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fect of peripheral learning Bodily/Kinesthetic Intelligence A Physical Actions -- arranging and doing TPR and hands-on activities A Body Language -- "embodying" meaning, interpretation, or understanding of an idea in physical movement A Role Playing/Mime -- performing skits or characters to show understanding of topics of study A Dramatic Enactment -- creating a mini-drama that shows the dynamic interplay of various topics of study A Sports Games -- creating a contest or game based on specific knowledge about a topic of study A Field Trips -- arranging trips to gain firsthand knowledge away from the classroom Musical/Rhythmic Intelligence A Music/Song Listening -- listening to rhythmic patterns, recorded music, or songs A Singing/Humming -- creating songs for a class, a team, a topic of study or finding existing songs that complement a topic A Musical Instruments Playing -- employing musical instruments to produce sounds for a lesson (e.g., background accompaniment, enhancement for the teaching) A Music Composition/Creation -- composing and creating music for the sound effect of a play performance or for the enhancement of teaching A Jazz Chants/Rapping -- producing or using rhythmic patterns, such as jazz chants, or raps to help communicate, or to remember certain words, sentence structures, concepts, ideas, or processes A Vocal Sounds/Tones -- producing sounds with one's vocal cords to illustrate the meaning of a word, or a concept (e.g., hiccup, gasp, etc.) Interpersonal Intelligence A Person to Person Communication -- focusing on how teachers and students relate to each other and how to improve their relating A Giving and Receiving Feedback -- offering input on one's performance or about one's opinions; and accepting another's input or reaction to one's performance/ opinions A Cooperative Learning Strategies -- using structured teamworks for topic learning and/or practicing peer learning A Pair Works and Group Projects -- investigating and discussing a topic problem with a partner or with others in teams A Jigsaw Puzzle/Strip Story -- dividing a picture or a story into distinct segments so that students can learn from each other on the process of putting it back to its original form Intrapersonal Intelligence A Independent Studies/Projects -- encouraging students to work independently for goal-setting, process-planning, self-assessing, and homework choosing A Journals/Logs/Diaries keeping -- working with reflection tools, such as reflective journals, thinking logs, learning diaries, etc. A Focusing/Concentration Skills -- learning the ability to focus one's mind on a single idea or task A Thinking strategies -- learning what thinking patterns to use for what task Naturalist Intelligence A Nature Encounters/Field Trips -- going outside for firsthand experiences in nature and/or bringing nature in the classroom via videos, objects, animals, plants, etc. A Species Classification -- working with classification matrices to understand characteristics of natural objects A Sensory Stimulation Exercises -- exposing the senses to nature's sounds, smells, tastes, touches, and sights A Hands-On Labs -- performing experiments or activities that use objects from the natural world A Nature World Simulations -- re-creating or representing nature in some form (e.g. photographs, drawings, etc.) After the suggested "menus" (as Campbell, 1997 named it) for each category have been worked out, the next step