a topic and
gives students a choice of four alternatives.
Any preference can be the focus, such as
favorite season, profession, holiday, line
from a poem, design, sport, animal.
The corners are often indicated with a
posted word or picture. Students think about
their favorite alternative and write it down on
a slip of paper. Students then go to the

corner of the classroom corresponding to
their choice.
In pairs in the corners students share
the reasons for choice. Students from each
corner may be called on to share their
reasons for making their decisions. They
may be asked to paraphrase their partner,
or to pair up with someone from a different
corner to appreciate different values.

Free Time
Occasional free time allows students
the freedom of personal choice and
expression. It works well to break up a long
block schedule or a transition period.
Free time is an easy strategy, because
teachers don’t have to do anything for ten to
fifteen minutes. Some students choose to
talk with each other about what happened
that day or what will happen the coming

weekend; some students choose to read
their books; some students choose to read
their books; some students sit alone at their
desk and doodle; some students choose to
play a board game; some students choose
to finish or start their homework.

Similarity Groups
The teacher poses a question upon
which students should vary, but not too
greatly. For example the question may be:
“If you could be any chemist, who would you
be?” Students form groups based on their
commonality. In groups of two or three
within the similarity groups, students discuss
their similarities. Later they may share their
reasons with the class or individually with

students with other choices. With similarity
groups, students get to know themselves
better by exploring their favorites and
sharing them with others.
Like corners, these can be used with
any MI content: favorite music, art, artist,
sport, book, type of puzzle, plant, pet,
hobby.

MI Project Presentation
Modes

MI Specific Activities
 Verbal/linguistic
 Logical/Mathematical
 Visual/Spatial
 Musical/Rhythmic
 Bodily/Kinesthetic
 Naturalist
 Interpersonal
 Intrapersonal

SAMPLE LESSON PLANS
 Sample #1
 Sample #2
 Sample #3

SAMPLE MI (Mixed) VIDEOS
(taken from MSU-ISED-SHS Students)
 Anisa Hayamina Alonto’s group
 Rufaida Macarambon’s group
 Alyzah Masorong’s group
 Normallah Abubakar’s group
 Najerah Bantuas’ group

SAMPLE MI (Mixed) PHOTOS
(taken from MSU-ILS Students)

REFERENCE
Kagan, S. & Kagan, M. Multiple Intelligences:
The Complete MI Book. Kagan Cooperative
learning, Calle Cordillera, USA, 1998.

Multiple Intelligence Kit for Teachers

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