Planning a Multiple Intelligences Lesson

Click on the chart to see the graphic in a larger size.

I will probably never teach a lesson that will

hit all of the eight or nine learning style preferences that Howard Gardner talks about. That would be fun,
but super-human. Life is too short, and so are most lessons.

However, it's not at all difficult to include teaching to all the multiple intelligences if there's plenty of time
for students to learn what you're teaching, as with a week-long lesson or a whole unit. And since Bible
should be the most enticing, best-planned and best-taught, most anticipated class of every day in a
Christian school, using the theory of multiple intelligences to plan your lesson comes in mighty handy as a
quick and winning way to approach teaching.

So what would a 9-M.I. lesson (I prefer to include the existential/philosophical/spiritual intelligence that
Gardner's still pondering, last I knew) look like? Let me use the story of Joshua and the Battle of Jericho
as an example lesson for you. The graphic just below this paragraph gives lots of good verbs to help you
head the right direction (click on it to see a larger version).
Title: "Joshua Fit the Battle of Jericho"
Grade level: 5-8
Objectives:
 TSW (the student will) learn the facts of the biblical account of the conquering of Jericho by the
children of Israel
 TSW approach the story of Joshua through a variety of different learning activities
 TSW gain an appreciation for the miraculous works of God as retold in the Jericho story in the
book of Joshua, and recognize God's similar willingness to lead and guide in our lives.

Learning Activities organized by learning style:

 Verbal/linguistic: TSW compose a dramatic dialogue between two fictional Israelites, set in the
days leading up to the fall of Jericho.
 Logical/mathematical: TSW will research the dimensions and archaelogical information on
Jericho, and will hypothesize in a report to the class, using visual illustrations, about the problems
inherent in the story of the fall of Jericho.
 Visual/spatial: TSW diagram the layout of Jericho, showing the topography and including on the
map the symbols showing the approach of the Israelites to the city. TSW prepare a poster or bulletin
board depicting their favorite scene in the story of the fall of Jericho. TSW act out a sword fight as the
Israelites entered Jericho (um, just an idea; be careful with this one).
 Musical/rhythmic: TSW will work with a group to learn and present a dramatic performance of
"Joshua Fit the Battle of Jericho," also giving a brief explanation on where the song came from and why
it's been so pleasing to so many.
 Bodily/kinesthetic: TSW will reenact the march around Jericho, including the various corhorts
within the Israelites who marched.
 Naturalist: TSW will study the weather and topography in the Jericho region, and will give a
report hypothesizing how these elements either helped or hindered the children of Israel in their mission
to conquer Caanan.
 Interpersonal: TSW will write a paper telling the story of Jericho sympathetically from the
viewpoint of a Jericho citizen of his/her age.
 Intrapersonal: TSW will reflect and journal on what we learn about human nature from the story
of Jericho. TSW will write how they would have felt, had they been Joshua facing this challenge.
 Existential/philosphical (spiritual): TSW will discuss with a partner and prepare a short paper
explaining what we learn about God from the story of Jericho, particularly in light of the problems in the
story (Rahab; archaeology not fitting with the biblical account) and discussing how they settle these
questions in their minds.

The Jericho site as it looks today.