2. Multiple Intelligences:
Theory to Practice
• This documentation demonstrates a
fundamental component of a school that is in
the spirit of MI theory:
– Students are provided the opportunity to engage
in experiences across a range of intelligences or
domains:
• Variety of activities, tools, and materials allow
students to:
– Problem solve
– Make products that have a personal meaning
– Experience and nurture a range of intelligences as
well as their strengths and interests
3. How Construction of a Road
becomes a Provocation
• The road leading to the school was under
construction. Children of Pre-K crossed this road
everyday during the construction.
• Though the children were not happy with the
situation, they were curious to know what was
happening. The teachers explained that the road
was very bumpy and they were making it smooth.
• The children wanted to see how the road was made
smooth.
4. Children’s Response to the
Experience
• Through observation of the construction process,
children learnt the vocabulary of rough, bumpy and
smooth.
• Different interventions were provided for them to
further explore ‘rough’ and ‘smooth’.
• Through play, children started expressing their
understanding of the ‘rough road’ and their ideas
on how they would make it smooth.
5. See, this mat is
bumpy.
Children identify a doormat as a rough surface,
which resembles the rough road.
6. Sand nakhawani
ane road ne
smooth karay. (We
can smooth the
road by throwing
sand.)
To smoothen our rough surface, Arjun applies
the knowledge he gained during the
observation of the construction. He uses sand
to smooth out the mat.
7. They imitate the workers to carry sand from the
sandpit to the mat.
8. They try various strategies, such as using their
hands or a plate, to spread the sand on the
mat.
9. They also try to stamp
their feet or sit on the
sand to smoothen it.
I will put the dish and sit on
it. It will become smooth
road.
10. I can make it smooth with
the pipe.
When one strategy
doesn’t work, they
come up with another
to solve the problem.
11. Look! It’s like
road roller.
Children realize that the bamboos work in a
similar fashion as the road roller that is
used to smoothen the road.
12. The teacher
encourages them to
look for other
materials to make the
road smoother.
The stone is
smooth. We can
use it.
13. I will put sand in the
middle as the road
has again become
bumpy.
The gap created between the two slabs makes the
“road” bumpy again. The children continue to work
on their goal without getting distracted.
14. The children use the rollers to cordon off the “work
in progress.” The task is almost complete, as they
continue to use sand to fill in the remaining gaps.
15. Teacher Reflection
• Learning is a natural fall-out when teachers provide
opportunities to explore areas that children are
genuinely curious about.
• Skills, such as learning new vocabulary, problem
solving and observation are developed through
authentic experiences.
• Children can take ownership of a process when
teachers take on the role of guide / facilitators.
