Ideas generated by participants in the workshop: Multiple Intelligences
FAMILY
Visual/Spatial
 Put pictures of family members on poster or PP
and label family member
 Create a family tree (real or pretend)
 Make a family book
 Tell me in Spanish the number of members in the
family
 Play Kahoot
Verbal Linguistic
 Identify the family members based on a fictional
family
 Read article on Hispanic names
 Talk about the different members of a student’s
family
 Narrate a family tree
 Describe each member of the family
 Create sentences with names and vocabulary
Intrapersonal
 Picture presentation
 Response to questions on family
 Read article about family and answer questions
 Quizlet.com
 Reflect on activities people do in/as a family
Logical/Mathematical
 Family vocabulary riddles
 Use the ages and member of family to talk about
members
 Write fill-in-the-blanks with: El hermano de mi
papá es mi tío.
 Crossword online
 Math flashcards on one side with definition and
other side with the work
 Blind man’s bluff on board
Bodily/Kinesthetic
 La quinceanera dances
 Flyswatter
 Simon says
Musical/Rhythmical
 “Mirror me” Chris Biffle and whole brain teaching
Interpersonal
 Talk with another student(s) about the activities
we do as a family
 Family description and personalities - discussion
 Show picture to partner and share information
 Retell information learned from classmate
 Dictation sentences on family relations
Naturalistic
 Pets as family members
 Family tree (focusing on the tree)
 Fables, other stories
 Goldilocks story
SHOPPING
Visual/Spatial
 Clothing – draw and label, describe
 Create ad or sales pitch
 Design your own restaurant
 Flashcards with pictures on one side and TL on
the other
Verbal Linguistic
 Go shopping with parents and name items in
target language
 Receptive practice going shopping
 Kahoot- money and vocab
 Receptive practice- grocery store
Intrapersonal
 Compare malls with markets
Logical/Mathematical
 Numbers – count number of items, name cost
 How much does that cost?
 Tell the price and negotiate the price
 Use real or fake money to practice how to say
price
 Currency
Bodily/Kinesthetic
 Fashion show
 Create your own menu
 Use an authentic recipe to prepare a dish
Musical/Rhythmical
 Songs
 Music
Interpersonal
 Classroom grocery store
 Share authentic food from the TL culture
 Student brings serial number to classroom to set
up store to practice selling and buying stuff
 Best traveling salesman
 Create store, place an item in brown bags,
students make currency, students purchase items
 Collect “stuff” from colleagues for store
Naturalistic
 Traveling
 Countries
SCHOOL
Visual/Spatial
 Create rules (projects)
 Quizlet vocabulary competitions
Verbal Linguistic
 Give a lesson activity (favorite subject)
 Dialogue (speaking), students tell a new student
about the school, new student asks questions,
record, “Realidades” has guided situation cards
A/B
 School skit, each has three lines, I give genre
20pts (movie types)
Intrapersonal
 “A day in the life” story
 Writing where students have to describe their
school day, tell me their schedules, their different
classes, and why they like the class or do not like
the class
 Inspiring expressions- Kids create them
Bodily/Kinesthetic
 Instructions TPR
 Teacher role play
Musical/Rhythmical
 Greeting each other singing songs
Interpersonal
 Pen pal (Edmodo)
 Survey: What’s your favorite/worst/most
difficult/easiest class? Graph results, share results
Logical/Mathematical
 Numbers- count the m&m’s
 Different time zone schedules
Naturalistic
 Google Earth, virtual trips to school, interactive
maps
 Write penpal letters and ask about their school,
likes, dislikes, schedules, start, and weather
FOOD
Visual/Spatial
 Menu
 Students work in groups and create their own
restaurant based out of a Spanish-speaking
country
 Students create menus in the target language
Verbal Linguistic
 Write a recipe
 Restaurant dialogue
Intrapersonal
 Research food from around the world
 Students research different cultural recipes and
have to recreate them
 Research about special dishes at special times
 Cultural food versus U.S. foods (compare and
contrast)

Logical/Mathematical
 Chart showing benefits of various foods, i.e.,
carbs, proteins
 Double or triple a recipe
Bodily/Kinesthetic
 Feed a puppet
 Do the dishes, Set the table (describe in TL)
 Role play (restaurant)
 Make foods out of play-doh, students identify
foods
 Share a recipe (and prepare it), Cultural food days
Musical/Rhythmical
 Games
 Songs
Interpersonal
 Students act out interactions in a restaurant
 Different restaurant scenarios: how would you
react?
Naturalistic
 Field trip to cultural restaurant and must order in
target language
 Create vegetarian menu
 Typical food of a specific country
 Students pick a food group and research what is
eaten from the group in countries