The Lord is not slack concerning His promise, as some count slackness, but is longsuffering toward us, not willing that any should perish but that.

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Students will: 1. Understand Howard Gardner's theory of multiple intelligences; 2.

Compare the theory of multiple intelligences with traditional theories of intelligence; and 3. Explore the implications of the theory of multiple intelligences for schools and society. The class will need the following: • Computer with Internet access (optional but very helpful) • Copies of Classroom Activity Sheet: Howard Gardner's Theory of Multiple Intelligences • Copies of Classroom Activity: Short Biographies of Eminent People • Copies of Take-Home Activity Sheet: A Personal Look at Multiple Intelligences 1. Begin the lesson by giving about 5 minutes to write about the traditional definitions of intelligence.

You may prompt them with the following questions: • What does it mean to be intelligent in our society? • What abilities do schools value and promote? • How do we measure a person's intelligence?

Hold a class discussion about students' ideas. These ideas may come up: • Intelligence is a single, general capacity that everyone possesses to some extent. It's what you are born with and there's little you can do to change it. • Schools value having a good vocabulary, the abilities of analyzing reading material and solving complex math problems, strong memories that retain much information, and the ability to find solutions to problems quickly. • Tests can measure intelligence, such as the IQ Test and the Scholastic Aptitude Test (SAT). Introduce Howard Gardner's theory using the Classroom Activity Sheet: Howard Gardner's Theory of Multiple Intelligences. With the students, read the descriptions of different intelligences.

Discuss which of these intelligences students think are most valued by schools and society. Is it possible for an individual to have more than one intelligence? Students will probably suggest that schools value linguistic and logical-mathematical intelligences the most, as evidenced by the emphasis placed on the core subjects of English, social studies, math, and science.

Further evidence is the type of assessments, both teacher-generated and standardized, usually given to students. Students will likely agree that most people possess all of the intelligences to various degrees and that it is possible for an individual to excel in more than one area.

Pass out copies of the Classroom Activity Sheet: Short Biographies of Eminent People. Have students read through the biographies and determine the types of intelligences manifested by each person. If students have trouble, ask them to consider what value the intelligences of these people have in society. They might also consider how these intelligences match traditional ideas about intelligence. Take a few minutes to discuss students' responses.

Do these people fit the traditional definition of intelligence? Point out that Gardner's multiple intelligences do not necessarily fit those traditional definitions. Ask students if they can think of any other people that they consider intelligent who do not fit the traditional definition. Finally, ask students if they have changed their ideas about intelligence. Lego city undercover wii u iso roms. Invite students to consider the implications of multiple intelligence theory in a school setting. Divide the class into small groups of four or five and give them about 15 minutes to discuss the following questions, which you may wish to write on the board or display on an overhead projector: If schools recognized multiple intelligences, how might the following activities be revised?