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Learning/ Thinking Styles and Multiple Intelligences

The document discusses 10 different learning activities that can be used to teach students about the differences between needs and wants. Each activity is paired with the learning/thinking styles and multiple intelligences it engages. The activities incorporate role playing, think-pair-share, concept mapping, brainwriting, jigsaw puzzles, real-time reactions, minute papers, chain notes, mystery quotations, and sketchnoting. The goal is to engage students with a variety of tactile, visual, auditory, and kinesthetic learning approaches.

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jade Gonzales
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263 views2 pages

Learning/ Thinking Styles and Multiple Intelligences

The document discusses 10 different learning activities that can be used to teach students about the differences between needs and wants. Each activity is paired with the learning/thinking styles and multiple intelligences it engages. The activities incorporate role playing, think-pair-share, concept mapping, brainwriting, jigsaw puzzles, real-time reactions, minute papers, chain notes, mystery quotations, and sketchnoting. The goal is to engage students with a variety of tactile, visual, auditory, and kinesthetic learning approaches.

Uploaded by

jade Gonzales
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning/ Thinking Styles and

Multiple Intelligences

NAME: Angelica A. Gonzales DATE: Nov.12 2020


YEAR/COURSE: BSE-Social Studies 3 SUBJECT: ED7

TOPIC LEARNING ACTIVITY LEARNING/ MULTIPLE


INTELLIGENCES
1.ROLE PLAYING : Each group LEARNING/THINKING STYLES:
will present a short role playing  Tactile/Kinesthetic
showing the significance of Learners
knowing the differences of needs
GRADE 9 and wants . MULTIPLE INTELLIGENCE:
 Bodily/Kinesthetic
ECONOMICS  Interpersonal
2.THINK-PAIR-REPAIR: I will LEARNING/THINKING STYLES:
pose an open-ended question to  Visual Learners
my class and ask students to  Tactile/Kinesthetic
“NEEDS AND come up with their best answer. Learners
WANTS” Next, pair learners up and get
them to agree on a response. Get MULTIPLE INTELLIGENCE:
two pairs together, and the  Bodily/Kinesthetic
foursome needs to do the same  Interpersonal
thing. Continue until half the
group goes head to head with the
other half. 
3.CONCEPT MAPPING: Each LEARNING/THINKING STYLES:
group can review their work about  Tactile Kinesthetic
needs and wants by using a Learners
concept mapping. They become  Visual learners
familiarized to the topic.
MULTIPLE INTELLIGENCE:
 Visual/Spatial
Intelligence

4.BRAINWRITING : students are LEARNING/THINKING STYLES:


given time to come up with their  Tactile/Kinesthetic
own ideas individually about Learners
needs and wants before sharing
them out loud or posting them to MULTIPLE INTELLIGENCE:
an online whiteboard or other  Interpersonal
shared platform.  Verbal/Linguistic
5.JIGSAW: Assign each person in LEARNING/THINKING STYLES:
the group a different idea about  Visual Learners
the Needs and Wants to explore  Tactile/Kinesthetic
they’ll regroup to work with all the Learners
students from the other groups 
who are exploring the same idea. MULTIPLE INTELLIGENCE:
Once they’ve mastered the  Intrapersonal
concept, students return to their  Bodily/Kinesthetic
home group and everyone shares
newfound expertise.
6.REAL-TIME-REACTIONS: LEARNING/THINKING STYLES:
When students are watching a  Visual Learners
video about the difference of  Auditory Learners
Needs and wants, a mini lecture
or another student’s presentation, MULTIPLE INTELLIGENCE:
have them share their real-time  Existential
reactions.  Naturalist
7.THE-MINUTE-PAPER: How LEARNING/THINKING STYLES:
much could you explain in one  Bodily/Kinesthetic
minute? At the end of class, set a  Visual Learners
timer and ask students to record
their most eye-opening revelation MULTIPLE INTELLIGENCE:
or biggest question about the  Mathematical/Logical
topic needs and wants.  Verbal Linguistic
8.CHAIN NOTES: Write several LEARNING/THINKING STYLES:
questions on pieces of paper  Visual Learners
about the Needs and wants and  Tactile/Kinesthetic
pass each to a student. The first Learners
student adds a response (use a
timer to keep things moving MULTIPLE INTELLIGENCE:
quickly) and then passes the page  Intrapersonal
along to gather more responses.  Bodily/Kinesthetic
Multiple contributions help build  Naturalist
more complete understanding.
9.MYSTERY QUOTATION: After LEARNING/THINKING STYLES:
they’ve explored a topic, show  Visual Learners
them a quotation about the
significance of knowing the MULTIPLE INTELLIGENCE:
differences of needs and wants  Mathematical/Logical
they’ve never seen before Their  Verbal Linguistic
task is to figure out the point of
view of the person behind the
quotation – and justify it to the
class.
10.SKETCHNOTING: Sketch a LEARNING/THINKING STYLES:
picture of what they learned after  Visual Learners
the discussion.
MULTIPLE INTELLIGENCE:
 Visual/Spatial

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