MI and DI

Multiple Intelligences

and

Differentiated Instruction

Match

Match the following

• Teachers provide immediate feedback to help students understand their progress

• Focuses on identifying gaps in knowledge and skills for immediate action.

• Encourages students to set personal learning goals based on feedback

• Focuses on developing students' metacognitive skills to foster independence.

• Students actively engage in self-assessment to monitor their understanding

Teachers use feedback to adjust

The teacher plans follow-up activities

Students reflect on their progress

Students monitor their own learning

Students act for personal Improvement

• Teachers use feedback to adjust

• The teacher plans follow-up activities

• Students reflect on their progress

• Students monitor their own learning

• Students act for personal Improvement

Labelling

Label the parts of a Rubric

Drag labels to their correct position on the image

Standards

Criteria

Descriptors

LEARNING OUTCOMES

Knowledge:

•Understand the theory of Multiple Intelligences (MI) and how it applies to early childhood learners.

•Identify various intelligence types (e.g., linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical,

interpersonal, intrapersonal, and naturalistic) in young children.

•Recognize the role of differentiated instruction (DI) in catering to diverse learning needs.

Skills:

•Design differentiated instructional strategies that accommodate the different intelligences of learners.

•Develop classroom activities and assessments that cater to multiple intelligences.

•Adapt lesson plans to incorporate differentiated instruction and MI approaches.

Attitudes:

•Appreciate the diversity of learners' strengths and talents.

•Develop an inclusive mindset by respecting different learning styles and needs.

•Embrace flexibility and creativity in teaching practices to meet individual learners’ needs.

Open Ended

Share your expectations and a Key inquiry question

Reflect on the Pre-task

Open Ended

Pre-task Reflection
What are the consequences of overlooking some Multiple Intelligencies as we plan, teach, assess, and report

Open Ended

Pre-task Reflection
How can we address the Overlooked Multiple Intelligencies

Open Ended

What type of activities did you enjoy most as a child?”

Reflect on why you enjoyed those
activities

Open Ended

Why did you enjoy your childhood activities?

Bodily-Kinesthetic: “Learns best through movement and

hands-on activities.”

These learners like
physical activities
and working with
their hands. They

might enjoy dancing,

building things, or
any activity that

allows them to move
around, like acting

out a story or playing
a game that involves

movement.

Logical-Mathematical: “Enjoys problem-

solving and counting games.”

Kids with this intelligence like puzzles,

games with rules, and exploring patterns.

In early years, they might enjoy counting

objects, sorting items, or simple logic

games like matching shapes.

Musical-Rhythmic: “Loves singing, playing instruments,

or keeping rhythm.”

Children with this
intelligence are
drawn to sounds,
music, and rhythm.
Activities they might
enjoy include singing

songs, clapping to
rhythms, or listening
to musical stories.

Verbal-Linguistic: “Likes to read or tell stories.”

These children love words.
They enjoy reading, and
storytelling, and often excel
in language-based activities.
For early years, they might
enjoy activities like listening
to stories, reading picture
books, or playing word
games

Interpersonal: “Likes working with others and being part

of a group.”

These kids thrive in

social settings and are
good at understanding

others. They often

enjoy group activities,

role-playing, and
helping friends.

Activities for them can

include group

storytelling, sharing
games, or teamwork-

based tasks.

Intrapersonal: “Enjoys spending time alone,

thinking, and setting personal goals.”

These children prefer solitary

Activities and are self-reflective. They

often enjoy journaling, independent

projects, or quiet play. For early

years, activities might include

drawing feelings, choosing a “quiet

corner” book, or self-paced activities.

Visual-Spatial: “Loves drawing, building, and seeing things in pictures.”

These children are

drawn to visual details.

They may enjoy

drawing, puzzles, or
building with blocks.

Activities for them might

include drawing

shapes, using play
dough, or exploring

maps.

Naturalistic: “Loves nature, animals, and exploring the

world.”

Naturalistic learners

are drawn to the

outdoors and enjoy
activities that involve
nature. Early years

activities might

include gardening,

exploring with

magnifying glasses,

or sorting natural

objects like leaves or

stones.

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“Some children learn

best by listening, so we

use stories or songs.”

“Others learn by doing,

so we might add

hands-on activities like

drawing or building.”

1/11 Visual-Spatial and Musical:

2/12 Linguistic and Interpersonal:

3/13 Logical-Mathematical and Naturalistic

4/14 Bodily-Kinesthetic and Intrapersonal

5/15 Musical and Linguistic

6/16 Interpersonal and Bodily-Kinesthetic

7/17 Naturalistic and Visual-Spatial

8/18 Logical-Mathematical and Linguistic

9/19 Intrapersonal and Naturalistic

10/20 Bodily-Kinesthetic and Musical

Breakout Brainstorm an activity (ies) that
match two intelligences.

Open Ended

Briefly Share your Activity (Max 1000 Characters)

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.
Musical and Linguistic: Combining these
intelligences can enhance songwriting and poetry,
allowing for rhythmic and lyrical creativity.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.
Musical and Linguistic: Combining these
intelligences can enhance songwriting and poetry,
allowing for rhythmic and lyrical creativity.

Interpersonal and Bodily-Kinesthetic: This combination
is useful in team sports or collaborative physical activities,
where understanding group dynamics and physical
coordination are key.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.
Musical and Linguistic: Combining these
intelligences can enhance songwriting and poetry,
allowing for rhythmic and lyrical creativity.

Interpersonal and Bodily-Kinesthetic: This combination
is useful in team sports or collaborative physical activities,
where understanding group dynamics and physical
coordination are key.
Naturalistic and Visual-Spatial: This pairing can aid in
fields like environmental design and conservation, where
visualizing ecological systems is important.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.
Musical and Linguistic: Combining these
intelligences can enhance songwriting and poetry,
allowing for rhythmic and lyrical creativity.

Interpersonal and Bodily-Kinesthetic: This combination
is useful in team sports or collaborative physical activities,
where understanding group dynamics and physical
coordination are key.
Naturalistic and Visual-Spatial: This pairing can aid in
fields like environmental design and conservation, where
visualizing ecological systems is important.
Logical-Mathematical and Linguistic: This combination
can support fields such as law and computer
programming, where analytical reasoning and clear
communication are necessary.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.
Musical and Linguistic: Combining these
intelligences can enhance songwriting and poetry,
allowing for rhythmic and lyrical creativity.

Interpersonal and Bodily-Kinesthetic: This combination
is useful in team sports or collaborative physical activities,
where understanding group dynamics and physical
coordination are key.
Naturalistic and Visual-Spatial: This pairing can aid in
fields like environmental design and conservation, where
visualizing ecological systems is important.
Logical-Mathematical and Linguistic: This combination
can support fields such as law and computer
programming, where analytical reasoning and clear
communication are necessary.
Intrapersonal and Naturalistic: Pairing these
intelligences can foster personal reflection and connection
with nature, supporting careers in environmental
psychology or therapy.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.
Musical and Linguistic: Combining these
intelligences can enhance songwriting and poetry,
allowing for rhythmic and lyrical creativity.

Interpersonal and Bodily-Kinesthetic: This combination
is useful in team sports or collaborative physical activities,
where understanding group dynamics and physical
coordination are key.
Naturalistic and Visual-Spatial: This pairing can aid in
fields like environmental design and conservation, where
visualizing ecological systems is important.
Logical-Mathematical and Linguistic: This combination
can support fields such as law and computer
programming, where analytical reasoning and clear
communication are necessary.
Intrapersonal and Naturalistic: Pairing these
intelligences can foster personal reflection and connection
with nature, supporting careers in environmental
psychology or therapy.
Bodily-Kinesthetic and Musical: This combination can
enhance performance in dance or theater, where
movement and rhythm are intertwined.

Activities that match two intelligences.

Visual-Spatial and Musical: This combination can
enhance creativity in fields such as art and design,
where visual representation and musical elements can
work together.
Linguistic and Interpersonal: Pairing these
intelligences can be effective in areas such as
storytelling, public speaking, and collaboration, where
communication and understanding others are
essential.
Logical-Mathematical and Naturalistic: This
combination can support scientific research and
environmental studies, where analytical skills are
needed to understand natural systems.
Bodily-Kinesthetic and Intrapersonal: This pairing
can be beneficial in sports or performing arts, where
self-awareness and physical skills are critical for
performance and personal growth.
Musical and Linguistic: Combining these
intelligences can enhance songwriting and poetry,
allowing for rhythmic and lyrical creativity.

Interpersonal and Bodily-Kinesthetic: This combination
is useful in team sports or collaborative physical activities,
where understanding group dynamics and physical
coordination are key.
Naturalistic and Visual-Spatial: This pairing can aid in
fields like environmental design and conservation, where
visualizing ecological systems is important.
Logical-Mathematical and Linguistic: This combination
can support fields such as law and computer
programming, where analytical reasoning and clear
communication are necessary.
Intrapersonal and Naturalistic: Pairing these
intelligences can foster personal reflection and connection
with nature, supporting careers in environmental
psychology or therapy.
Bodily-Kinesthetic and Musical: This combination can
enhance performance in dance or theatre, where
movement and rhythm are intertwined.

Activities that match two intelligences.

Audio Response

What is a Lesson Plan

Open Audio Recorder

Multiple Choice

When is a lesson planned?

• Way before the lesson?

• Just before the lesson

• During the Lesson

• After the Lesson

Shapes around Us

Learning Outcome

Knowledge:

•What learners will know:

Example: "Learners will know the names and characteristics of three types of animals: mammals, reptiles, and birds."

Shapes around Us

Learning Outcome

Knowledge:

•What learners will know:

Example: "Learners will know the names and characteristics of three types of animals: mammals, reptiles, and birds."

Skills:

•What learners will be able to do:
Example: "Learners will be able to identify and classify animals in their environment based on characteristics such as habitat,

diet, and physical features."

Shapes around Us

Learning Outcome

Knowledge:

•What learners will know:

Example: "Learners will know the names and characteristics of three types of animals: mammals, reptiles, and birds."

Skills:

•What learners will be able to do:
Example: "Learners will be able to identify and classify animals in their environment based on characteristics such as habitat,

diet, and physical features."

Attitudes:

•What learners will feel or value by the end of the lesson:

Example: "Learners will show curiosity and appreciation for the diversity of animals in their surroundings, fostering a positive

attitude toward exploring and learning about wildlife."

Shapes around Us

Learning Outcome

Knowledge:

•What learners will know:

Example: "Learners will know the names and characteristics of three types of animals: mammals, reptiles, and birds."

Skills:

•What learners will be able to do:
Example: "Learners will be able to identify and classify animals in their environment based on characteristics such as habitat,

diet, and physical features."

Attitudes:

•What learners will feel or value by the end of the lesson:

Example: "Learners will show curiosity and appreciation for the diversity of animals in their surroundings, fostering a positive

attitude toward exploring and learning about wildlife."

Key Competency Focus: Imagination and Creativity

•This lesson is designed to strengthen learners’ imagination and creativity by encouraging them to explore the characteristics
and habitats of different animals. Through creative activities, learners will apply what they learn in unique ways, such as

drawing animals or creating animal habitats with various materials, fostering an appreciation for biodiversity and innovation.

Shapes around Us

Learning Outcome

Knowledge:

•What learners will know:

Example: "Learners will know the names and characteristics of three types of animals: mammals, reptiles, and birds."

Skills:

•What learners will be able to do:
Example: "Learners will be able to identify and classify animals in their environment based on characteristics such as habitat,

diet, and physical features."

Attitudes:

•What learners will feel or value by the end of the lesson:

Example: "Learners will show curiosity and appreciation for the diversity of animals in their surroundings, fostering a positive

attitude toward exploring and learning about wildlife."

Key Competency Focus: Imagination and Creativity

•This lesson is designed to strengthen learners’ imagination and creativity by encouraging them to explore the characteristics
and habitats of different animals. Through creative activities, learners will apply what they learn in unique ways, such as

drawing animals or creating animal habitats with various materials, fostering an appreciation for biodiversity and innovation.

Core Value: Responsibility

•This lesson also instills the core value of responsibility by encouraging learners to be mindful in observing and interacting with

animals and their environments. Through collaborative activities and respect for each other’s contributions, learners begin to

recognize their role in caring for wildlife and respecting the natural world.

Shapes around Us

Learning Outcome

Knowledge:

•What learners will know:

Example: "Learners will know the names and characteristics of three types of animals: mammals, reptiles, and birds."

Skills:

•What learners will be able to do:
Example: "Learners will be able to identify and classify animals in their environment based on characteristics such as

habitat, diet, and physical features."

Attitudes:

•What learners will feel or value by the end of the lesson:

Example: "Learners will show curiosity and appreciation for the diversity of animals in their surroundings, fostering a

positive attitude toward exploring and learning about wildlife."

Key Competency Focus: Imagination and Creativity

•This lesson is designed to strengthen learners’ imagination and creativity by encouraging them to explore the
characteristics and habitats of different animals. Through creative activities, learners will apply what they learn in unique

ways, such as drawing animals or creating animal habitats with various materials, fostering an appreciation for biodiversity

and innovation.

Core Value: Responsibility

•This lesson also instills the core value of responsibility by encouraging learners to be mindful in observing and interacting

with animals and their environments. Through collaborative activities and respect for each other’s contributions, learners

begin to recognize their role in caring for wildlife and respecting the natural world.

•Formative Assessment:

Example: During activities, the facilitator will circulate among learners, observing their engagement and

ability to identify and classify animals. This ongoing assessment will help inform instruction and provide

immediate feedback.

Assessment for Learning Approaches

•Formative Assessment:

Example: During activities, the facilitator will circulate among learners, observing their engagement and

ability to identify and classify animals. This ongoing assessment will help inform instruction and provide

immediate feedback.

•Peer Assessment:

Example: Learners will work in pairs or small groups to share their findings and creations. They will provide

each other with constructive feedback on how well they recognized and represented different animals,

fostering a collaborative learning environment.

Assessment for Learning Approaches

•Formative Assessment:

Example: During activities, the facilitator will circulate among learners, observing their engagement and

ability to identify and classify animals. This ongoing assessment will help inform instruction and provide

immediate feedback.

•Peer Assessment:

Example: Learners will work in pairs or small groups to share their findings and creations. They will provide

each other with constructive feedback on how well they recognized and represented different animals,

fostering a collaborative learning environment.

•Reflection and Self-Assessment:

Example: At the end of the lesson, learners will participate in a reflection activity where they think about what

they learned and how they can apply it in their everyday lives. This could involve sharing one thing they

discovered about animals and one way they can be responsible in their interactions with nature.

Assessment for Learning Approaches

•Formative Assessment:

Example: During activities, the facilitator will circulate among learners, observing their engagement and

ability to identify and classify animals. This ongoing assessment will help inform instruction and provide

immediate feedback.

•Peer Assessment:

Example: Learners will work in pairs or small groups to share their findings and creations. They will provide

each other with constructive feedback on how well they recognized and represented different animals,

fostering a collaborative learning environment.

•Reflection and Self-Assessment:

Example: At the end of the lesson, learners will participate in a reflection activity where they think about what

they learned and how they can apply it in their everyday lives. This could involve sharing one thing they

discovered about animals and one way they can be responsible in their interactions with nature.

•Interactive Quizzes:

Example: Use quizzes or polls throughout the lesson to assess understanding of animal recognition and

characteristics, allowing for immediate feedback and reinforcement of concepts.

Assessment for Learning Approaches

•Formative Assessment:

Example: During activities, the facilitator will circulate among learners, observing their engagement and

ability to identify and classify animals. This ongoing assessment will help inform instruction and provide

immediate feedback.

•Peer Assessment:

Example: Learners will work in pairs or small groups to share their findings and creations. They will provide

each other with constructive feedback on how well they recognized and represented different animals,

fostering a collaborative learning environment.

•Reflection and Self-Assessment:

Example: At the end of the lesson, learners will participate in a reflection activity where they think about what

they learned and how they can apply it in their everyday lives. This could involve sharing one thing they

discovered about animals and one way they can be responsible in their interactions with nature.

•Interactive Quizzes:

Example: Use quizzes or polls throughout the lesson to assess understanding of animal recognition and

characteristics, allowing for immediate feedback and reinforcement of concepts.

Assessment for Learning Approaches

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

5. Flashcards:

- Cards featuring images and facts about different

animals for identification and discussion.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

5. Flashcards:

- Cards featuring images and facts about different

animals for identification and discussion.

6. Multimedia Resources:

- Videos or slideshows showcasing animals in their

natural habitats or documentaries about wildlife.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

5. Flashcards:

- Cards featuring images and facts about different

animals for identification and discussion.

6. Multimedia Resources:

- Videos or slideshows showcasing animals in their

natural habitats or documentaries about wildlife.

7. Interactive Quizzes:

- Digital tools (like Kahoot or Quizizz) for conducting

quizzes on animal identification and characteristics.

.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

5. Flashcards:

- Cards featuring images and facts about different

animals for identification and discussion.

6. Multimedia Resources:

- Videos or slideshows showcasing animals in their

natural habitats or documentaries about wildlife.

7. Interactive Quizzes:

- Digital tools (like Kahoot or Quizizz) for conducting

quizzes on animal identification and characteristics.

8. Nature Exploration Tools:

- Binoculars or magnifying glasses for outdoor

activities to observe animals in their environment (if

applicable).

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

5. Flashcards:

- Cards featuring images and facts about different

animals for identification and discussion.

6. Multimedia Resources:

- Videos or slideshows showcasing animals in their

natural habitats or documentaries about wildlife.

7. Interactive Quizzes:

- Digital tools (like Kahoot or Quizizz) for conducting

quizzes on animal identification and characteristics.

8. Nature Exploration Tools:

- Binoculars or magnifying glasses for outdoor

activities to observe animals in their environment (if

applicable).

9. Writing Materials:

- Journals or notebooks for reflection and self-

assessment activities.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

5. Flashcards:

- Cards featuring images and facts about different

animals for identification and discussion.

6. Multimedia Resources:

- Videos or slideshows showcasing animals in their

natural habitats or documentaries about wildlife.

7. Interactive Quizzes:

- Digital tools (like Kahoot or Quizizz) for conducting

quizzes on animal identification and characteristics.
8. Nature Exploration Tools:

- Binoculars or magnifying glasses for outdoor

activities to observe animals in their environment (if

applicable).

9. Writing Materials:

- Journals or notebooks for reflection and self-

assessment activities.

10. Posters or Charts:

- Visual aids displaying animal classifications,

habitats, and characteristics for reference during the

lesson.

Materials Needed

1. Picture Books:

- Books featuring various animals, their habitats, and

characteristics (e.g., "National Geographic Little Kids

First Big Book of Animals").

2. Animal Figurines or Toy Animals:

- A variety of animal figures representing mammals,

reptiles, birds, and more for hands-on identification and

classification activities.

3. Art Supplies:

- Markers, crayons, colored pencils, and paper for

drawing animals and their habitats.

4. Construction Materials:

- Building blocks or recycled materials for learners to

create animal habitats.

5. Flashcards:

- Cards featuring images and facts about different

animals for identification and discussion.

6. Multimedia Resources:

- Videos or slideshows showcasing animals in their

natural habitats or documentaries about wildlife.

7. Interactive Quizzes:

- Digital tools (like Kahoot or Quizizz) for conducting

quizzes on animal identification and characteristics.
8. Nature Exploration Tools:

- Binoculars or magnifying glasses for outdoor

activities to observe animals in their environment (if

applicable).

9. Writing Materials:

- Journals or notebooks for reflection and self-

assessment activities.

10. Posters or Charts:

- Visual aids displaying animal classifications,

habitats, and characteristics for reference during the

lesson.

1. Introduction (3 minutes)

Purpose: To engage Learners and
introduce the topic.

•
Activity: Briefly introduce the
lesson topic with a story, picture,
or song to capture Learners'
interest.

•
MI Focus: Verbal-Linguistic, Visual-
Spatial, Musical-Rhythmic
(depending on chosen activity).

2. Main Activity (8 minutes)

Purpose: To guide Learners in exploring the lesson topic through various intelligences and

differentiated strategies.

•
Activity Options:

o
Small Group Work: Divide Learners into small groups for hands-on activities. Each group

explores the topic in a way that aligns with a different intelligence.

▪
Example: If the topic is animals, groups might:

▪
Bodily-Kinesthetic: Act out animal movements.

▪
Logical-Mathematical: Sort animals by characteristics (e.g., size, habitat).

▪
Musical-Rhythmic: Create a rhythm or song about animal sounds.

o
Individual or Pair Work: For independent or quieter Learners, provide options to explore

the topic at their own pace.

▪
Example: Coloring pages of animals, matching animal pictures with their names, etc.

•
MI Focus: Depending on the chosen activities, aim to address a range of intelligences (e.g.,

Bodily-Kinesthetic, Logical-Mathematical, Interpersonal, etc.).

3. Sharing and Reflection (3 minutes)

Purpose: To allow Learners to share what
they’ve learned and provide a sense of
closure.

Activity: Invite Learners to share
something from their activity with the
class. It could be one fact, a drawing, or
a movement.

MI Focus: Interpersonal (for sharing
and group learning), Intrapersonal (for
self-reflection), Verbal-Linguistic (for
verbal sharing).

Differentiated Instruction (DI) Strategies

Briefly explain how this lesson will be
adapted to meet different learning
needs. Consider things like:

Providing choices (e.g., Learners can
act, draw, or tell a story).

Allowing additional time or giving
extra support to Learners who need
it.

Encouraging peer support for those
who may benefit from working with
others.

As you Plan in your breakout groups consider the following

Which intelligences does this lesson

address?

Are there opportunities for each

Learner to engage in a way that suits

their strengths?

How does this lesson support Learners

with different learning needs?

Open Ended

Share link to the google doc where you planned your lesson

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Open Ended

What intelligences did the teacher include?”

Open Ended

How can we enhance this lesson to engage a wider range of intelligences?

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Take Away Task
Create a short activity (5-10 minutes) for early year
Learners that includes at least three Inteligencies

LEARNING OUTCOMES

Knowledge:

•Understand the theory of Multiple Intelligences (MI) and how it applies to early childhood learners.

•Identify various intelligence types (e.g., linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical,

interpersonal, intrapersonal, and naturalistic) in young children.

•Recognize the role of differentiated instruction (DI) in catering to diverse learning needs.

Skills:

•Design differentiated instructional strategies that accommodate the different intelligences of learners.

•Develop classroom activities and assessments that cater to multiple intelligences.

•Adapt lesson plans to incorporate differentiated instruction and MI approaches.

Attitudes:

•Appreciate the diversity of learners' strengths and talents.

•Develop an inclusive mindset by respecting different learning styles and needs.

•Embrace flexibility and creativity in teaching practices to meet individual learners’ needs.

Poll

My Expectaion were

• Exceeded

• Meet

• Apporched

• not met

Word Cloud

In one word describe the learning experince this morning?