MULTIPLE INTELLIGENCES
In the Reconstruction Unit
Multiple Intelligences in the Unit
*Linguistic Intelligence*
Definition: Involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information.
How it is used in this unit: Linguistic intelligence is used throughout the unit as students have many different opportunities to write throughout each lesson. Students use writing in their exit tickets and pre-assessments as well as on many of their formative assessments. In addition, students are asked to write in their extension activities of higher level thinking questions, giving them the opportunity to critically think before writing.
*Logistical-Mathematical Intelligence*
Definition: Consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking
How it is used in this unit: Students are asked to think in terms of geometry when asked to "cube" and "diagram" their responses. In addition, the higher level extension questions ask students to reason deductively and think logically as most of them are opinion questions based on research. Finally, students will be asked in an exit ticket on their fourth lesson day, of what percentage they have contributed to the group project, as well as what percentages other group members have contributed, making sure to equal the percentages to 100%. This creates an authentic math learning experience along with their Math SOLs so that students can appropriately display percentages while thinking critically about how much each group member contributed.
*Visual-Spatial Intelligence*
Definition: Gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains-- Gardner notes that spatial intelligence is also formed in blind children.
How it is used in this unit: There are many different ways this intelligence is used in this assignment. Primary, in instruction, students are given a graphic organizer to help visual learners organize the information being processed. In addition, the powerpoint itself with pictures is yet another form of visual instruction. The Choice Board also allows for many student visual representations. One of the choices specifically tells the students to teach a lesson about their topic using at least one visual aid of their choice. This again allows for student creativity in choosing what type of visual works best for them and their peers. Lastly, many of the resources the students will use in their research involve different forms of visual aid.
*Musical Intelligence*
Definition: Encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.)
How it is used in this unit: While working on their presentations the first four days, the teacher will play classical music in the background for students who work best with music. Those students who wish not to listen to the music, will be allowed to go with their group to a different area to work. In addition, in lesson one of the unit, the extension activity gives students an opportunity to write a song for their response. Finally, many different tones and rhythms are found in the websites students will use for their resources.
*Bodily-Kinesthetic Intelligence*
Definition: The ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated.
How it is used in this unit: Students will be constantly moving around during this unit, and those who need breaks, will be given them appropriately. The choice board also includes many kinesthetic opportunities for students. Students can perform a skit to represent a person they are representing, dramatize something they've learned through a play, and demonstrate something they have learned using any demonstration method of their choice. This allows students many opportunities of moving around throughout the unit, as well as part of the product they will be representing.
*Interpersonal Intelligence*
Definition: The ability to understand and discern the feelings and intentions of others
How it is used in this unit: Students will be working together in groups during the majority of others. They will have to plan what they and their members will do, as well as assign them a percentage so the feelings and intentions of others is always being considered. Group members will be promoted to work as a team, helping each other through this learning process.
*Intrapersonal Intelligence*
Definition: -The ability to understand one's own feelings and motivations.
How it is used in this unit: Students will be asked to reflect daily through exit tickets and extension activities on what they have learned. Some of those reflection questions ask students to compare life today with life back then, causing them to understand their feelings and express them through different means.
*Naturalistic Intelligence*
Definition: The ability to discriminate among living things as well as sensitivity to other features of the natural world.
How it is used in this unit: Naturalistic Intelligence is one of the most important concepts in this unit, as students understand discrimination that existed between different races, and how that affected society and nature as a whole. Every day, students will understand and reflect on this more as they are introduced to new amendments and new understandings of how living beings were treated entirely different from one another.