Lesson Plans that Reach the Multiple Intelligences

American schools have traditionally favored thoseand then to consider what about the story and
students who excel in the linguistic and analyticalthe class discussions made them change their
arenas because these skills are highly valued in ouropinions when completing the second opinionnaire.
culture. Unfortunately, this traditional approachStudents are also required to use textual
leaves certain students behind to stumble blindlyevidence in support of their reasoning. As a result,
through an educational system which ignores theirstudents use their logical-mathematical and
unique abilities. This is not to say that theverbal-linguistic intelligences for analysis of the
development of linguistic and analytical skills shouldliterature and for organization of their essays, in
be abandoned in favor of nontraditionaladdition to the verbal-linguistic intelligence for
approaches to education. Rather, traditional andreading and writing and the intrapersonal
nontraditional approaches should be combined tointelligence for the introspective thought process.
formulate a method of education that is best3. Assign a mini-research project and allow
suited to the students who populate ourstudents to present their research in a way that
classrooms.suits their own intelligences. I assign a 1920s
The theory of multiple intelligences, developed bymini-research project as an introduction to The
psychologist Howard Gardner, offers a balanceGreat Gatsby by F. Scott Fitzgerald.
which teaches students what they need to knowI give students the opportunity to work alone, in
in order to be successful in our society in a waypairs, or in groups of three or four. Each student
that compliments the unique abilities that eachis required to select his or her own topic to
individual possesses.research. If students choose to work with
Having said this, how does one go aboutclassmates, their individual research is to be
effectively implementing the multiple intelligencesintegrated into one presentation. As preparation
into the classroom? Unfortunately, much has beenfor their projects, students brainstorm methods
done in the name of multiple intelligences withoutfor demonstrating knowledge. The form of the
actually stimulating any portion of a child's brain.final product is left to the students' discretion. As
For example, simply running around a classrooma result, students can use the combinations of
haphazardly cannot be said to call upon theintelligences with which they are most
bodily-kinesthetic intelligence unless anothercomfortable.
component of the activity triggers thought on the4. Assign small groups of students to "act out" a
part of the student. On the other hand, theportion of a work of literature. I have used this
student who creates a dance based upon a workapproach with novels and Shakespearean drama.
of literature and communicates the essence ofWhen using this approach with a novel, I assign
that work to an audience is clearly demonstratinggroups of three or four students to a chapter.
the bodily-kinesthetic intelligence.They are asked to select a passage or a series
The following lesson ideas target a range ofof passages that they like and which are
intelligences...important to the development of the chapter and
1. Use a scenario that relates to your contentthe novel. They are also required to plan and
(something controversial works best) and askpresent a rationale in which they explain the
students to discuss it. I have used a scenarioreason they select their passage(s) and the
called "The Soldier's Dilemma" to introduce themesimportance of the passage to the novel. They are
found in Shakespeare's Julius Caesar and inasked to consider foreshadowing, symbolism, and
literature from the Realism movement.characterization when planning their rationales.
First, I read the scenarios out loud to the(The literary devices assigned depend upon the
students, then I ask them to work in groups tonovel.)
answer questions about the scenario. Each groupTo complete this assignment, students use their
is asked to come to a consensus about theirintrapersonal, verbal-linguistic, and
opinions. Once they have sufficient time to debatelogical-mathematical intelligences in scene selection,
the issue, I ask them to return to their seats fortheir interpersonal and logical-mathematical
a whole class discussion.intelligences in planning and organizing their scene,
During the process of thinking about andtheir interpersonal, verbal-linguistic, and
discussing the scenario, students must use theirbodily-kinesthetic intelligences to act out the
interpersonal skills to defend their positions, firstscene, and they use their logical-mathematical and
with their group members, then with the entireverbal-linguistic intelligences to organize and
class. Students also need to use their intrapersonalpresent their rationales at the end of the scene.
intelligences because the emotional level of thisWhen using this approach with Shakespearean
discussion requires a sense of self-awareness anddrama, I manage to incorporate all of the
self-understanding. Students also need to use theirintelligences into one assignment. It is an elaborate
logical-mathematical and verbal-linguistic intelligencesassignment that cannot be fully explained in the
for analysis and their verbal-linguistic intelligence forgiven space, but students are asked to adapt the
communication.play to a modern situation. Then they have to
2. Use an opinionnaire as a thought-provokingwrite a script, create sets, props, and costumes,
activity. I've used opinionnaires as introductoryplan music/sound effects, etc. Finally, they
activities and I have also used them as the basisperform their rendition for the class.
for essay assignments.Handouts are available for most of these
I use a wilderness survival opinionnaire when Iassignments. To obtain handouts for or more
teach "To Build a Fire" by Jack London. Studentsinformation about any of these assignments, visit
complete the opinionnaire before reading the shortThe Writing Tutor's lesson plans section.
story, then again after reading and discussing it.References:
The second opinionnaire is followed up with anJohannessen, L. R. (1994). The call of adventure:
essay assignment that asks students to identifyJack London's "To Build a Fire." Notes Plus, 12 (1),
three statements from the opinionnaire for which11-15.
their answers changed as a result of reading andJohannessen, L. R. (1997, January 20). Teaching
discussing the story.the Vietnam War. Presented at a teacher's
This assignment requires students to consider theinstitute meeting at Township High School,
reasons for their answers on the first opinionnaireLaGrange, IL.