Which outcome is likely when a school counselor incorporates movement and peer interactions into lessons?

Incorporating movement and peer interactions into lessons caters to the diverse intelligences of students, which is vital for effective learning. The theory of multiple intelligences posits that students have different strengths and modes of learning, such as linguistic, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligence. By integrating movement and peer collaboration, a school counselor acknowledges these variations and provides opportunities for students to engage in ways that align with their individual learning styles.

For example, a student who excels in interpersonal intelligence might thrive in a peer discussion or group project that involves active participation, while another with bodily-kinesthetic intelligence may benefit from activities that require physical movement. This approach not only helps each student connect with the content more personally but also fosters a more inclusive and dynamic learning environment that values varied contributions and experiences.

The other options, while they may also relate to positive outcomes of such instructional strategies, do not specifically highlight how incorporating movement and peer interactions specifically addresses the spectrum of intelligences present in a classroom setting. Thus, recognizing and responding to diverse intelligences is the strongest outcome associated with this approach.