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Classroom Guidance Lesson: Multiple Intelligences
Alicia C., Arianne D., and Natalie S.

Grade level: 9th Grade

Entering high school is a considerable academic shift for many 9th grade students. In order to encourage greater engagement in their schoolwork and to help increase the likelihood that they will experience success across all subject areas, students will work to identify unique ways they can approach their learning through the use of multiple intelligences. Over the course of a month-long unit (4 lessons total), students will come to understand the nine different intelligences and how they relate to themselves as learners.

As a result of this lesson in particular, students will walk away knowing what the term “multiple intelligences” means and will gain a working understanding of three types of intelligences (word smart, body smart, and art smart). The lesson will begin with a brief class-wide discussion about what it means to be intelligent and a mini “lecture” to deliver vocabulary terms. Next, students will be divided into three small groups and given instructions on a task to complete that utilizes one of the intelligences they learned about earlier in the lesson. After 10 minutes of working together, students will have the opportunity to share their work with the class and will have a discussion about what they learned and what the experience was like for them as individuals. By engaging in this small-group activity and class discussion, students will discover how three different intelligences can be utilized to complete the same academic task. They will also be asked to consider whether they used one of their “top intelligences” during the lesson.

Applicable ASCA Standards:
A:A2.4 Apply knowledge and learning styles to positively influence school performance
A:B1.6 Use knowledge of learning styles to positively influence school performance
PS:A1.1 Develop positive attitudes towards self as a unique and worthy person

Introduction (5-7 minutes):
●       As the counselors begin the guidance lesson, students will be asked about their current understanding and familiarity on multiple intelligences. Once students have responded, the school counselor(s) will provide a general overview of Howard Gardner and his model of the multiple intelligences. Students will receive brief information on all nine types of multiple intelligences but will be reminded that, while the lesson introduces all modalities, the guidance lesson will focus specifically on three: (1) Word Smart; (2) Art Smart; and (3) Body Smart. The counselor will then present additional information on these three types of “smarts,” and how they may manifest differently among all learners. They will share the goal of the guidance lesson and its importance to understand especially among school-aged students. Now that they have received this information, introduce Alicia to explain the activity.

Developmental Learning Activity (10 minutes):   
●      To start the activity split the class up into three groups, one group for each of the “smarts”. Assign an area within the classroom where each group can congregate in their own space and prepare themselves for the activity. Go over the general instructions so that each group has an idea of the activity, it is important that the students know this should be a school appropriate story. The materials and instruction sheets (referenced at the end of this document) should be printed out and ready to go. The students will then be handed their instruction sheet and assigned the corresponding “smart”. The timer should be set for 10 minutes and started once every group has their materials and instructions for the activity.
●      As the students begin the activity the counselor(s) should be walking around and checking in with the different groups to make sure they are on task and that everyone is participating. The timer gives the students a visual reference for how much time they have left and keeps the activity under a certain amount of time to make sure there will be enough time for discussion and a wrap up.
●      As the timer comes to an end, make sure every group is wrapped up and completed the activity to the best of their ability. Provide the students with encouragement and thank them for participating in the activity.
●      Natalie will then jump in and continue on with a discussion and wrap up.

Assessment/Evaluation (5-7 minutes):
●      If time allows, ask each group if they would like to share with the class what they did- either by summarizing their work or showing it. Don’t forget to thank them for sharing!
●      Next, facilitatie a class-wide discussion regarding the activity. Ask questions that require students to tie together what they learned today and what they already knew or learned about themselves:
○      What was that experience like for you?
○      Did you find it easy or difficult to use the intelligence given to you to compete the activity?
○      Does anyone think they utilized one of their top intelligences today? Why do you think so? Why not?
○      Exit ticket (To encourage/reward student engagement, counselor(s) may consider giving out a small piece of candy or other prizes to students who correctly answer):
■      Who can give the class a definition of multiple intelligence?
■      Who can give a brief definition or description of what it means to be “Word Smart?” What about “Body Smart” and “Art Smart?”

Closing and Follow Up (1 minute):
●      Close the lesson by thanking the students again for their participation and willingness to engage in the lesson. Before the counselor(s) leave, they should collect all materials used from the students, including their stories, to potentially be used again as reference in future lessons. Remind the students that next week, we will learn about three new intelligences.

Resources/Materials Needed:
●      Access to computer and projector for displaying powerpoint slides
●      Pre-printed directions for each group (reference below)
●      Paper (lined and unlined)
●      Writing utensils (pencils, pens)
●      Colored pencils, markers
●      Candy for rewarding engagement (optional)

Word Smart

Using the materials provided to you, tell a story about an activity your group would like to do on spring break this year. Be creative! You could do this by:
-       Writing creative story or blog post
-       Writing a poem
-       Writing a speech (to be delivered orally)
Make sure every member of your group is participating! This means that every person in your group should writea portion of this story.

Art Smart
Using the materials provided to you, tell a story about an activity your group would like to do on spring break this year. Be creative! You could do this by:
-       Creating a comic strip
-       Drawing a picture or mural
-       Creating a picture book
Make sure every member of your group is participating! This means that every person in your group should drawa portion of this story.

Body Smart
Using the materials provided to you, tell a story about an activity your group would like to do on spring break this year. Be creative! You could do this by:
-       Creating a skit
-       Playing charades
-       Choreographing a dance

Make sure every member of your group is participating! This means that every person in your group should act out a portion of this story.
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Guidance Lesson
“Multiple Intelligences”
 Mary Mattea K., Pahoran M., and Hannah B.

Grade level: 5th Grade
Time: 25 minutes

Lesson Objectives:
  1. To gain awareness of and identify different ways of learning
  2. To experience different ways of learning
  3. To gain insight into personal strengths and preferences of learning styles
            This guidance lesson incorporates Gardner’s Theory of Multiple Intelligences, and focuses specifically on word, person, self, and visual ways of learning. The information included in this lesson is meant for students at the 5th grade level. It is important to provide students with knowledge about different ways of being intelligent, as many students associate being “smart” with academic achievement, grades, GPAs, and test scores. Therefore, this is an opportunity to educate students about the different ways someone might be smart, and that all ways are valuable, important, and special. Further, this introductory lesson can help students gain insight about how they learn best, and apply it to future knowledge and learning. The following activities will help students identify and discover their unique strengths, and will give them an opportunity to develop further insight about themselves.
While developing a deeper understanding of friendship, this lesson will also give students hands-on experience learning about the same topic in different ways. This will help students appreciate and notice how different ways of thinking can produce different outcomes for each individual. The three stations that students will rotate through (discussion, writing, and collage) will push them to experience a variety of ways in which people can learn. At the end of the lesson we will ask the students how their understanding has changed for both friendship and multiple intelligences. Along with that, we will be asking about their experience during the activities and how each station felt for them.

●     Glue sticks, magazines, plain white or colored paper, lined paper, pens/pencils, scissors, powerpoint, computer, timer

Introduction (Power Point Presentation):
●   Introduce yourself:
○ “Hello, we are..., and we are excited to do some activities with you today!”
●  Activate previous and current knowledge:
○“Do you know what ‘Multiple Intelligences’ might mean?
○ What does being ‘smart’ mean?
○ What are some ways a person can be smart? Is there only one way, or multiple?
●   Allow a brief amount of time for students to share answers with the group.
●  “As you can tell, there are many ways of describing ‘smart’ and ‘intelligent’. Often people describe being smart through having good grades, a high GPA, and doing well on tests. However, there are more ways a person can be smart!”

Developmental Learning Activities:
●   Definition and brief description of multiple intelligences and the 4 we will cover today
●   Explain the 3 stations
○ At this station, you will create a collage from magazines about what friendship means to you and your understanding of what it is
○ At this station, you will write about what friendship means to you and your understanding of what it is (prompts at station)
○  At this station, you will talk with a group about what friendship means to you and your understanding of what it is (prompts at station)
●   Divide the class into 3 groups.
●   Each group will be at each station for 5 minutes each, and then will rotate to the next station
●   Students will be asked to keep what they create at each station (except the discussion station, they can be asked to remember a little bit of what they talked about and what prompt they chose)
            Station 1: Visual (Magazines/Collage)
●  There will be varying magazines, glue, scissors, blank paper, and markers spread out on the table for students to create their own collages
●   Prompt: What does friendship look like to you?

            Station 2: Word/Self (Writing Prompt)
●   The students will have lined paper set out on the table, and can choose from one of the three prompts to write about:
●   Prompt:
○       What does friendship mean to you?
○       What makes a good friend?
○       Who is your best friend, and why?

            Station 3: Word/Person (Discussion)
●   The students will have the ability to choose between three topics to discuss together      as a group:
●    Prompt:
○       What does friendship mean to you?
○       What makes a good friend?
○       Who is your best friend, and why?

●       Set a timer for 5 minutes, and when the timer goes off ask the students to rotate to the next station.
○       Repeat until all groups have experienced each station

●    Ask the students to return to their seats for a reflection and discussion with the whole class
●    Provide a brief summary of what they did (describe what you taught them)
●   This will be an opportunity where volunteers can choose to share what they created, wrote about, or talked about in their small groups.
○ “Would anyone like to share what they made, wrote about, or discussed?”
●   Then ask, “Where did you use the multiple intelligences we discussed in this activity?”
○ People, self, art, word
●   “Which one do you feel like you enjoyed the most?”
●   “What was the easiest for you?”
●   “What was the most difficult? What did that feel like? Is it okay to not be good at all the stations?”
●   “How has your understanding of friendship and multiple intelligences changed during this lesson?”

Closing/Follow up:
●    Mention and normalize that we all have areas that we can grow in and work on
●    Encourage them to think of opportunities where they can use the information they just learned about themselves, and any areas of growth that they can work on
●    Mention the location of the counseling office, and encourage them to come talk if they need anything

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Lesson Guidance on Multiple Intelligences
"Word/Verbal, Body and Musical Intelligence"
Skye Allen, Kaitlin Bishopp, Andrew Williamson

Grade: 6th grade
Lesson Objectives: The objective of this lesson is to teach students about the different ways they can be “intelligent”; intelligence is not limited to doing well in math, english, or science. Through this lesson, students will explore the different intelligences, including the ones they do not like. We want students to recognize they are unique in their own way.


1 Poster board OR large whiteboard
2 Colors of sticky-notes
Pen or pencil
Dry-erase marker
Laptop with internet
Candy/reward for participation

Activity and Directions

We will begin the group activity with a brief powerpoint in which we will discuss what multiple intelligences are as well as the three types of intelligences we will be focusing on (word/verbal, spatial/movement, musical). We will include careers/hobbies that feature our selected intelligences. Students will be provided with a sticky-note to place on the board under the category of intelligence they most identify with. We will revisit their choices at the end of the lesson.

Next, we will randomly assign students to one of our three selected intelligences. Each group will spend about six minutes at each activity, then rotate at the behest of the instructor.

Word Smart Activity: As a team of 3 or 4, the students will brainstorm and write down objects that share properties, such as “being round.” There will be three categories (round, soft, and pokey), and each category will take one minute and thirty seconds. For each 10 words, the team will receive one point.

Music Smart Activity: First, we will revisit what musical intelligence is. Next, students will listen to about a minute of a preselected song two times. On the first time through, they will only listen. On the second time through, they will use a sheet of paper to write down all the instruments they can hear. A second, different song will then be played for round two. We will count up the  number of correct instruments identified and record their scores.

Body Smart Activity: The teacher will explain the rules of charades. Students must act something out without speaking, the students will only use gestures, hand signs and body movement to act something out. As a team of 3 or 4, the teacher will pick categories for each student to act out. These categories will be: favorite animal, favorite activity or sport, favorite lunch food, favorite subject, and dream career. Each student will have to act out an appropriate choice from each category while the remainder of the students guess what is being acted out (e.g. each student will take a turn acting out what their favorite animal and the other students guess, once every student acts out their animal they will move to the next category). A point will be assigned for each correct answer. The teacher will tally the number of correct answers and record the score.

After all groups have participated in each activity, they will tally up their three accumulated scores from each station and announce their combined score to the class. The winning group will receive the most reward while the other two groups receive some.

We will conclude by debriefing the class on what we went over, wrapping up any questions or concerns, and including a quick knowledge check (i.e. “who here knows an example of a type of intelligence?”)

Rationale and Purpose for Lesson

The purpose of this lesson is to explain what multiple intelligences are at an age-appropriate (sixth grade) level, focus on three intelligences in particular (musical, word/verbal, and body/spatial), and show that individuals possess all nine intelligences, albeit in different amounts. Further, the students will need to work cooperatively in groups in order to win the competition.

Plan for Evaluation

We will create a comment box for students and teachers to provide anonymous feedback. The feedback form will ask for the student’s grade level only. After our lesson(s) we will pass out the feedback form to each student and their teacher. The comment box will be left in the office for students to drop off their feedback.

Follow up

Ideally, we would visit the class two more times over the following month to teach them about the other intelligences.
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Classroom Guidance Lesson Plan

Grade Level: 8th Grade
Lunch-size Paper Bags - one for each student
Magazines and Catalogs (to cut things out of)
Glue Sticks
Pencils or Pens

Ability to Share PowerPoint Slides (optional)

Rationale and Purpose: How can 8th grade students benefit from learning about their multiple intelligences? What do 8th graders need to know about strengthening and applying these multiple intelligences? This lesson is intended to provide 8th graders with an introduction to the concept of Multiple Intelligences. In this first lesson of a planned two-part series, 8th grade students will learn about people-smart, self-smart, word-smart, art-smart intelligences. Students will be given the opportunity to practice skills designed to strengthen and develop each of these types of intelligences. We hope to underscore the students’ knowledge that they possess each of these intelligences in varying degrees and that they have the power to strengthen and build them.
We hope to encourage students to confidently explore how they can develop and utilize their strengths as they enter high school and also as they begin thinking about various career interests. This lesson is intended to ensure that each student feels empowered to develop their strengths in the different types of intelligence. Students will participate in activities designed to strengthen skills in the following area of intelligence: people-smart, self-smart, word-smart, art-smart.

At the beginning of our lesson, students will be asked to participate in a class activity. This activity requires students to get into small groups of 3-4, and will be given a set of materials and a prompt. Students will then be given a few minutes to present and talk about the activity with their group. School counselors will then discuss the purpose of the activity by presenting the multiple intelligences that were covered. During this discussion, school counselors will use a PowerPoint and follow up questions to make sure students are able to articulate the information. At the end of the lesson, students will be asked about what intelligences they used in the activity. The hope in this assessment is to make sure students understand and can apply the four multiple intelligences that we covered. If by the end of this lesson, school counselors feel like students did not grasp the meaning and application of the intelligences, they will come back the following week and review before moving on to the next five intelligences.

Applicable Standards:
Domain: Academic Development
Student Competencies:
Standard A: Students will acquire the attitudes, knowledge, and skills
A:A1.1  Articulate feelings of competence and confidence as learners
A:A2.4  Apply knowledge and learning styles to positively influence school performance
Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.
A:B1.6 Use knowledge of learning styles to positively influence school performance

Hello everyone (each counselor introduces themselves), we are going to start off today with an activity. I am going to tell you the instruction first and then you will all go. After the activity, we will discuss why this activity is important and the reason why we chose it. How does that sound?

Developmental Learning Activity:

(Instructor introduces activity, but does not identify it as anything. Opens the multiple intelligence PowerPoint and displays the first slide titled “Activity”)

We are going to have all of you transition onto the floor, you will move all your desks, chairs and belongings to the side. I want you to bring a pencil with you to the floor. We are going to have three big groups that you all will be working in, so 3-4 people per group. (Give time for students to transition to the floor).

Okay, now we are passing out a stack of supplies to each group. There are magazines, printed out pictures, scissors and glue provided for each group. Everyone please get one paper bag for yourself. (Hand out supplies to each group)

Now that everyone has their own bag and supplies we are going to start the first part of the activity. I would like you all to start off by going through the magazines and pictures that we have provided, start gluing them on the paper bags. These items should apply to you or stick out you. As you are going through these pictures I want you to think about and use pictures that you think hold significance to who you are, what you like?  What is important to you?  What people, activities, events, hobbies come to mind with these questions? What are your dreams, goals, career interests? (display the prompt on the PowerPoint)

You can fill up one to three sides, depending on how fast you work. But, please leave one side of your bag blank. You will be given 8-10 minutes to work on this, please get started.

(Start timer for 8-10 minutes to create collage - art smart/visual activity, give two-minute warning)
You have two minutes left, start putting your last couple pieces onto your bag. If you are not finished, that it totally fine. You are more than welcome to take this home and finish it on your own. Okay, time is up. Now turn your bag over to the blank side and get your pencil ready.  We are going to do a writing piece. I would like you to write a collection of words that stick out to you or a paragraph that represents
●      The things people may not know about you or life events have made you the person you are today and are very much a reason why you are who you are.
●      Or why you chose the pictures that you chose.

(Give them 5 minutes to write - linguistic/word smart, give one-minute warning).

Okay, you have one minute left, start wrapping it up.

Pencils down, now we are going to go back into our groups and each individual will share one thing about themselves that they put on their bag. It can be a picture, a word, or about the paragraph that you wrote.

(Give them 5 minutes to talk in group). Please start finishing up your conversations.

(Discuss the activities with the students. Display the PowerPoint that shows each of these four types of intelligence and their definitions.)

Alright! How did everyone like that activity? Was it fun? Awesome! Today we are going to learn about Multiple Intelligences. Who has heard of Multiple Intelligences? Great! Yes, Multiple Intelligence is a way of describing many of the different ways in which we learn. Can you think of ways you think people can learn? Yes! There are currently 9 identified areas of intelligence. Today we are going to learn about just four areas of Multiple Intelligence. How do we get better at something? (Students respond) Yes, through practice.

(Open multiple intelligence slide that lists the 4 multiple intelligences we covered.)

With this activity, we worked on four of these multiple intelligences. The first being “people smart” usually when someone is people-smart they really enjoy working with others or being on a team. How many of you liked doing this activity with your peers? How many like being on a team? (read questions on slide) Awesome! Now, how many are opposite of that? Put your hand on your head if you rather do things on your own? Those of you who put their hand on their head, you would fall under the multiple intelligence of being “self-smart.”(read questions on slide) The third multiple intelligence that we used today is “art-smart” (read questions on the slide) this is when an individual learns best by using diagrams and pictures. During this activity, how many of you liked incorporating the pictures you cut out and tailored them to what is important to you? (wait for hands) And how many of you would rather of just wrote about yourself and put into words what you think is important to you? (wait for hands) If so, you would fall under the word smart intelligence. This is when an individual learns by writing and talking about what they are doing. (read questions on slide if needed)

(Using the  PowerPoint Presentation talk about the different ways to boost intelligences), 
Now, here are some ways we can boost our skills in these four areas!

Self-Smart - Taking the time to getting to know ourselves and what we think about things is important. How can we be more Self-Smart? (wait for response; we can meditate, we can write in a journal, we can pay closer attention to how we react in different situations.) 

People-Smart -  Improving your ability to get along with people and to get more comfortable in groups can be scary sometimes. Try to find a group of people with whom you have something in common. A sports team, debate, drama, volunteering . . . What other ways? Do you think there will be opportunities to be part of different groups in high school?

Word-Smart - To improve your word smarts, you can spend time reading. Anything, you are interested in, pick up a book or go to a website and read all about it. The more you read, the more you will increase your strength in being Word-Smart! Another way to improve your word-smarts is to write. You can write poetry, you can write in a journal, or start writing your own short-story or novel. Each of our our Smarts can be improved with practice. (give time for responses between each question)

Art Smart - What is Art? (wait for response) Art is how we express our creativity. How can we flex our creative muscles? We can draw, we can sculpt, we can write songs, and poems. Exploring different ways to be creative will boost our Art Smarts. What are some ways you can think of to boost your Art Smarts? (wait for response)

What are your questions?

Assessment & Evaluation:
Today we talked about four out of the nine multiple intelligences. What were the different types of intelligences that we discussed? What did we do in our activity that was an example of self, people, word, art smart?
Can someone have more than one? Yes, we worked on people-smart, self-smart, art-smart, and word-smart. Our multiple intelligences can tell us different ways that we are successful. We can have more than one intelligence. (give time for responses between each question)

With that, we encourage everyone to go home and share your amazing work with someone you know. Maybe a parent, guardian, friend, or peer. Talk about what you presented in class and the prompt questions that we covered. Maybe some of you will talk about your career choices, family systems, or whatever it was that is important to you. This can help us think about our multiple intelligences outside of the classroom as well as be aware of how we can strengthen our smart  skills! See ya next week!

Nelson, A. (2017, September 07). The life collage "Bag Project". Retrieved February 13, 2019, from http://ashleysfacsoflife.blogspot.com/2016/07/the-life-collage-bag-project.html

The 9 types of Intelligence and how to increase yours. (2018, September 12). Retrieved February 11, 2019, from https://www.aconsciousrethink.com/8522/types-of-intelligence/

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