Lesson 1 (Linguistic Intelligence) Have students listen to a verbal explanation of the function of deductive reasoning and problem solving, read one of Donald Sobol’s “Two-Minute Mysteries” and complete a worksheet requiring them to write out the information which is prior knowledge and the informational clues provided by the culprit.
Lesson 2 (Spatial Intelligence) The teacher draws (places pictures if drawing is not an option) on the board graphic images that correspond to the meaning and form of each step involved in deductive reasoning and problem solving. For example, a picture of a lock with a question mark inside of the key hole represents the motivational set, a magnifying glass represents the search, an old fashioned chemistry set microscope can be representative of analysis, a smoking pipe can represent the hypothesis, a chemistry beaker on a Bunsen burner is representative of verification or testing, and a justice or measurement scale can be representative of the resolution.
Lesson 3 (Bodily Kinesthetic Intelligence) Ask the students to use their bodies to demonstrate each of the six steps used in deductive reasoning.
Lesson 4 (Musical Intelligence): Students make up different sounds to use during the reading of a story and then make those sounds when they think the time is right during a specified reading assignment.
Lesson 5 (:Logical-Mathematical and Interpersonal Intelligence) Students form groups of four to six. Each group is given two “Two-Minute Mysteries” which have been cut into strips. Each group will be given ten minutes to put the stories into order. The students have to work together. Each student has to read aloud one of the sentences form the story that is in front of them, but no student is allowed to reveal his or her lines until they feel that they have arrived at the point in the story where their line should be placed. For example, Tommy reads, “She silently opened the door.” Susan can not read, “Nancy sat down in the overstuffed chair.” until Mary has read, “ She peeked into the room to make sure that no one was there.”
Lesson 6 (Intrapersonal Intelligence) Students are asked to create their own short mysteries using each of the six steps to solve the problem. The story should relate to something that could happen at school and they should cast themselves as the sleuth.