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"Teaching and Learning Through Multiple Intelligences" in an outstanding resource that offers expert analysis of Gardner's "Theory of Multiple Intelligences"--and the knowledge to extend this theory to effective classroom practice. Broad-based and comprehensive, this text describes implications for pedagogy, team-teaching, student strengths, curriculum, assessment, community involvement, and diverse classroom models. The authors devote one chapter to each of the eight intelligences. They define intelligence, provide a checklist for identifying it, suggest environmental considerations, and offer related teaching strategies. Additional chapters survey Gardner's recent work on teaching for understanding, performance-based assessment, and model MI school programs and student outcomes.
| Introduction: Many Kinds of Intelligence | p. xix |
| A Word about the Third Edition | p. xix |
| A Definition of Human Intelligence | p. xix |
| A Description of the Eight Intelligences | p. xx |
| About the Authors | p. xxii |
| A Multiple Intelligences Inventory | p. xxiii |
| Intelligent Environments | p. xxv |
| What This Book Offers | p. xxv |
| A Way With Words: Verbal-Linguistic Intelligence | p. 1 |
| Writing through a Lifetime | p. 1 |
| Definition: Understanding Verbal-Linguistic Intelligence | p. 2 |
| Checklist: Verbal-Linguistic Intelligence Qualities | p. 3 |
| Verbal-Linguistic Learning Processes | p. 4 |
| Establishing a Verbal-Linguistic Learning Environment | p. 5 |
| Listening to Learn | p. 6 |
| Keys to Effective Listening | p. 6 |
| Listening to Stories and Reading Aloud | p. 6 |
| Listening to Poetry | p. 8 |
| Teachers as Storytellers | p. 9 |
| Listening to Lectures | p. 11 |
| Speaking | p. 13 |
| Students as Storytellers | p. 13 |
| Classroom Discussions | p. 14 |
| Memorizing | p. 16 |
| Reports | p. 17 |
| Interviews | p. 17 |
| Reading | p. 18 |
| Finding Materials | p. 19 |
| Words in the Classroom | p. 19 |
| Reading Across the Curriculum | p. 20 |
| Reading for Understanding | p. 20 |
| Writing | p. 21 |
| Categories of Writing | p. 21 |
| Writing Across the Curriculum | p. 21 |
| Writing Options for all Content Areas | p. 22 |
| Getting Started with Writing | p. 23 |
| The Real Work of Writing | p. 24 |
| Writing Groups | p. 25 |
| Technology That Enhances Verbal-Linguistic Intelligence | p. 25 |
| Summary | p. 27 |
| Verbal-Linguistic References | p. 30 |
| The Calculating Mind: Logical-Mathematical Intelligence | p. 31 |
| For the Love of Numbers | p. 31 |
| Definition: Understanding Logical-Mathematical Intelligence | p. 32 |
| Checklist: Logical-Mathematical Intelligence Qualities | p. 33 |
| Logical-Mathematical Learning Processes | p. 33 |
| Establishing a Logical-Mathematical Learning Environment | p. 34 |
| The Teaching of Logic | p. 35 |
| The Scientific Method | p. 36 |
| Thinking Scientifically Across the Curriculum | p. 36 |
| Deductive Logic | p. 37 |
| Syllogisms | p. 37 |
| Venn Diagrams | p. 38 |
| Inductive Logic | p. 39 |
| Analogies | p. 39 |
| Enhancing Thinking and Learning | p. 40 |
| Mediating Learning | p. 41 |
| Questioning Strategies | p. 42 |
| Mathematical Thinking Processes | p. 44 |
| Patterning | p. 44 |
| Graphs | p. 47 |
| Working with Numbers | p. 49 |
| Averages and Percentages | p. 49 |
| Measurement | p. 49 |
| Calculation | p. 50 |
| Probability | p. 52 |
| Geometry | p. 53 |
| Story Problems Across the Curriculum | p. 55 |
| Sequencing | p. 55 |
| Math Themes for All Subject Areas | p. 56 |
| Technology That Enhances Logical-Mathematical Intelligence | p. 57 |
| Summary | p. 59 |
| Logical-Mathematical References | p. 62 |
| Moving to Learn: Kinesthetic Intelligence | p. 63 |
| Paula's Dance | p. 63 |
| Definition: Understanding Kinesthetic Intelligence | p. 65 |
| Checklist: Tactile-Kinesthetic Qualities | p. 66 |
| Tactile-Kinesthetic Learning Processes | p. 67 |
| Establishing the Physical Learning Environment | p. 67 |
| Classroom Zones | p. 68 |
| Drama | p. 69 |
| Formal Theatre | p. 69 |
| Role Playing | p. 70 |
| Creative Drama | p. 71 |
| Simulations | p. 72 |
| Creative Movement | p. 73 |
| Understanding Bodily-Knowing | p. 73 |
| Introducing Creative Movement Activities | p. 74 |
| Applying Creative Movement to the Basic Skills | p. 74 |
| Dance | p. 75 |
| Elements of Dance Warm-Ups | p. 75 |
| A Sequence for Learning through Dance | p. 76 |
| Manipulatives | p. 77 |
| Task Cards | p. 77 |
| Task Card Puzzles | p. 78 |
| Junk Drawer Manipulatives | p. 78 |
| Stamps | p. 78 |
| Classroom Games | p. 79 |
| Scavenger Hunts | p. 80 |
| Large Floor Games | p. 80 |
| Total Physical Response Games | p. 81 |
| A Generic Review Game | p. 82 |
| Physical Education | p. 83 |
| Characteristics of a Physically Educated Person | p. 83 |
| Expeditionary Learning | p. 83 |
| Exercise Breaks | p. 85 |
| Quick Energizers | p. 85 |
| Ten Shin Go So | p. 85 |
| The Eight Treasures | p. 86 |
| Eye Exercises | p. 87 |
| Waking Up | p. 87 |
| Calming Down | p. 87 |
| Field Trips | p. 87 |
| Field Trip Guidelines | p. 87 |
| Technology That Enhances Kinesthetic Intelligence | p. 88 |
| Summary | p. 89 |
| Kinesthetic References | p. 92 |
| Everyone Is an Artist: Visual-Spatial Intelligence | p. 93 |
| Sarah's Story | p. 93 |
| Definition: Understanding Visual-Spatial Intelligence | p. 94 |
| Checklist: Visual-Spatial Qualities | p. 95 |
| Visual-Spatial Learning Processes | p. 96 |
| Establishing a Visual Learning Environment | p. 96 |
| Visual Tools | p. 96 |
| Intentional Display Areas | p. 97 |
| Peripheral Stimuli | p. 97 |
| Changing Perspective through Rotating Seating | p. 97 |
| Nonverbal Communication | p. 97 |
| Pictorial Representation | p. 98 |
| Flow Charts | p. 98 |
| Visual Outlines | p. 99 |
| Unit Charts | p. 101 |
| Visual Chart Starters | p. 101 |
| Visual Notetaking and Brainstorming Tools | p. 104 |
| Concept Mapping | p. 104 |
| Mindmapping | p. 105 |
| Clustering | p. 107 |
| Mindscaping | p. 108 |
| Visualization | p. 109 |
| Classroom Imagery | p. 109 |
| Visual Memory Techniques | p. 110 |
| Visual Variety in Learning Materials | p. 112 |
| Highlighting with Color | p. 112 |
| Varying Shapes | p. 112 |
| Visual Accompaniment for Lectures, Discussions, or Readings | p. 113 |
| Board and Card Games | p. 113 |
| Guidelines for Making Board Games | p. 114 |
| Card Games | p. 115 |
| Architecture | p. 115 |
| Learning to Think Like an Architect | p. 116 |
| Getting Started with Architecture in the Classroom | p. 117 |
| The Visual Arts | p. 117 |
| Art as an Instructional Tool | p. 117 |
| Blending the Visual and Language Arts | p. 118 |
| Integrating Art and Math | p. 118 |
| Integrating the Arts at the High School Level | p. 119 |
| Art Across the Curriculum | p. 120 |
| Technology That Enhances Visual-Spatial Intelligence | p. 122 |
| Summary | p. 124 |
| Visual-Spatial References | p. 126 |
| Tuning In: Musical Intelligence | p. 127 |
| Danny's Song | p. 127 |
| Definition: Understanding Musical Intelligence | p. 128 |
| Checklist: Musical Qualities | p. 129 |
| Musical Learning Processes | p. 131 |
| Establishing a Musical Learning Environment | p. 132 |
| Introducing Music into the Classroom | p. 132 |
| Listening to Music | p. 134 |
| Songs in the Content Areas | p. 135 |
| Music for Skill Building | p. 137 |
| Musical Spelling | p. 137 |
| Music and Learning Skills | p. 138 |
| Teaching Reading Musically | p. 138 |
| Improving Language Skills with Music | p. 138 |
| Music Across the Curriculum | p. 139 |
| Warming Up to Singing | p. 140 |
| Nonsense Sounds | p. 140 |
| Choral Reading | p. 141 |
| Musical Notation | p. 142 |
| Introducing the Concept of Musical Notation | p. 142 |
| Creating Curriculum Songs | p. 144 |
| Jump-Starting Creativity with Music | p. 145 |
| Making Musical Instruments in the Classroom | p. 146 |
| Using Instruments Creatively | p. 147 |
| Technology That Enhances Musical Intelligence | p. 148 |
| Summary | p. 149 |
| Musical References | p. 152 |
| Understanding One Another: Interpersonal Intelligence | p. 153 |
| Working Together to Accomplish the Impossible | p. 153 |
| Definition: Understanding Interpersonal Intelligence | p. 154 |
| Checklist: Interpersonal Qualities | p. 155 |
| Interpersonal Learning Processes | p. 155 |
| Establishing a Positive Interpersonal Environment | p. 156 |
| Criteria for Effective Groups | p. 156 |
| Determining Class Values and Rules | p. 157 |
| Determining Schoolwide Values | p. 158 |
| Class Meetings | p. 158 |
| Collaborative Learning | p. 159 |
| Collaborative Grouping Considerations | p. 159 |
| Student Roles | p. 160 |
| Social Skills | p. 160 |
| Cooperative Learning Activities | p. 160 |
| Conflict Management | p. 162 |
| Common Causes of Conflict | p. 162 |
| Learning through Service | p. 164 |
| Incorporating Service into a School Program | p. 164 |
| Reflecting on Service Learning | p. 165 |
| Service Resources | p. 166 |
| Appreciating Differences | p. 167 |
| Teaching Students about Learning Styles | p. 167 |
| Developing Multiple Perspectives | p. 168 |
| Who Are We? | p. 168 |
| Understanding Diverse Points of View | p. 169 |
| Role Playing Current Events from Diverse Perspectives | p. 170 |
| Global Perspectives in the Curriculum | p. 170 |
| Systems Wheel | p. 171 |
| Local and Global Problem-Solving | p. 173 |
| Multicultural Education | p. 177 |
| Teaching with a Multicultural Perspective | p. 177 |
| Understanding Cultural Diversity through the Arts | p. 178 |
| Culturgrams | p. 179 |
| Technology That Enhances Interpersonal Intelligence | p. 180 |
| Summary | p. 181 |
| Interpersonal References | p. 184 |
| The World Within: Intrapersonal Intelligence | p. 185 |
| Bill's Inner World | p. 193 |
| Definition: Understanding Intrapersonal Intelligence | p. 187 |
| Checklist: Intrapersonal Qualities | p. 187 |
| Intrapersonal Learning Processes | p. 188 |
| Establishing an Environment to Nurture the Sense of Self | p. 189 |
| Characteristics of Schools That Enhance Self-Esteem | p. 189 |
| Self-Esteem Enhancers: Learning to Love Oneself | p. 190 |
| Compliment Circles | p. 190 |
| Individual Acknowledgement | p. 191 |
| Peer Support | p. 192 |
| Guidelines for Enhancing Self-Esteem | p. 192 |
| Setting and Achieving Goals | p. 193 |
| Challenging Students to Learn | p. 196 |
| Olympian Goal-Setting | p. 197 |
| Thinking Skills | p. 198 |
| Metacognition | p. 199 |
| Emotionally Intelligent Education | p. 201 |
| Engaging Feelings in the Classroom | p. 201 |
| Establishing an Environment that Permits Emotional Expression | p. 201 |
| Identifying Feelings | p. 202 |
| Expressing Emotions | p. 203 |
| Educating for Human Values | p. 206 |
| Journal Writing | p. 207 |
| Suggestions for Classroom Journal Writing | p. 207 |
| Journals for Personal Insight | p. 208 |
| Getting to Know Oneself through Others | p. 209 |
| Gaining Intrapersonal Insights through Interpersonal Feedback | p. 209 |
| Reflecting on the Wonder and Purpose of Life | p. 210 |
| Classroom Activities to Nurture a Sense of Wonder | p. 211 |
| Finding Purpose in School and Life | p. 211 |
| Self-Directed Learning: An Intrapersonal Approach | p. 212 |
| Suggestions for Implementing Self-Directed Learning | p. 214 |
| Technology That Enhances Intrapersonal Intelligence | p. 214 |
| Summary | p. 215 |
| Intrapersonal References | p. 218 |
| The World around Us: Naturalist Intelligence | p. 219 |
| Rachel Carson's Legacy | p. 219 |
| Definition: Understanding Naturalist Intelligence | p. 220 |
| Checklist: Naturalist Intelligence Qualities | p. 221 |
| Naturalist Learning Processes | p. 222 |
| Establishing a Naturalist Learning Environment | p. 223 |
| The Big Picture | p. 223 |
| Classroom Museums | p. 224 |
| Naturalist Curriculum Themes | p. 225 |
| Natural Science Themes | p. 225 |
| Nature as Curriculum | p. 225 |
| Supradisciplinary Themes | p. 226 |
| Improving Observation | p. 226 |
| Sightless Observations | p. 226 |
| Looking Closely | p. 227 |
| Drawing as Close Observation | p. 228 |
| Field Logs | p. 229 |
| Perceiving Relationships | p. 231 |
| Noting Distinctions among Similar Items | p. 231 |
| It's Classified! | p. 231 |
| Making Collections | p. 233 |
| More Classifying Suggestions | p. 234 |
| Understanding Interdependence | p. 237 |
| Forging Community Relationships | p. 238 |
| Hypothesizing and Experimenting | p. 238 |
| Developing a Questioning Frame of Mind | p. 239 |
| Naturalist Learning Centers | p. 239 |
| Equipping Naturalist Centers | p. 240 |
| Naturalist Center Activities | p. 240 |
| Outdoor Naturalist Activities | p. 241 |
| Learning Naturally | p. 242 |
| Technology That Enhances Naturalist Intelligence | p. 243 |
| Summary | p. 246 |
| Naturalist References | p. 248 |
| Curriculum Development through the Multiple Intelligences | p. 249 |
| The Art in Science | p. 249 |
| Implications of the Theory of Multiple Intelligences for Curriculum | p. 251 |
| Lesson Planning through the Multiple Intelligences | p. 252 |
| A Lesson Planning Matrix | p. 254 |
| Interdisciplinary Units | p. 259 |
| Interdisciplinary Planning with Developmental Sequences | p. 262 |
| Interdisciplinary Schoolwide Approaches at the Secondary Level | p. 262 |
| Intelligence Teams | p. 265 |
| The Benefits of Teaming | p. 266 |
| Curriculum Development for Intelligence Development | p. 266 |
| A Learning Center's Instructional Format | p. 267 |
| Project Spectrum | p. 272 |
| Curriculum Bias | p. 273 |
| Project-Based Curriculums | p. 274 |
| Guidelines for Effective Projects | p. 275 |
| Apprenticeships | p. 277 |
| Sample Programs That Are Part of the Regular School Day | p. 277 |
| Extracurricular Apprenticeships | p. 277 |
| Apprenticeship Possibilities | p. 278 |
| Teaching for Understanding | p. 278 |
| Principles of Teaching for Understanding | p. 279 |
| A Rubric for Education for Understanding | p. 280 |
| Education for Understanding Curriculum Development Rubric | p. 280 |
| Summary | p. 283 |
| Curriculum Development References | p. 284 |
| Dissolving the Boundaries: Assessment That Enhances Learning | p. 285 |
| Assessing Success | p. 285 |
| A Nation Assesses | p. 286 |
| Principles to Guide Classroom Assessment | p. 287 |
| Assessment Captures Growth over Time | p. 288 |
| Assessment Is Multidimensional | p. 289 |
| Assessment Informs Instruction | p. 290 |
| Informal Assessment Is Important | p. 293 |
| Students Are Active Self-Assessors | p. 294 |
| Assessment of the Intelligences | p. 296 |
| Measuring Intelligence at Project Spectrum | p. 296 |
| Working Styles | p. 297 |
| Spectrum Reports | p. 297 |
| Perceiving Student Strengths | p. 299 |
| Assessment through the Multiple Intelligences | p. 300 |
| Sample Verbal-Linguistic Assessment Approaches | p. 301 |
| Sample Logical-Mathematical Assessment Approaches | p. 302 |
| Sample Visual-Spatial Assessment Approaches | p. 303 |
| Sample Bodily-Kinesthetic Assessment Approaches | p. 304 |
| Sample Musical Assessment Approaches | p. 305 |
| Sample Interpersonal Assessment Approaches | p. 305 |
| Sample Intrapersonal Assessment Approaches | p. 308 |
| Sample Naturalist Assessment Approaches | p. 308 |
| Processfolios | p. 310 |
| Processfolio Guidelines | p. 310 |
| An Assessment Schedule | p. 311 |
| Schoolwide Assessment Processes | p. 316 |
| Multiple Intelligences Report Cards | p. 318 |
| Summary | p. 320 |
| Assessment References | p. 322 |
| Lessons Learned | p. 323 |
| Educating for Intelligence | p. 323 |
| Linking Students and Their Talents | p. 324 |
| Lessons Learned from MI Programs | p. 324 |
| Students Are Multi-Talented | p. 324 |
| Instructional Repertoires Expand | p. 325 |
| MI School Curriculums Differ | p. 327 |
| Assessment Transforms | p. 329 |
| Professional Practice Appears to Transform Developmentally | p. 331 |
| Similarities in Multiple Intelligence Schools | p. 332 |
| What Are Our Next Steps? | p. 333 |
| Lessons Learned References | p. 334 |
| Name Index | p. 335 |
| Subject Index | p. 337 |
| Credits | p. 342 |
| Table of Contents provided by Rittenhouse. All Rights Reserved. |
ISBN: 9780205363902
ISBN-10: 0205363903
Audience:
Professional
For Ages: 18+ years old
Format:
Paperback
Language:
English
Number Of Pages: 368
Published: 7th August 2003
Publisher: ALLYN & BACON
Dimensions (cm): 27.457 x 20.498
x 1.905
Weight (kg): 0.83
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