Lesson Plan School year 2023 - 2023

Teacher’s name: Juan Toapanta, Tommy Quinga, Group: 1st course BGU Lesson length: 30 minutes
Andrea Morocho, Camila Borja y Aleexandra Alba
Problem that they The problema is when a student wants to learn but Block Unit 1
are facing:
Number of students: 27 students
Age of students: 14 – 15 years Group: 1st course BGU
TIME
Time class Weeks Lesson 1

30 minutes 2 Multiple Intelligences Diagnosis and How to Discover

Your Own
General Objective: The general objective of this class is to introduce students to the concept of multiple intelligences and provide them with tools to identify their own areas
of strength and preferences in relation to different intelligences.
Specific Understand the concept of multiple intelligences and its importance in personal development.
objectives:
Learn about the different types of intelligences proposed by Howard Gardner.
Learn how to determine predominant intelligences through a simple evaluation.
N.º Materiales Projector and screen, markers, whiteboard, visual examples, printed assessments and outdoor space.
1. Assessment Present students with a brief assessment or questionnaire to discover the intelligences that may be more dominant in them. Students can
complete the assessment individually or in pairs. Instruct students on how to interpret the assessment results and emphasize that there is
no "better" or "worse" intelligence, but that all are valuable.
2. Anticiped Lack of familiarity with the concept: Students may not be familiar with the concept of multiple intelligences and could have difficulty
problems: understanding it initially.
Difficulties in self-assessment: When completing the assessment questionnaire, some students may struggle to reflect on their own
abilities and preferences, potentially affecting the accuracy of the results.
Resistance to labels or stereotypes: By assigning specific types of intelligence, some students might feel labeled or limited by them,
leading to resistance or discontent.
3. What Some students might find the concept of multiple intelligences intriguing and appreciate the idea of diverse forms of intelligence
students beyond traditional academic abilities.
think now: Others may initially be skeptical or confused about the concept, especially if it's their first exposure to the theory of multiple
intelligences.

4. Student’s 1. Completing a self-assessment questionnaire: Students will fill out a questionnaire designed to help identify their predominant
activities intelligences and reflect on their abilities and preferences.
2. Participating in group discussions: Students will engage in discussions about the concept of multiple intelligences, share their
thoughts on the different types of intelligence, and discuss their self-assessment results.
3. Exploring different types of intelligence: Students will take part in activities related to each type of intelligence, such as problem-
solving exercises, artistic expression, interpersonal interactions, and nature observation.
4. Reflecting on personal experiences: Students will be encouraged to share personal experiences and examples that highlight their
strengths in different areas of intelligence.
5. Taking notes and self-reflection: Throughout the class, students will take notes on key concepts and engage in self-reflection
regarding their own learning preferences and strengths.

5. Teacher’s 1. Introducing the concept of multiple intelligences: The teacher will provide an overview of the theory of multiple intelligences and
activities its relevance in personal development and education.
2. Facilitating discussions: The teacher will lead group discussions about different types of intelligence, encouraging students to
express their thoughts and share their perspectives.
3. Providing guidance during self-assessment: The teacher will offer support to students as they complete the self-assessment
questionnaire, explaining its purpose and helping them interpret the results.
4. Presenting examples and visual aids: The teacher will use visual aids, such as images and videos, to illustrate the different types of
intelligence and make the concept more accessible.
5. Organizing outdoor activities: If possible, the teacher may plan and lead an outdoor activity to explore naturalistic intelligence in a
real-life setting.

… Success Active and engaged participation

indicators Demonstration of self-awareness
Positive attitudes and openness
Application of knowledge
Increased self-confidence
Continued exploration