EED2601
ASSIGNMENT 1
DUE DATE: 28 APRIL 2026
, EED2601 ASSIGNMENT 1 2026
DUE 28 APRIL 2026
Multiple intelligences in EE
The multiple intelligences theory rejects the idea that intelligence is a single
general ability and posits eight types of intelligence. One is not more important
than the other, but they may help people succeed at different things.
Read any academic sources and explain the following multiple intelligences using
your own understanding. Provide one example of how you are going to
cater to learners with multiple intelligences in your classroom during teaching
and learning. a. Interpersonal intelligence
a. Interpersonal Intelligence (5 marks)
This is the ability to understand and interact effectively with others. It involves sensitivity
to others’ moods, feelings, temperaments, and motivations (EED2601, 2020, LU2, p.
24). Learners with high interpersonal intelligence excel in collaboration, communication,
and conflict resolution.
A classroom example is during a lesson on water pollution, I will divide the class into
small groups and assign each group a specific stakeholder role in a local river pollution
issue
, e.g. a farmer using fertilisers, a factory owner, a resident, and a local fisherman. Each
group must discuss the issue from their stakeholder’s perspective and then negotiate to
create a joint action plan for sustainable water use. This fosters collaborative problem-
solving and empathy.
b. Visual-Spatial Intelligence
This intelligence involves the ability to perceive the visual world accurately and to
mentally manipulate images. Learners think in pictures and need to create vivid mental
images to retain information (EED2601, 2020, LU2, p. 24). They enjoy maps, charts,
diagrams, and building models.
Classroom Example To teach the concept of the hydrological cycle and its disruption by
human activities (as described in the textbook, De & De, 2004), I will ask learners to
create a large, annotated diagram or a 3D model. They must visually represent key
elements like evaporation, condensation, precipitation, and runoff, and then use red
markers or symbols to show pollution sources (e.g., factories, sewage outlets) entering
the water cycle.
c. Bodily/Kinaesthetic Intelligence (5 marks)
This is the ability to use one’s whole body or parts of the body to solve problems, create
products, or express ideas. These learners prefer hands-on experiences, movement,
and active exploration of the physical world (EED2601, 2020, LU2, p. 24).
Classroom Example for a lesson on soil erosion and deforestation (De & De, 2004), I
will take the class outside for a practical simulation. Learners will use their bodies to
represent trees (standing with arms out) and raindrops (sprinkling water). We will first
simulate a forest floor (learners as trees, with leaf litter represented by cloth scraps).
ASSIGNMENT 1
DUE DATE: 28 APRIL 2026
, EED2601 ASSIGNMENT 1 2026
DUE 28 APRIL 2026
Multiple intelligences in EE
The multiple intelligences theory rejects the idea that intelligence is a single
general ability and posits eight types of intelligence. One is not more important
than the other, but they may help people succeed at different things.
Read any academic sources and explain the following multiple intelligences using
your own understanding. Provide one example of how you are going to
cater to learners with multiple intelligences in your classroom during teaching
and learning. a. Interpersonal intelligence
a. Interpersonal Intelligence (5 marks)
This is the ability to understand and interact effectively with others. It involves sensitivity
to others’ moods, feelings, temperaments, and motivations (EED2601, 2020, LU2, p.
24). Learners with high interpersonal intelligence excel in collaboration, communication,
and conflict resolution.
A classroom example is during a lesson on water pollution, I will divide the class into
small groups and assign each group a specific stakeholder role in a local river pollution
issue
, e.g. a farmer using fertilisers, a factory owner, a resident, and a local fisherman. Each
group must discuss the issue from their stakeholder’s perspective and then negotiate to
create a joint action plan for sustainable water use. This fosters collaborative problem-
solving and empathy.
b. Visual-Spatial Intelligence
This intelligence involves the ability to perceive the visual world accurately and to
mentally manipulate images. Learners think in pictures and need to create vivid mental
images to retain information (EED2601, 2020, LU2, p. 24). They enjoy maps, charts,
diagrams, and building models.
Classroom Example To teach the concept of the hydrological cycle and its disruption by
human activities (as described in the textbook, De & De, 2004), I will ask learners to
create a large, annotated diagram or a 3D model. They must visually represent key
elements like evaporation, condensation, precipitation, and runoff, and then use red
markers or symbols to show pollution sources (e.g., factories, sewage outlets) entering
the water cycle.
c. Bodily/Kinaesthetic Intelligence (5 marks)
This is the ability to use one’s whole body or parts of the body to solve problems, create
products, or express ideas. These learners prefer hands-on experiences, movement,
and active exploration of the physical world (EED2601, 2020, LU2, p. 24).
Classroom Example for a lesson on soil erosion and deforestation (De & De, 2004), I
will take the class outside for a practical simulation. Learners will use their bodies to
represent trees (standing with arms out) and raindrops (sprinkling water). We will first
simulate a forest floor (learners as trees, with leaf litter represented by cloth scraps).
