This is me, under construction!

Introductory remark

MI theory attempts to describe the incredibly complex and diverse topic of human intelligence and has no single educational application.

In our school we use the theory to structure the learning environment to make sure we meet every child’s interest, skills, abilities and needs.

 

Note

This is not a guideline on MI theory itself. To know more about MI theory please go to http://multipleintelligencesoasis.org/ , being the official authoratative site of Howard Gardner on MI or to www.kaganonline.com for books and more info on how MI theory can be used in education.

 

 

A critical view on the learning environment/play corners based upon the eight intelligences.

 

According to Multiple Intelligences theory (Howard Gardner), every individual possesses (at east) eight intteligences

According to MI-theory, every child comes to our school with their own unique profile of intelligences, the difference also being in the amount of which every intelligences is developed. A rich learning environement is essential to develop each childs personal interests and skills.

When creating an MI classroom, we try to make sure to give each intelligence an equal amount of space and attention. We set up MI playcorners where children go to engage one or more of their intelligences. Each playcorner has a specific look and feel and its own set of resources linked to a specific intelligence and its related skills and preferences. Every playcorner has one focus intelligence to matc that certain intelligence when children choose to play in that corner. But also materials that relate to other intelligences are integrated in each corner to stretch children’s intelligences. By doing so we give children the oportunity to develop to their full potential.

 

The examples given in this guideline are based upon the concept as described above. The tips are their to inspire you and give a certain direction.  We encourage you to use them as an inspiration to enrich, adapt and complement the learning environment in your classroom.

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Tips to arrange and set up a play corner with the focus on the Verbal/Linguistical Intelligence

 

Examples of possible play corners

 

The library

We can find a wide variety of books ranging from picture books to literature and informative books.

Books can be arranged according to type or subject.

 

Skills:

• Reading with comprehension

• Creating stories

 

Possible examples of stretching with other Intelligences:

• Logical/Mathematical: separate images which put together form a story, children’s themselves have to put them in the correct sequens

• Visual/Spatial: children draw their own stories which can be then read/viewed by other children

• Interpersonal: children tell stories they made up themselves or know from books to eachother

• Naturalist: books about nature and animals, encyclopedia

• Intrapersonal: a cosy space with a pillow and maybe a blanket, where the child can be on its own to read a book

 

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The story-telling table

At this table children can recreate the story of a book told by the teacher with a variety of attributes. First the story is told by the teacher during circle time. Then all necessary materials are collected with the children. Children can then retell and recreate the story. A voice recorder can be added so children can tape their story and afterwards listen to it.

 

Skills:

• Creating stories

• Debating, discussing

• Remembering quotes, sayings

• Using correct grammar

• Using rich vocabulary

 

Possible examples of stretching with other Intelligences:

• Visual/Spatial: children make a model of the classroom, classroom situations can be re-created

• Interpersonal: children play together to recreated and tell the stories to other children

• Bodily/Kinesthetic: children tinker the attributes necessary to recreate the stories themselves

• Naturalist: instead of recreating the story at the table it is done a sandbox or water tank/table

• Musical/Rhytmical: children use musical instruments to recreate certain sounds of the stories

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The listening corner

This corner houses a CD – MP3 player which children can operate themselves.

Children put on their headphones and hit play to listen stories, a wide variety of music, poems, …

 

Skills:

• Language

• Listening

 

Possible examples of stretching with other Intelligences:

• Musical/Rhytmical: listening to poems, raps or musical stories

• Naturalist: listening to nature sounds

• Bodily/Kinesthetic: listening to commands they have to perform for example movements

• Visual/Spatial: going through a picture book while listening to the story

• Logical/Mathematical: listening to a story without the end, then choose a picture with a possible ending (cause and effect)

• Intrapersonal: quietly sitting alone listening to stories, poems, music

 

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The letter table

At this table children can explore and experiment with letters and preparatory writing. This corner has an abundant supply of writing paper of all sizes and shapes and a variety of writing utensils including pens, pencils, markers,… even as stamps, stickers, an old typing machine, chalk boards, …

 

Skills:

• Communicating written language

• Playing word games

• Spelling easily

 

Possible examples of stretching with other Intelligences:

• Bodily/Kinesthetic: writing templates or letters which children can use with their fingers or letters, bigger versions of writing patterns and letters that can                                        be put on the floor and children can walk the template or letter

• Naturalist: clay or playdough to model letters, writing patterns in the sandbox, re-creating letters with branches

• Visual/Spatial: connecting letters to images, for example letter S connected to a picture of a snake drawn in S form

• Musical/Rythmical: Write Dance, a progressive music and movement programme for the development of pre-writing and writing skills in Children                                                       by Ragnhild Oussoren

• Logical/Mathematical: creating letters with construction materials (lego, knexx, …)

• Intrapersonal: construction one’s own names with letters, stickers, playdough, drawing

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Classroom resources to stimulate the Verbal/Linguistic Intelligence

 

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Tips to arrange and set up a play  corner with the focus on the Logical/Mathematical Intelligence

 

Examples of possible play corners

 

Math-world

There is a wealth of mathematical resources for children to manipulate, explore, build answers and build understanding. Some resources include: measuring sticks, rulers, measuring tape, weighing scales, measuring cups and all kinds of materials that can be measured and weighed. Also different shapes and objects in a variety of colours and sizes.

 

Skills:

• Analyzing

• Computing

• Deducting

• Discovering functions, relations

• Estimating, predicting

• Experimenting

• Figuring things out

• Questioning

 

Possible examples of stretching with other Intelligences:

• Musical/Rythmical: children fill bottles and other materials and  experiences the different sounds when tapping on  them (water organ)

• Visual/Spatial: children build constructions which can be measured and weighed

• Naturalist: children collect materials that be classified after being measured and weighed

• Bodily/Kinestetic: walk distances, measures with body parts

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Time corner

At the time corner children experience time through the use of different kinds of materials such as sandglasses, hourglasses, stopwatches, watches, clocks, …

Also calendars, clock-puzzles, growth-puzzles, pictures of night and day, cards with pictures of the daily routines or classroom routines during the day which have to be out in the correct order

 

Skills:

• Estimating, predicting

• Experimenting

• Figuring things out

• Questioning

 

Possible examples of stretching with other Intelligences:

• Visual/Spatial: all kinds of pictures/images that can be put in order or sequence

• Bodily/Kinesthetic: physically experience time, for example using sandglasses with different durations and children have  to perform a command as long                                        as the sand running  (experience time differences)

• Naturalist: growth-puzzles of animals or plants, measuring the daily amount of rain

• Musical/Rythmical: measuring the length of a sound

• Visual/Spatial: making a graphic describing the daily amount of rain  measured every day (monthly overview)

 

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The number-world

In number-world children can explore the magical world of figures and numbers.

There is a wide variety of materials that can be used by children to count and sequence. Different kinds of games to count, play with quantities, numbers (stickers, magneticall, stamps, …), counting booklets, an abacus, calculators, money, …

 

Skills:

• Discovering functions, relations

• Figuring things out

• Finding, creating patterns

• Organizing, outlining, sequencing

• Slecting, using algorithms

• Sequencing

 

Possible examples of stretching with other Intelligences:

• Musical/Rythmical: counting poems, songs

• Naturalist: sequencing natural materials such as chestnuts, stones, shells branches, …

• Bodily/Kinesthetic: throwing a dice and jumping as many times as the number on the dice

• Visual/Spatial: pictures with numbers (mailboxes, door numbers, shoe size, …)

 

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The Think Tank

In this corner children get a chance to practice their critical and creative thinking skills. Children works on problem-solving skills, brain-breaking puzzles, riddles, smart-games, IQ games and small experiments.

 

Skills:

• Discovering functions, relations

• Deducing

• Inducing

• Experimenting

• Playing strategic games

• Reasoning abstractly

• Selecting using algorithms

• Solving logic problems

 

Possible examples of stretching with other Intelligences:

 

Discovery boxes (boxes with different materials combined to perform small experiments), are an ideal way of combining and stretching the different Intelligences

 

• Bodily/Kinesthetic: discovery boxes with a variety of materials that children can use to perform experiments , such as magnets, paper, constructions, …

• Visual/Spatial: plans with visual representations/pictures of the steps to be followed

• Interpersonal: children perform experiments together

• Naturalist: discovery box with microscope and natural materials to explore

• Musical/Rythmical: discovery box containing cards with tasks sounds

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Classroom resources to stimulate the Logical/Mathematical Intelligence

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Tips to arrange and set up a play corner with the focus on the Visual/Spatial Intelligence

 

Examples of possible play corners

 

The Artists place

Here children can paint, draw, model sculptures and work on other art projects. There are lots of materials for all different kinds of art projects including: crayons, paints, pencils, paper, scissors, tape, glue, glitter, …

Make sure to display all kinds of different artworks here such as books with paintings, postcards, …

 

Skills:

• Arranging, decorating

• Coordinating colours

• Imagining in vivid detail, visualizing

• Painting, sketching, drawing

• Remebering visual details

• Sculpting, moddeling, designing

 

Possible examples of stretching with other Intelligences:

• Musical/Rythmical: children draw while listening to music, Write Dance

• Naturalist: drawing and creating with natural elements (charcoal, clay, …)

• Bodily/Kinesthetical: crafting with free/disposable materials

• Interpersonal: creating a groupwork

• Intrapersonal: children choose their own materials and what they  themselves want to create

• Verbal/Linguistic: children tell how they have created their artwork

 

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The ViewingDoing Station

Here children get to “see” and “experience” what they are learning about.  

Creating and using viewing boxes. Puzzles, mosaic, tangram, floor-plans, picture books, magazines, viewmaster, kaleidoscope, …

Materials that are visually attractive and which can be used by children to create patterns, shapes and images.

 

Skills:

• Imagining in vivid detail

• Remembering visual details

• Thinking in pictures and images

 

Possible examples of stretching with other Intelligences:

• Naturalist: children study naturalistic materials with microscopes, magnifying glasses, …

• Logical/Mathematical: tangrams (preparatory geometry)

• Intrapersonal: adjusting mirrors, so children can observe themselves

• Musical/Rythmical: picture books about musical instruments

• Bodily/Kinesthetic: creating viewboxes with different kinds of materials

 

 

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The Digital corner

In many kindergartens nowadays there are laptops, desktops, IPad and smart tv’s. Here children can watch movies, documentaries, play games, …

 

Skills:

• Playing spatial games

• Seeing solutions to problmes

• Thinking in pictures and images

 

Possible examples of stretching with other Intelligences:

Here it is possible to stretch with every Intelligence quite easily, the variety of games and movies is endless.

 

Classroom resources to stimulate the Visual/Spatial Intelligence

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Tips to arrange and set up a play corner with the focus on the Bodily/Kinesthetic Intelligence

 

Examples of possible play corners

 

The Dance Studio

At the studio children can dance and move on music. Extra materials can be supplied, such as: hoops, ribbons, rope, …

 

Skills:

• Acting, mime

• Dancing, choreographing

• Gross motor skills, endurance, strength

• Moving with grace and coordination

• Using gestures, body language

 

Possible examples of stretching with other Intelligences:

• Naturalist: expressing different types of weather

• Visual/Spatial: pictures of movements that compile to a dance if you follow the sequence

• Interpersonal: pair dance, folk dance

• Musical/Rythmical: different kinds of music to dance on

• Verbal/Linguistic: express or dramatize a story

• Intrapersonal: mirror so children can observe themselves while dancing

 

 

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The Theatre

Here children can go to perform dramatic presentations and shows. There is a closet or box filled with costumes, shoes, hats, dresses, wigs, coats, make-up, …

 

Skills:

• Acting, mime

• Using gestures, body language

• Mimicking

 

Possible examples of stretching with other Intelligences:

• Visual/Spatial: images that describe the story they are dramatizing

• Musical/Rythmical: musical instruments, MP3- player

• Naturalist: natural materials to support the story they are dramatizing

• Intrapersonal: mirror to observe themselves while performing

• Verbal/Linguistic: children are encouraged to talk in dialogues

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The Hands-On centre

Here children can assemble, disassemble and perform general tinkering. There is an assortment of materials and tools like: bold, screws, wood, tape, glue and an assortment of materials to be assembled and disassembled like: clocks, a radio’s, toaster, old laptops, old desktops, …

 

Skills:

• Fine motor skills

• Hand-eye coordination

• Learning through hands-on activities

 

Possible examples of stretching with other Intelligences:

•  Logical/Mathematical: investigate deeper how certain objects operate  (gearwheels, batteries, …)

• Visual/Spatial: visual plans on how to assemble and disassemble objects

• Musical/Rythmical: assemble and disassemble a musical instrument to figure out how sound is produced

 

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Building and Construction corner

Make sure children can experiment and gain new experiences. Do not just offer building blocks and plates, but also other materials such as: cardboard tubes, pipes, pieces of floor coverings, balls, toy cars, toy animals, puppets, … but also plans with pictures and steps to follow to make constructions.

 

Skills:

• Fine motor skills

• Hand-eye coordination

• Learning through hands-on activities

 

Possible examples of stretching with other Intelligences:

• Interpersonal: children build constructions together

• Visual/Spatial: childen draw their plan first and then construct according to their plan

• Verbal/Linguistic: puppets and other materials that challenges children to perform roleplays

• Logical/Mathematical: cars and wooden boards, children can adjust the boards in different ways, then toy cars can drive down the boards, children can                                                 time with stopwatch how fast the cars drive down

 

 

Fitness

Here children can exercise, move and practice all kinds of motorical skills with a variety of materials like: balls, hoops, garlands, a trampoline, small swings, slide, …

 

Skills:

• Gross motor skills, endurance, strength

• Moving with grace and coordination

• Athletic performance

• Exercising, working out

• Manipulating things

• Playing sports

 

Possible examples of stretching with other Intelligences:

• Naturalist: throw chestnuts at a hoop

• Musical/Rythmical: perform exercises on whilst listening to music

• Visual/Spatial: pictures and images with movements to perform

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Classroom resources to stimulate the Bodily/KInesthetic Intelligence

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Tips to arrange and set up a play corner with the focus on the Musical/Rythmical Intelligence

 

Examples of possible play corners

 

The Studio

Here children can express their musical interest with instruments to ring, bang, blow, as well as singing and performing. The noise may be a distraction  for other children in the classroom. So if possible its best to soundproof the station with foam or to place his corner outside of the classroom if possible.

Tip: a big cardboard box with soundproof foam

 

Skills:

• Performing

• Learning through music

• Composing music

 

Possible examples of stretching with other Intelligences:

• Naturalist: composing music with natural materials

• Bodily/Kinesthetic: dancing to self-composed music

• Interpersonal: forming and orchestra

• Visual/Spatial: pictures and images of instruments that can be placed in a sequence that is then followed to compose a song

• Intrapersonal: record own songs and listen to them

• Verbal/Linguistic: clap or tap rhythm of words

 

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Music Library

Here children can choose from a wide range of musical styles. There is radio, MP3, CD player with headphones. Children put on the headphones and choose their music, they sit back and enjoy listening.

 

Skills:

• Listening to music

• Appreciating music

• Recognising melodies, songs, composers

• Understanding structure of music

 

Possible examples of stretching with other Intelligences:

• Naturalist: listening to nature sounds

• Intrapersonal: sit back and relax listening to music, tell how it makes them feel

• Visual/Spatial: making a drawing of how the music makes them feel

• Interpersonal: play a musical lotto with a friend

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The Electronic Musician

A synthesizer or computer with a music program to compose and play music.

Best is to supply headphones. Pay special attention to the quality of the sound through the headphone.

 

Skills:

• Composing melodies, lyrics

• Playing by ear

• Playing instruments

• Understanding structure of music

 

Possible examples of stretching with other Intelligences:

• Interpersonal: performing for friends and classmates

• Intrapersonal: composing and experimenting

• Visual/Spatial: using a colour score to compose music + colours on the keyboard

 

Classroom resources to stimulate the Musical/Rythmical Intelligence

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Tips to arrange and set up a play corner with the focus on the Naturalist Intelligence

 

Examples of possible play corners

 

The Zoo

If possible having real animals at school is a plus. Children can take turns feeding and taking care of the animals. Some low-maintenance, inexpensive animals or pets include: an aquarium, hamsters, turtles, ants, a rabbit, …

Here you can also have posters of animals, zoo books, reference cards describing the animals in their natural habitat. As well as magnifying glasses, glass jars, buckets, …

 

Skills:

• Caring for pets

• Enjoying animal antics

• Observing details

• Taming, training animals

 

Possible examples of stretching with other Intelligences:

• Verbal/Linguistical: books and reference cards describing the animals in their natural habitat

• Intrapersonal: taking care of an animal on their own

 

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The Observation Station

There is a number of observational tools: magnifying glasses, microscopes, binoculars, Ipad to take pictures. A variety of natural items to observe like plants, animals, rocks, fossils, soil samples, leaves, stones, shells, …

 

Skills:

• Analyzing similarities and differences

• Classifying flora, faune, natural phenomena

• Discovering patterns in nature

• Observing details

• Recognizing species

 

Possible examples of stretching with other Intelligences:

• Visual/Spatial: children draw graphs and charts of their observations

• Logical/Mathematical: children arrange and classify objects, for example little to big

• Verbal/Linguistical: tell land describe what they observe

 

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The Garden

Here children get the chance to plant their own flowers, vegetables and herbs. It is preferably outside, but if that is not possible it can also be inside the classroom in a small greenhouse or on the window-sill.

 

Skills:

• Appreciating plants, flowers, trees

• Caring for plants, gardens

• Discovering patterns in nature

• Observing details

• Protecting the environment

• Recognizing species

 

Possible examples of stretching with other Intelligences:

• Interperonal: children take care of the a garden as a  team or group and divide tasks and make rules

• Visual/Spatial: children draw graphs and charts of the growth-process of plants

• Bodily/Kinesthetical: by digging, repotting, planting seeds, … children are also using their motorical skills

• Intrapersonal: chidren have their own plant to nurture and take care for

 

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The Classification Corner

In this corners there a wide variety of objects that can be observed, collected, classified, sorted, …Objects to be classified include: stones, rocks, buttons, shells, leafs, beans, pasta, nuts, …Also jars, little boxes, a letterbox are provided.

 

Skills:

• Analyzing similarities and differences

• Classifying flora, faune, natural phenomena

• Discovering patterns in nature

• Observing details

• Recognizing species

 

Possible examples of stretching with other Intelligences:

• Logical/Mathematical: children arrange a classification according to the amount of a certain feature being present

• Visual/Spatial: books with pictures and reference cards on flora and fauna

• Bodily/Kinesthetic: nature materials in feeling-box, children feel which items are inside without watching

• Verbal/Linguistic: children tell and describe what they observe

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Classroom resources to stimulate the Naturalist Intelligence

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Tips to arrange and set up a play corner with the focus on the Interpersonal Intelligence

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Examples of possible play corners

 

The Home Station

This corner is there for pretend play. Kitchen appliances, tables, chairs, cutlery, crockery, dolls, … In this corner children are challenged and encouraged to perform roleplays. Try not no overload this corner with materials, so children are not overwhelmed.

 

Skills:

• Caring for others

• Communicating with others

• Interacting with others

• Leading and organizing groups

• Resolving conflicts, mediate

 

Possible examples of stretching with other Intelligences:

• Verbal/linguistic: perform roleplay with real-life dialogues

• Visual/Spatial: pictures of menu’s

• Logical/Mathematical: Children “read” a recipe to “cook” a meal

• Musical/Rythmical: a radio or CD player to support the roleplay

• Naturalist: a pet (real or not) to nurture and take care of during the roleplay

 

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The Game Table

Here children can go and play parlour games together. Many different types of games are available here and a table with chairs for children to play. The games provided include: a wide variety of board games, puzzles and challenges across the Intelligences. Children can choose a game and play it in pairs or in a small group.

 

Skills:

• Teaching others

• Communicating with others

• Interacting with others

• Empathizing and symphatizing with others

• Leading and organizing groups

• Resolving conflict, mediating

• Seeing things from another perspective

• Showing sensitivity tot he moods and motives of others

• Working as a teammember

 

Possible examples of stretching with other Intelligences:

• Verbal/Linguistic: children whom already know a game can explain the rules to others

• Visual/Spatial: memory game

• Logical/Mathematical: games where they have to use a dice

• Musical/Rythmical: sound bingo

• Naturalist: games about nature or animals

• Bodily/Kinesthetical: Twister

 

Classroom resources to stimulate the Interpersonal Intelligence

 

 

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Tips to arrange and set up a play corner with the focus on the Intrapersonal Intelligence

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Examples of possible play corners

 

The Cosy Corner

Here children can really retreat on themselves when they feel the need for some time alone. Try to create a place away from the classroom noise. You can put a big box with some lights in your classroom or even kang a hammock under a table. Make sure it is a comfortable an cosy place.

 

Skills:

• Attending to memories, fantasies, dreams

• Controling impulses

• Enjoying think time, alone time, qiuet time

• Introspecting, intuiting

• Knowing and managing modd and feelings

• Thinking about one’s own thining

• Understanding inner conflicts, motivations

 

Possible examples of stretching with other Intelligences:

• Verbal/Linguistic: listening to a story on CD or MP3

• Visual/Spatial: pictures of the child’s family to look at

• Musical/Rythmical: MP3 or CD with meditation music

• Naturalist: furry animals

• Bodily/Kinesthetic: a big spinning top to lie in

 

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The Caring Spot

This can be window-sill or a shelf where children can place things that are important or have a certain value to them; This can be things brought form home or things they made in class. They want to be able to look at them and want to show them to others.

 

Skills:

• Clarifying own values and beliefs

• Developing differentiated opinions and beliefs

 

Possible examples of stretching with other Intelligences:

Here all connections with the other Intelligences are made by the things chidren want to display.

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The Quiet Corner

Children can go here to be alone with their work, play, toys or their thoughts. It is strategically located in the classroom to be as distraction free as possible. You can provide earplugs or headphones so children can minimize distractions even more and little cubics so children can be completely alone. There are shelfs with games and toys linking to all other Intelligences or you can let children bring toys from others play corners here.

 

Skills:

• Attentending to memories, fantasies, dreams

• Clarifyng own values, beliefs

• Controling impluses

• Enjoying think time, alone time, quiet time

• Introspecting, intuiting

• Knowing and managing own feelings and moods

• Thinking about one’s own thinking

• Understaniding inner conflicts, motivations

 

Possible examples of stretching with other Intelligences:

Here all connections with the other Intelligences because of the materials you provide on the shelfs, or the things they bring from other corners in the classroom.

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Classroom resources to stimulate the Intrapersonal Intelligence

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Literature

 

Multiple Intelligences: The complete MI book

Dr. Spencer Kagan & Miguel Kagan

Kagan Publishing

981 Calle Amanecer

San Clemente, CA 92673

 

Project Spectrum : Building on children’s strengths :

The Experience of Project Spectrum Vol 1

Jie-Qi Jeng, Mara Krechevsky, Julie, Viens, David Henry Feldman

and Howard Gardner

1998 Harvard College, Teachers College Press, Amsterdam

 

Project Spectrum : Early Learning Activities

Project Zero Frameworks for Early Childhood Education Vol 2

Jie-Qi Jeng, Emily Isberg, Mara Krechevsky, David Henry Feldman

and Howard Gardner

1998 Harvard College, Teachers College Press, Amsterdam