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

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

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

Review the lesson plan included on the “Planning Instruction for Diverse Students” template. I have attached the corrected template below for your convenience. It is required to be used.

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

For each of the intelligences listed, design a developmentally appropriate lesson activity Ms. Allen could incorporate to increase student engagement and learning. Each explanation should be 50-100 words and based on Gardner’s theory. **Please keep in mind, if you want to earn a 5 on the rubric, your explanation for each activity must be 100 words or more and contain scholarly citations that support your description to be considered “comprehensive understanding”.

Also, don’t forget that each intelligence activity must still be aligned to Ms. Allen’s reading lesson’s standard and objective on plot. If alignment is not followed, then you will not earn full credit on this assignment.

Support your findings with 2-3 scholarly resources.

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

**PLEASE INCLUDE YOUR PROPER GCU STYLE HEADING ON THE TEMPLATE:

Name, Course, Date, and Instructor

The assignment directions and the announcement directions are correct. However, on the template, there are further specific instructions under the heading of “Multiple Means of Representation”. This section of the lesson plan explains how you would present your content in different ways to meet the needs of different learners. This includes what materials or activities you will present to differentiate, hence the use of Gardner’s Multiple Intelligences.

This gray colored section already has some ideas listed that will give you some sub-objectives that you can align your multiple intelligence activities to, because remember that this is a reading lesson about plot and story resolution. There is a video in the Study Materials this week on Plot Diagrams. This should help you to understand what this sixth-grade teacher is teaching about.

This gray colored section aligns to Mrs. Allen’s overall lesson objectives, but they are broken down into more manageable steps. These are some ways that students can show mastery of the main objectives. You will create activities using different intelligences to achieve these goals.

For example, perhaps you create a musical activity (for musical intelligence) that demonstrates how the story follows a predictable format, just like music often does. Students have to explain how this occurs in the story/fable. This aligns the activity with one of the sub-objectives while also using musical intelligence.

The example on the template (in purple font) also shows how the activity uses interpersonal intelligence, but still aligns to the sub-objective by addressing vocabulary words and examples (which is one part of Ms. Allen’s lesson). I hope this makes sense.

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