Education Case

Education is a valuable asset in being successful in this world. Before advancements in technology, arts, and behavioral studies the traditional way to receive an education was through reading, writing, and arithmetic. However, through innovation and research educators are able to bring different approaches to the classroom for a more in depth and diverse learning experience. The theory of Multiple Intelligences was first introduced to the world in 1983 by Howard Gardner. "Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened" (Concept to Classroom, 2004). The theory suggests that the singular notion of intelligence being based on I.Q. is far too limited and proposes each individual has nine intelligences: Verbal/linguistic, Logical/mathematical, Visual/spatial, Bodily/kinesthetic, Musical/rhythmic, Interpersonal, Intrapersonal, Naturalist, and Existentialist.

Gardner defines intelligence as "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Shearer, 2004)." In school and our culture the importance of verbal and mathematical intelligence is focused on far more than other intelligences. As a society we have high regard for the highly articulate or logical people of our culture. However, Dr. Gardner theory suggests that educators should place equal attention on individuals who show gifts in the other intelligences." The theory of multiple intelligences proposes a major change in the ways lessons are taught in school. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, and inner reflection" (Armstrong, 2010).

This structured English lesson will incorporate three of the multiple intelligences: musical, verbal, and visual. The lesson content will focus on similes and metaphors on a fourth grade level. The language goals include:

* Obtain knowledge by being able to define and identify simile and metaphor.

* Learn the purpose of similes and metaphors through reviewing poems

* For students to create similes and metaphors in their personal poems

* Identify similes and metaphors in songs and picture

Activity for Visual /Spatial Intelligence

With Visual/Spatial Intelligence students have "the ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. Some of there skills include puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images" (What are the types Multiple Intelligencies, 2008).

When studying figurative language it can be centered on linguistic intelligence However, this activity allows for students to use visual intelligence while learning how to create similes and metaphors. In this lesson activity students will be asked to create metaphors and similes using pictures provided.

1. Students will be placed in groups of three for this activity.

2. Each group will select a member to choose four magazines/newspapers for the assignment

3. Groups will have the opportunity to select their choice of color for construction paper, scissors, glue and markers.

4. Students will be asked to select images from magazines/newspapers that they can use to create metaphors and similes.

5. Each group will create four similes and four metaphors using the images selected

6. Students will use markers, glue, and construction paper to display the metaphors and similes they created.

7. After all the groups have created similes and metaphors, clean up will began

8. When