Programmu 2d Place 3 9

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SG reports to the 2nd Committee. We resolve, between now and 2030, to end poverty and hunger. We envisage a world in which every country enjoys sustained, inclusive and sustainable economic growth and decent work for all. The world will be a better place in 2030 if we succeed in our objectives.

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.