Lesson Plans that Reach the Multiple Intelligences

American schools have traditionally favored thoseof their essays, in addition to the verbal-linguistic
students who excel in the linguistic and analyticalintelligence for reading and writing and the
arenas because these skills are highly valued in ourintrapersonal intelligence for the introspective
culture. Unfortunately, this traditional approachthought process.3. Assign a mini-research project
leaves certain students behind to stumble blindlyand allow students to present their research in a
through an educational system which ignores theirway that suits their own intelligences. I assign a
unique abilities. This is not to say that the1920s mini-research project as an introduction to
development of linguistic and analytical skills shouldThe Great Gatsby by F. Scott Fitzgerald.I give
be abandoned in favor of nontraditionalstudents the opportunity to work alone, in pairs,
approaches to education. Rather, traditional andor in groups of three or four. Each student is
nontraditional approaches should be combined torequired to select his or her own topic to
formulate a method of education that is bestresearch. If students choose to work with
suited to the students who populate ourclassmates, their individual research is to be
classrooms.The theory of multiple intelligences,integrated into one presentation. As preparation
developed by psychologist Howard Gardner,for their projects, students brainstorm methods
offers a balance which teaches students whatfor demonstrating knowledge. The form of the
they need to know in order to be successful infinal product is left to the students' discretion. As
our society in a way that compliments the uniquea result, students can use the combinations of
abilities that each individual possesses.Having saidintelligences with which they are most
this, how does one go about effectivelycomfortable.4. Assign small groups of students to
implementing the multiple intelligences into the"act out" a portion of a work of literature. I have
classroom? Unfortunately, much has been done inused this approach with novels and
the name of multiple intelligences without actuallyShakespearean drama.When using this approach
stimulating any portion of a child's brain. Forwith a novel, I assign groups of three or four
example, simply running around a classroomstudents to a chapter. They are asked to select a
haphazardly cannot be said to call upon thepassage or a series of passages that they like
bodily-kinesthetic intelligence unless anotherand which are important to the development of
component of the activity triggers thought on thethe chapter and the novel. They are also required
part of the student. On the other hand, theto plan and present a rationale in which they
student who creates a dance based upon a workexplain the reason they select their passage(s)
of literature and communicates the essence ofand the importance of the passage to the novel.
that work to an audience is clearly demonstratingThey are asked to consider foreshadowing,
the bodily-kinesthetic intelligence.The followingsymbolism, and characterization when planning
lesson ideas target a range of intelligences...1. Usetheir rationales. (The literary devices assigned
a scenario that relates to your contentdepend upon the novel.)To complete this
(something controversial works best) and askassignment, students use their intrapersonal,
students to discuss it. I have used a scenarioverbal-linguistic, and logical-mathematical
called "The Soldier's Dilemma" to introduce themesintelligences in scene selection, their interpersonal
found in Shakespeare's Julius Caesar and inand logical-mathematical intelligences in planning and
literature from the Realism movement.First, I readorganizing their scene, their interpersonal,
the scenarios out loud to the students, then I askverbal-linguistic, and bodily-kinesthetic intelligences
them to work in groups to answer questionsto act out the scene, and they use their
about the scenario. Each group is asked to comelogical-mathematical and verbal-linguistic intelligences
to a consensus about their opinions. Once theyto organize and present their rationales at the end
have sufficient time to debate the issue, I askof the scene.When using this approach with
them to return to their seats for a whole classShakespearean drama, I manage to incorporate all
discussion.During the process of thinking about andof the intelligences into one assignment. It is an
discussing the scenario, students must use theirelaborate assignment that cannot be fully
interpersonal skills to defend their positions, firstexplained in the given space, but students are
with their group members, then with the entireasked to adapt the play to a modern situation.
class. Students also need to use their intrapersonalThen they have to write a script, create sets,
intelligences because the emotional level of thisprops, and costumes, plan music/sound effects,
discussion requires a sense of self-awareness andetc. Finally, they perform their rendition for the
self-understanding. Students also need to use theirclass.Handouts are available for most of these
logical-mathematical and verbal-linguistic intelligencesassignments. Visit The Writing Tutor to obtain
for analysis and their verbal-linguistic intelligence forhandouts or to obtain more information about any
communication.2. Use an opinionnaire as aof these assignments.References:Johannessen, L.
thought-provoking activity. I've used opinionnairesR. (1994). The call of adventure: Jack London's
as introductory activities and I have also used"To Build a Fire." Notes Plus, 12 (1),
them as the basis for essay assignments.I use a11-15.Johannessen, L. R. (1997, January 20).
wilderness survival opinionnaire when I teach "ToTeaching the Vietnam War. Presented at a
Build a Fire" by Jack London. Students completeteacher's institute meeting at Township High
the opinionnaire before reading the short story,School, LaGrange, IL.Michele R. Acosta is a
then again after reading and discussing it. Thefreelance writer, a former English teacher, and the
second opinionnaire is followed up with an essaymother of three boys. Acosta has recently
assignment that asks students to identify threecompleted her first self-help writing book called
statements from the opinionnaire for which theirImproving Sentence Structure. The ebook format
answers changed as a result of reading andis available from A to Z Publishing. Acosta's
discussing the story.This assignment requiresnewest web site, Writer's Help Desk, offers
students to consider the reasons for theirfreelance provider listings and freelance job listings
answers on the first opinionnaire and then toas well as other resources for freelance writers.
consider what about the story and the classVisit The Writing Tutor for the ecourse version of
discussions made them change their opinions whenImproving Sentence Structure and for more
completing the second opinionnaire. Students arearticles, professional writing and editing services,
also required to use textual evidence in support ofand other writing and educational resources.
their reasoning. As a result, students use theirCopyright (c) 2004-2006 The Writing Tutor &
logical-mathematical and verbal-linguistic intelligencesMichele R. Acosta. All rights reserved.
for analysis of the literature and for organization