Accommodating Students’ Multiple Intelligences in Planning a Lesson

This study offers a discussion of accommodating students’ multiple intelligences (MI) in planning a lesson. The underlying idea is on the consideration that in delivering a lesson, teachers deal with students’ complexities, one of which their MI. Howard Gardner (1996) puts intelligence as the potential for finding or creating solutions for problems, which involves gathering new knowledge. Thus, by experiencing various tasks exposing different application of MI in the lesson, students are more likely to experience more opportunities to maximize their learning potentials. Several steps to accomplish this purpose were firstly identifying students’ MI. A set of test based on Howard Gardner model of MI was distributed to sixteen students of level 3 English Preparatory Program at Duta Wacana Christian University, Yogyakarta. Based on the test results, then the language tasks were assigned into their corresponding MI. To comprehensively elaborate elements of the lesson plan, it was necessary to describe each task in terms of purpose, material, steps, and time. Finally, some recommendations and samples of language tasks accommodating multiple intelligences are presented.