PART 3

• Verbal-Linguistic Intelligence (Word Smart) 

  • Description: Verbal-linguistic students love words and use them as a primary way of

  thinking and solving problems. They are good writers, speakers, or both. They use words

  to persuade, argue, entertain, and/or teach.
• Learning Activities and Project Ideas  word smart

  • Completing crossword puzzles with vocabulary words

  • Playing games like Scrabble, Scrabble Junior, or Boggle

  • Writing short stories for a classroom newsletter

  • Writing feature articles for the school newspaper

  • Writing a letter to the editor in response to articles

  • Writing to state representatives about local issues
• Logical-Mathematical Intelligence (Math Smart) 

  • Description: Logical-mathematical students enjoy working with numbers. They can easily interpret data and analyze abstract patterns. They have a well-developed ability to reason and are good

  at chess and computer programming. They think in terms of cause and effect.
• Learning Activities and Project Ideas math smart

  • Playing math games like mancala, dominoes, chess, checkers, and

  Monopoly

  • Searching for patterns in the classroom, school, outdoors, and home

  • Conducting experiments to demonstrate science concepts

  • Using math and science software such as Math Blaster, which

  reinforces math skills, or King's Rule, a logic game

  • Using science tool kits for science programs

  • Designing alphabetic and numeric codes

  • Making up analogies
• Spatial Intelligence (Picture Smart)

  • Description: Students strong in spatial intelligence think and process information

  in pictures and images. They have excellent visual receptive skills and excellent fine motor skills. Students with this intelligence use their eyes and hands to make artistic or creatively designed projects. They can build with Legos, read maps, and put together 1,000-piece jigsaw puzzles.
• Learning Activities and Project Ideas picture smart

  • Taking photographs for assignments and classroom newsletters

  • Taking photographs for the school yearbook, school newsletter, or science assignments

  • Using clay or play dough to make objects or represent concepts from content

  area lessons
• Musical Intelligence (Music Smart)

  • Description: Musical students think, feel, and process information primarily through sound. They have a superior ability to perceive, compose, and/or perform music. Musically smart people constantly hear musical notes in

  their head.
• Learning Activities and Project Ideas music smart

  • Writing their own songs and music about content-area topics

  • Putting original poems to music, and then performing them for the class

  • Setting a poem to music, and then performing it for the class

  • Incorporating a poem they have written with a melody they already know

  • Listening to music from different historical periods
• Bodily-Kinesthetic Intelligence (Body Smart) 

  • Description: Bodily-kinesthetic students are highly aware of the world through touch and movement. There is a special harmony between their bodies and their

  minds. They can control their bodies with grace, expertise, and athleticism.

   
• Learning Activities and Project Ideas body smart

  • Creating costumes for role-playing, skits, or simulations

  • Performing skits or acting out scenes from books or key historical events • Designing props for plays and skits

  • Playing games like Twister and Simon Says

  • Using charades to act out characters in a book, vocabulary words, animals, or

  other content-area topics

  • Participating in scavenger hunts, searching for items related to a theme or unit
• Interpersonal Intelligence (People Smart) 

  • Description: Students strong in interpersonal intelligence have a natural ability to interact with, relate to, and get along with others effectively. They are good leaders. They use their insights about others to negotiate, persuade, and obtain information. They like to interact with others and usually have lots of friends.
• Learning Activities and Project Ideas interpersonal

  • Working in cooperative groups to design and complete projects

  • Working in pairs to learn math facts

  • Interviewing people with knowledge about content-area topics (such as a veteran to learn about World War II, a lab technician to learn about life science, or a politician to understand the election process)

  • Tutoring younger students or classmates

  • Using puppets to put on a puppet show
• Intrapersonal Intelligence (Self Smart)

  • Description: People with a strong intrapersonal intelligence have a deep awareness of their feelings, ideas, and goals. Students with this intelligence usually need time alone to process and create.
• Learning Activities and Project Ideas intrapersonal

  • Writing reflective papers on content-area topics

  • Writing essays from the perspective of historical figures, such as Civil

  War soldiers or suffragettes

  • Writing a literary autobiography, reflecting on their reading life

  • Writing goals for the future and planning ways to achieve them
• Naturalistic Intelligence (Nature Smart) 

  • Description: This intelligence refers to a person's natural interest in the environment. These people enjoy being in nature and want to protect it from pollution. Students with strong naturalistic intelligence easily recognize and categorize plants, animals, and rocks.
• Learning Activities and Project Ideas naturalistic

  • Caring for classroom plants

  • Caring for classroom pets

  • Sorting and classifying natural objects, such as leaves and rocks

  • Researching animal habitats

  • Observing natural surroundings
• Assessment of Learning Outcomes in the K to 12

  Program

  • Here are assessment practices lifted from DepEd Order No. 8, s. 2015 for the guidance of all teachers:

   1.Teachers should employ assessment methods that are consistent with standards. This means that assessment as a process must be based on standards and competencies that are stated in the K to 12 Curriculum Guide. Assessment must be based NOT on content but on standards and competencies. Therefore, there must be alignment

  between assessment tools or tasks and standards and competencies.

   
• 2. Teachers must employ both formative and summative

  assessment both individually and collaboratively. Assessment is done primarily to ensure learning, thus teachers are expected to assess learning in every stage of lesson development – beginning, middle and end.
• 3. Grades are a function of written work, performance tasks and quarterly test. This means that grades come from multiple sources with emphasis on performance tasks from Grades 1 to 12. Grade does not come from only one source rather from multiple sources.
• 4. The cognitive process dimensions given by Krathwohl and Anderson (2001) – from remembering, understanding, applying, analyzing, evaluating, and creating – governs formulation of assessment tasks.