ELM 200 GCU Howard Gardner Multiple Intelligence Theory Worksheet

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elm 200

Grand Canyon University

ELM

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Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.

For this assignment, complete the "Planning Instruction for Diverse Students" template based on the following scenario:

Ms. Allen, a sixth grade teacher, is about to teach a lesson on plot development and resolution. She knows she has a wide variety of students in her class with specific strengths, and wants to draw upon them to maximize student attention and learning. Ms. Allen knows using an anticipatory set will activate prior learning, as well as engage and motivate the students initially, but she also knows varying her instruction to serve her students’ needs is imperative.

Review the lesson plan included on the "Planning Instruction for Diverse Students" template.

Determine how Ms. Allen can develop specific learning opportunities based on Gardner’s theory of multiple intelligences.

For each of the intelligences listed, design a developmentally appropriate lesson activity Ms. Allen could incorporate to increase student engagement and learning. Each explanation should be 50-100 words and based on Gardner’s theory.

Support your findings with 2-3 scholarly resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented, using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion of the assignment.

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Course Code ELM-200 Class Code ELM-200-O500 Criteria Criteria Percentage 100.0% Interpersonal Intelligence 10.0% Logical-Mathematical Intelligence 10.0% Visual-Spatial Intelligence 10.0% Musical Intelligence 10.0% Bodily-Kinesthetic Intelligence 10.0% Intrapersonal Intelligence 10.0% Naturalist Intelligence 10.0% Verbal-Linguistic Intelligence 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0% Total Weightage 100% Assignment Title Planning Instruction for Diverse Students No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 70.0 Insufficient (65.00%) Lesson activity demonstrates insufficient understanding of Interpersonal Intelligence. Lesson activity demonstrates insufficient understanding of Logical-Mathematical Intelligence. Lesson activity demonstrates insufficient understanding of Visual-Spatial Intelligence. Lesson activity demonstrates insufficient understanding of Musical Intelligence. Lesson activity insufficient understanding of BodilyKinesthetic Intelligence. Lesson activity demonstrates insufficient understanding of Intrapersonal Intelligence. Lesson activity demonstrates insufficient understanding of Naturalist Intelligence. Lesson activity demonstrates insufficient understanding of Verbal-Linguistic Intelligence. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Approaching (75.00%) Lesson activity demonstrates moderate understanding of Interpersonal Intelligence. Lesson activity demonstrates moderate understanding of Logical-Mathematical Intelligence. Lesson activity demonstrates moderate understanding of Visual-Spatial Intelligence. Lesson activity demonstrates moderate understanding of Musical Intelligence. Lesson activity demonstrates moderate understanding of Bodily-Kinesthetic Intelligence. Lesson activity demonstrates moderate understanding of Intrapersonal Intelligence. Lesson activity demonstrates moderate understanding of Naturalist Intelligence. Lesson activity demonstrates moderate understanding of Verbal-Linguistic Intelligence. Submission includes mechanical errors, but they do not hinder comprehension. Includes some practice and contentrelated language. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Acceptable (85.00%) Lesson activity demonstrates considerable understanding of Interpersonal Intelligence. Lesson activity demonstrates considerable understanding of Logical-Mathematical Intelligence. Lesson activity demonstrates considerable understanding of Visual-Spatial Intelligence. Lesson activity demonstrates considerable understanding of Musical Intelligence. Lesson activity demonstrates considerable understanding of Bodily-Kinesthetic Intelligence. Lesson activity demonstrates considerable understanding of Intrapersonal Intelligence. Lesson activity demonstrates considerable understanding of Naturalist Intelligence. Lesson activity demonstrates considerable understanding of Verbal-Linguistic Intelligence. Submission is largely free of mechanical errors, although a few minor errors are present. Includes appropriate practice and content-related language. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Target (100.00%) Lesson activity demonstrates comprehensive understanding of Interpersonal Intelligence. Lesson activity demonstrates comprehensive understanding of Logical-Mathematical Intelligence. Lesson activity demonstrates comprehensive understanding of Visual-Spatial Intelligence. Lesson activity demonstrates comprehensive understanding of Musical Intelligence. Lesson activity demonstrates comprehensive understanding of Bodily-Kinesthetic Intelligence. Lesson activity demonstrates comprehensive understanding of Intrapersonal Intelligence. Comments Lesson activity demonstrates comprehensive understanding of Naturalist Intelligence. Lesson activity demonstrates comprehensive understanding of Verbal-Linguistic Intelligence. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Points Earned Planning Instruction for Diverse Learners Sample Lesson Plan Name: Trisha Allen Grade/Topic: 6th Grade ELA Lesson Name: Plot Diagram National/State Learning Standard: Arizona’s English Language Arts Standards – 6th Grade 6.RL.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Academic Language: Exposition, conflict, rising action, climax, falling action, resolution, plot, plot diagram Specific Learning Targets/Objective: Students will be able to identify story elements of a fable and defend why they would be defined as exposition, conflict, rising action, climax, falling action, and resolution. Anticipatory Set: Students will watch a brief video that introduces a plot diagram through the Disney movie “The Lion King.” Throughout the video, students will be asked if they can identify other favorite movies (or books) that contain a coinciding element of the plot diagram. Students will use these examples later on in the lesson. Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram. Multiple Means of Expression: Students will diagram the plot of a short fable using vocabulary from the lesson. Students will defend their rationale on the provided diagram sheet. © 2018 Grand Canyon University. All Rights Reserved. Differentiating for Diverse Learner Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram. Howard Gardner’s Multiple Intelligence Theory Interpersonal Intelligence Lesson Activity Example: Place students in groups of six. Each student will be assigned a vocabulary word with an accompanying example and he or she will become the vocabulary word expert. Each student will then teach their vocabulary word with its accompanying example to the other five students. This activity meets the interpersonal intelligence by encouraging students to talk with each other while developing an understanding of the content. Intrapersonal Intelligence Logical-Mathematical Intelligence Visual-Spatial Intelligence Musical Intelligence © 2018 Grand Canyon University. All Rights Reserved. Bodily-Kinesthetic Intelligence Naturalist Intelligence Verbal-Linguistic Intelligence References © 2018 Grand Canyon University. All Rights Reserved.
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Planning Instruction for Diverse Learners
Name: Student’s Name
Grade/Topic: 6th Grade ELA
Lesson Name: Plot Diagram
National/State Learning Standard: Arizona’s English Language Arts Standards – 6th Grade
6.RL.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
Academic Language: Exposition, conflict, rising action, climax, falling action, resolution, plot,
plot diagram
Specific Learning Targets/Objective: Students will be able to identify story elements of a fable
and defend why they would be defined as exposition, conflict, rising action, climax, falling
action, and resolution.
Anticipatory Set: Students will watch a brief video that introduces a plot diagram through the
Disney movie “Coco” Throughout the video, students will be asked if they can identify other
favorite movies (or books) that contain a coinciding element of the plot diagram. Students will
use these examples later on in the lesson.
Multiple Means of Representation: Define vocabulary and provide specific examples of these
terms in various books, fables, and or movies. Explain that as a story progresses, characters’
actions generally follow a predictable format. Using an example of a recent animated blockbuster
movie, have students identify the different aspects of the plot diagram.
Multiple Means of Expression: Students will diagram the plot of a short fable using vocabulary
from the lesson. Students will defend their rationale on the provided diagram sheet.

© 2018 Grand Canyon University. All Rights Reserved.

Differentiating for Diverse Learner
Multiple Means of Representation: Define vocabulary and provide specific examples of these
terms in various books, fables, and or movies. Explain that as a story progresses, characters’
actions generally follow a predictable format. Using an example of a recent animate...

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