Multiple intelligences game board.

- What aims did it try to achieve? In the multiple intelligences game board progress is determined by the players ability to answer questions (to move around the board by correctly answering questions). Question cards are organized into 8 themes or categories (the multiple intelligences ones), with each one having its own colour. The game includes: a board, playing pieces, questions cards, small plastic wedges to fit into the playing pieces, and a die. This game provides a huge variety of activities, connected to a different type of intelligence:

Linguistic Intelligence: word games, reading games, storytelling

(with the Johnny Bighead flashcards), tongue twisters,

Logical-mathematical Intelligence: classifying, sequencing/ordering,

guessing what two things/places/animals have in common,

Spatial Intelligence: drawing, shape puzzles,... Kinesthetic Intelligence: physical activities (dancing,). Musical Intelligence: what can you hear?, songs, chants, Interpersonal Intelligence: dialogues, interviews, group work, Intrapersonal Intelligence: creative writing, Naturalist Intelligence: patterns, classifying,

- Did you find it useful? Why? For what level? Yes, I did. It is a global activity, and you can use it to revise the subject. It is

also easily adaptable to different levels. This board game can help to cater for diversity, because the classroom is an environment full of diversity. Every learner is unique, and teachers must be aware of pupils similarities and differences. For instance, the younger the learners, the more physical activity they tend to need and the more they need to make use of all their senses. Teachers must be prepared to macht their teaching styles with the learning styles of their pupils, with the multiple intelligences game board is possible.

- What was its strongest point? And the weakest? It involves pupils in a variety of fun activities. The activities can also provide hidden practice for improving the language skills, vocabulary, pronunciation, grammar, It does mean that teacher must consider the range of language items and skills work that wants their students reach. It may encourage a more creative use of language (not simple repetition). Mistakes are a source of learning. Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards (winning). The weakest point could be that teams needs to be organized quickly. It is important to involve as many pupils as possible (shy learners can be motivated to speak). While the pupils are playing the teacher has a key role (in monitoring pupils language, listening and giving explanation where necessary, observing pupils difficulties which may need re-teaching,).

- What would you do to improve it? Pupils can produce their own questions for the game. Children are best motivated if you can involve them in deciding and deciding the activities. One of the major keys to motivation is the active involvement of pupils in their own learning.

- Can you connect it to any of the theoretical contents in Units 1 and 2? This activity is based on Howard Garners Theory of Multiples Intelligences. The board game tries to incorporate all the ways of knowing in the classroom. According to the Neurolinguistic Programming, each person processes and stores information differently, we each have a primary representational system, the one which we use more often. Another learning theories underlying this activity are the Humanistic Approaches (authentic, personalized, self-directed, collaborative and pluralistic education), the Communicative Approaches (pupils take an active role in managing their own learning) and Constructivist (knowledge is socially constructed).