1. Applying Multiple Intelligences
into tiered lessons
LSM Session

2. Agenda
• Quickwrite
• Cornell Notes Review and Essential Question
• Gardner’s Multiple Intelligences
• Determine which multiple intelligences you reach with a recent lesson plan/tiered assignment
• Decide which of the multiple intelligences you plan to reach in a future lesson plan/tiered
assignment
• Questions and Summary

3. QUICKWRITE ON LEARNING
STYLES
(anticipatory set)
❖ What do I already know about the topic?
❖ Where have I heard about the topic before in pop culture or another class?
❖ What do others likely feel about the topic?
❖ How does this topic relate to controversial subjects today?
❖ How can I relate to the topic?
❖ What questions do I have about the topic?

4. 2 Gardner’s Multiple Intelligences 1
How can I reach various learning
3 styles?
4
5 INPUT
OUTPUT
Have the
students
During a video
generate
questions here
or lecture, the
after the
lecture and
students
notetaking. Try
to avoid many
should write
“Level 1”
questions.
here only!
Shoot for
open-ended
questions for a
discussion.
The summary is the answers to
6 the questions that they generate
in part 5

5. Linguistic
• words and language, written and spoken; retention, interpretation and explanation of
ideas and information via language, understands relationship between communication
and meaning
• activities- various types of poetry, Socratic Seminars,
Philosophical Chairs/ 4 Corner Discussions, write an
editorial, expository writing, reading, etc.
How can you incorporate this into
Math or Science class?
(checking for understanding)

6. Logical-mathematical
• logical thinking, detecting patterns, scientific reasoning and deduction; analyze
problems, perform mathematical calculations, understands relationship between cause
and effect towards a tangible outcome or result
• activities- calculations, analyzing “how” something works,
compromising, negotiations, annotated timelines, charts,
graphs etc
How can this be brought into the humanities?
(checking for understanding)

7. Musical
• musical ability, awareness, appreciation and use of sound; recognition of tonal and
rhythmic patterns, understands relationship between sound and feeling
• activities- writing or performing a song, rap, rhythmic
poem, etc
• *not necessarily an activity but remember Power of Teaching,
BEWARE OF BEING MONOTONE FOR THIS
LEARNER
How can you appeal to this learner in
your subject?
(checking for understanding)

8. Bodily-Kinesthetic
• body movement control , manual dexterity, physical agility and balance; eye and
body coordination
• classroom activities- Philosophical Chairs, 4 Corner
Discussions, anything involving exercise, Hot Seat,
performances such as “poetry cafes”
How comfortable are you with addressing this type of
learner?
(checking for understanding)

9. Spatial / Visual
• visual and spatial perception ; interpretation and creation of visual images; pictorial
imagination and expression; understands relationship between images and meanings,
and between space and effect
• activities- graphic organizers, designing, drawing, Discovery
Education, etc
Who would agree that this is one of the most common
learning styles? Why do you think that is?
(checking for understanding)

10. Interpersonal
• perception of other people's feelings ; ability to relate to others; interpretation of
behavior and communications; understands the relationships between people and their
situations, including other people
• activities- think pair share/30 second expert, partner
reading, peer assessment, “poetry cafes,”Hot Seat, etc
How many of you have extroverts in your class?
*rhetorical

11. Intrapersonal
• self-awareness,personal objectivity, the capability to understand oneself, one's
relationship to others and the world, and one's own need for, and reaction to change
• activities- journals, learning logs, poetry, self assessments,
etc
How can you accommodate the
introverts in your classroom?
(checking for understanding)

12. Reflection
(guided practice)
• Make a list of intelligences that you reached in a
recent lesson plan. What strategies did you use?
(Share with your tables and then discuss as a
whole)
• Make a list of intelligences that you plan to reach
more often. What strategies will you use? (Share
with your table and then discuss as a whole)

13. Generate Open-ended
questions on the left
Why? How? Do you think?

14. Cornell Note summary
Remember this part is perhaps the most important part
of Cornell Notes. The summary is the answers to the
questions that the students generate.