Time Dot Point Introduction Main Lesson Points Resources

Lesson
3, 75
minutes.
Classic and
contemporary
approaches to
describe
intelligence:
Howard
Gardners Theory
of Multiple
Intelligences.
Students will
read pages 461-
465 of their
textbooks
Gardners
Theory of
Multiple
Intelligences (5
minutes).
Students will visit the attached website (BGfL Multiple
Intelligences) (by Googling BGFL Multiple Intelligences Test)
and complete the multiple intelligences test (10 minutes).
Students will then graph their MI test scores, using a bar
chart (Model on the board) (20 minutes).
Students will write a paragraph detailing what they think
about their results (20 minutes).

Students will create a table for Gardners Multiple
Intelligences, using the headings: Defintion of Approach,
Explanation of Components, and Examples for each of the
Components (20 minutes).
Grivas, J. & Carter L., 2010, Psychology
for the VCE Student: Units 1 & 2 (5
th

ed.), John Wiley and Sons, Australia.

Gardners Multiple Intelligences Test:
http://www.bgfl.org/bgfl/custom/reso
urces_ftp/client_ftp/ks3/ict/multiple_i
nt/questions/questions.cfm

Definition of
Approach
Explanation of Components Examples for Components
Gardners
Multiple
Intelligences
Howard Gardner
proposes that we
have multiple
intelligences.

All people
possess all these
intelligences, and
all individuals
have a unique
combination of
the different
intelligences.
LINGUISTIC use of language and words.
MUSICAL understanding pitch, rhythm, timbre. Etc.
LOGICAL-MATHEMATICAL using a sequence of logical steps in
solving a problem.
SPATIAL mentally forming and using accurate visual images of
real objects.
BODILY-KINAESTHETIC using ones body in highly specialised and
skilled ways.
INTRAPERSONAL ability to understand ones own feelings and
use them to guide behaviour.
INTERPERSONAL ability to read others moods, motivation, and
intentions and effectively act on this knowledge.
NATURALISTIC ability to recognise and categorise natural
objects.
EXISTENTIAL ability to raise and consider basic questions about
existence, life and death.
Written and spoken language.
Playing an instrument.
Reordering objects.

Mentally rotating objects in 3-D space.

Athletes, dancers.

Reflect on feelings.

Read other people and act
appropriately.
Knowing different types of trees and
birds.
Thinking about religion or what
happens after we die.
Appendix: Gardners Multiple Intelligences Test and Sample Results
When taking Gardners Multiple Intelligences test, students have to respond to the following
questions using the scale of; this is not like me at all, I am rarely like this, this is a bit like me, this is
sometimes like me, I am like this more often than not, and I am always like this. The following
questions are example of what type of questions might be used for a Multiple Intelligences test.
I can link things together and pick out patterns easily.
I find it easy to explain to others.
I like to use charts and diagrams in my learning.
I enjoy logic problems and puzzles.
I am interested in why people do the things they do.
I need to see something in it for me before I want to learn something.
I know myself well.
I enjoy making music.
I learn well from listening to others.
I have a good sense of balance and like to move around a lot.
I enjoy working on my own.
I am good at mathematical problems and using numbers.
I like to make lists.
I always do things one-step at a time.
I enjoy games involving other people.
I like working and thinking on my own and quietly.
I can sort out arguments between friends.
I like to work with my hands.
I am an independent thinker. I know my own mind.
I can recognise and name different types of birds, trees and plants.
I can use lots of different words to express myself.
I can pick out different instruments when I listen to a piece of music.
I can picture scenes in my head when I remember things.
Pollution makes me angry.
I enjoy social events like parties.
I enjoy writing things down.
I like to think out loud.
I am observant. I often see things that others miss.
I remember things like telephone numbers by repeating them to a rhythm.
I enjoy being outdoors when I learn.
I keep or like pets.
I can remember pieces of music easily.
I like to work with a team.
I am sensitive to the moods and feelings of others.
I get restless easily.
I learn best when I have to get up and do it for myself.
My mood changes when I listen to music.
I like to think through problems while I walk or run.
I have a good sense of direction.
I can take things apart and put them back together easily.
Once the answers to these questions have been submitted and processed, students will be given a
diagram set out like the one below to demonstrate their weaknesses, strengths and preferences for
learning under Gardners Multiple Intelligences theory.

Obtained from: http://www.bgfl.org/