Multiple Intelligences: Theory and Practice in the K-12 Classroom

Greetings. The following materials are intended to provide an introduction to Multiple Intelligences: Theory and Practice in the K-12 Classroom. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.

Ming-Fang Hsieh
Reference Specialist


Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies

Internet Sites

Multiple Intelligences
Developing Higher Order Thinking Skills and Multiple Intelligences
Websites For Multiple Intelligences
Multiple Intelligences Recourses: Intelligences
Multiple Intelligences Resources
21st Century Schoolhouse-Multiple intelligences

Citations from the ERIC Database

AN: EJ630131
AU: Goodnough,-Karen
TI: Multiple Intelligences Theory: A Framework for Personalizing Science Curricula.
PY: 2001
SO: School-Science-and-Mathematics; v101 n4 p180-93 Apr 2001.
DEM: *Multiple-Intelligences; *Science-Instruction
DER: Case-Studies; High-Schools; Science-Teachers; Secondary-Education; Teaching-Methods
AB: Reports on the experiences of a high school science teacher as he explored multiple intelligences (MI) theory within the context of an action research group. Provides insight into the nature of MI theory and how its framework can be used to make science accessible to students and assist them in achieving high levels of scientific literacy. (Contains 35 references.) (Author/ASK)

AN: ED454184
AU: Beachner,-Lynne; Pickett,-Anola
TI: Multiple Intelligences and Positive Life Habits: 174 Activities for Applying Them in Your Classroom.
PY: 2001
AV: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-7728-7, $29.95; hardbound: ISBN-0-7619-2272-9, $65.95). Tel: 805-499-9734; Tel: 800-818-7243 (Toll Free); Fax: 800-4-1-SCHOOL; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED454184
DEM: *Cognitive-Style; *Multiple-Intelligences
DER: Elementary-Secondary-Education; Learning-Strategies; Problem-Solving; Teacher-Student-Relationship
AB: This book offers teachers a toolbox for discovering the innate strengths and talents and the unique learning styles of each student. Drawing from Howard Gardner's work on multiple intelligences, the book offers more than a dozen activities specifically tailored to each of the eight multiple intelligences: verbal/linguistic, mathematical/logical, visual/spatial, musical/rhythmic, bodily/kinesthetic, intrapersonal, interpersonal, and naturalist. Each activity serves as a guide to developing learning strategies in the classroom and fostering relationships with students based on their individual strengths. The book explains how teachers must develop relationships with students and aid them in developing a sense of connectedness with a group. It also explains how life habits must be a part of a proactive plan to teach students problem solving skills and positive interactions. Life habits cover such key social areas as relationships, teamwork, common sense, productivity, and problem solving. The book is organized into eight chapters, each focusing on one of the multiple intelligences. A life habits breakdown helps the reader find life habit activities that are just right for a specific class and grade level. Each activity has discussion and journal questions. (SM)

AN: EJ626402
AU: Fasko,-Daniel, jr..
TI: An Analysis of Multiple Intelligences Theory and Its Use with the Gifted and Talented.
PY: 2001
SO: Roeper-Review; v23 n3 p126-30 Apr 2001.
NT: Theme Issue: Intelligence Theories on Gifted Education.
DEM: *Ability-Identification; *Gifted-; *Multiple-Intelligences; *Teaching-Methods; *Theory-Practice-Relationship
DER: Educational-Practices; Educational-Theories; Elementary-Secondary-Education; Student-Evaluation
AB: A review of the literature on multiple intelligences is presented, the different types of intelligences are described, and the impact of the theory on identification, instruction, and evaluation is examined. The benefits as well as cautions in the use of the multiple intelligences approach with gifted students are also discussed. (Contains references.) (Author/CR)

AN: ED460926
AU: George,-Michelle; Mitofsky,-Jan; Peter,-Mary-Beth
TI: Improving Student Interest in Social Studies through the Use of Multiple Intelligences.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED460926
DEM: *Classroom-Techniques; *Instructional-Innovation; *Multiple-Intelligences; *Social-Studies
DER: Action-Research; Elementary-Education; Grade-1; Grade-4; Intervention-; Student-Attitudes
AB: This report describes the development and implementation of an intervention for improving students' interest and academic achievement in social studies. The targeted population consisted of first and fourth grade students of different socioeconomic levels in northwestern Illinois. Problems were documented in student surveys, teacher observations, and assessments. An analysis of probable cause data revealed that students had negative attitudes and low test scores for social studies. Researchers reported that students considered social studies irrelevant and boring. A review of solution strategies suggested by other knowledgeable sources combined with analysis of problem data resulted in the selection of multiple intelligences as an intervention. Various multiple intelligences activities were incorporated: songs of states, dioramas, brochures, murals, poetry, literature, and other hands-on activities. Through surveys and assessments, post-intervention strategies indicated an increase in student interest and academic achievement. Reports from home supported these findings. Parents were impressed with their children's new enthusiasm for social studies. Class discussions were strengthened. The desire for more information gave rise to future class research projects. Independent reading of literature that pertained to the region studied also increased, and books that dealt with social studies topics were purchased. Through the evidence provided, social studies seemed to have a remarkable impact on students. (Contains 5 tables and 26 references. (Author/BT)

AN: EJ640001
AU: Goodnough,-Karen
TI: Implementing Multiple Intelligences Theory in a Grade 9 Science Classroom: The Experiences of a High School Teacher.
PY: 2001
SO: Canadian-Journal-of-Science,-Mathematics-and-Technology-Education; v1 n4 p419-36 Oct 2001.
DEM: *Multiple-Intelligences; *Science-Curriculum; *Science-Teachers
DER: Grade-9; High-Schools; Science-Instruction; Teaching-Methods; Teaching-Styles
AB: Reports on a case study in which a high school teacher explored Multiple Intelligence (MI) theory using it as a conceptual framework to make decisions about structuring her grade 9 science curriculum. Describes the teacher's initial explorations of the theory, incorporation of the theory into daily teaching, and the outcomes of the study for both the teacher and her students. (Author/MM)

AN: ED460853
AU: Pajkos,-Diane; Klein-Collins,-John
TI: Improving Upper Grade Math Achievement via the Integration of a Culturally Responsive Curriculum.
PY: 2001
NT: Master of Arts Action Research Project, St. Xavier University and Skylight Professional Development Field-Based Master's Program. Chicago, IL.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED460853
DEM: *Cultural-Awareness; *Cultural-Differences; *Multicultural-Education; *Multiple-Intelligences; *Student-Attitudes
DER: Black-Students; Intervention-; Mathematics-Education; Middle-School-Students; Middle-Schools; Motivation-; Teaching-Methods
AB: This report describes an intervention program for increasing mathematical achievement of African American students. Within the targeted population, it was evident that the disparity in math achievement between African American and White students was increasing each year. The targeted population consisted of sixth, seventh, and eighth grade mathematics students in a stable, middle class neighborhood. The problem of growing disparity was documented by the examination of each class's 3 previous years of mathematics results according to the Iowa Test of Basic Skills. Analysis of probable cause data revealed that teachers heavily favor the Westernized approaches of verbal/linguistic and logical/mathematical instructional styles. Student surveys indicated that a schism existed between teaching methods and learning processes. Faculty reported an overemphasis on the Westernized approach to teaching within their math classes. A review of curricular content demonstrated a lack of emphasis on the teaching strategies prevalent in culturally responsive curriculum. A review of strategies suggested by experts in the field posed the following solutions: implement the multiple intelligences theory in all aspects of teaching and learning, include the contributions of mathematicians of various cultural backgrounds to ensure a culturally responsive curriculum, and clearly communicate expectations to students in a non-coercive, unbiased manner. Post intervention data indicated an increased diversity in teaching strategies, an expansion and understanding of learning styles, elevated teacher and student enthusiasm, and a desire on the part of students to continue with the multiple intelligences in mathematics, as well as integrate them into other curricular areas. Appendixes include: survey of multiple intelligences; student survey of classroom/learning experiences, sample intervention lesson plans; and Transcripts of Two Focus Groups conducted May 31, 2001. (Contains 47 references and 17 figures.) (Author)

AN: ED457123
AU: Klopp,-Carole; Toole,-Pamela; Toole,-James
TI: Pondering Learning: Connecting Multiple Intelligences and Service-Learning.
CS: National Dropout Prevention Center, Clemson, SC.; Corporation for National Service, Washington, DC.
PY: 2001
AV: National Dropout Prevention Center, College of Health, Education, and Human Development, Clemson University, 209 Martin Street, Clemson, SC 29631-1555 ($6). Tel: 864-656-2599; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED457123
DEM: *Learning-Processes; *Multiple-Intelligences; *School-Community-Programs; *Service-Learning; *Student-Participation
DER: Elementary-Secondary-Education; Instructional-Effectiveness; Student-Volunteers
AB: Service learning, an instructional strategy for educators, has the potential to challenge students in diverse ways. It offers students experiential learning opportunities that are personally engaging, are educationally rigorous, require the direct application of knowledge and critical thinking skills, and transform both the community and the learner. Service learning comprises a strong match with what are termed "brain compatible strategies" for the classroom, such as the Multiple Intelligences Theory. The theory of multiple intelligences provides a powerful framework for service-learning practitioners to use in implementing both the service and the learning dimensions of their pedagogy. This booklet addresses the connections between the two. The booklet is divided into the following sections: "Introduction"; "Multiple Intelligences Theory" ("History and Background of Multiple Intelligences"; "Definitions of Eight Intelligences"; "Key Points in Multiple Intelligences Theory"); "The Elements of Service Learning" ("Definition of Service-Learning"); "Service-Learning Working with Multiple Intelligences" ("Elementary School"; "Middle School"; "High School"); "The Eight Intelligences as Eight Paths to Service"; and "Conclusion." (Contains 14 references.) (BT)

AN: ED456096
AU: Nelson,-Kristen
TI: Teaching in the Cyberage: Linking the Internet and Brain Theory. [Grades] 3-12.
PY: 2001
AV: SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005 (Item no. 2091, $32.95). Tel: 847-290-6600; Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail: info@skylightedu.com; Web site: http://www.skylightedu.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED456096
DEM: *Brain-; *Computer-Uses-in-Education; *Internet-; *Multiple-Intelligences
DER: Elementary-Secondary-Education; Interpersonal-Communication; Problem-Solving; Thinking-Skills
AB: This book integrates the use of three tools (the Internet, the theory of multiple intelligences, and brain research) to help teachers design projects and activities that help students gain a deeper understanding of the curriculum, discussing how these educational tools work together to help teachers make better use of their classroom time as they develop integrated lessons. The book presents a mosaic of educational theory and practice to help teachers design their own classroom lessons. It uses the "Understanding by Design" framework proposed by Wiggins and McTighe (1998) to provide a scaffolding that teachers can use when designing Internet activities using the multiple intelligences theory and brain research. The book offers fully developed lessons designed for grades 4-12 which help students develop their interpersonal exchange, information gathering and analysis, and questioning and problem solving skills. It also supplies Web site descriptions and rubrics for assessing students' understanding and use of multiple intelligences, Internet skills, and information literacy skills. The six chapters are: (1) "Connecting Brain-Compatible Learning, Multiple Intelligences, and the Internet"; (2) "Designing Internet-Based Activities"; (3) "Assessing Internet-Based Activities"; (4) "Strengthening Interpersonal Exchange Skills"; (5) "Enhancing Information Gathering and Analysis Skills"; and (6) "Improving Questioning and Problem-Solving Skills." (Contains 47 references.) (SM)

AN: EJ604431
AU: Birch,-James-R.
TI: Expanding Literacy and Integrating Curricula through Dance.
PY: 2000 SO: Educational-Forum; v64 n3 p223-28 Spr 2000
DE: *Dance-; *Integrated-Curriculum; *Multiple-Intelligences
DE: Elementary-Secondary-Education; Literacy-Education
AB: Dance embodies all of the multiple intelligences and uses Sternberg's intellectual components (memory, analysis, creativity, practicality). Integrated into the curriculum, dance can expand literacy and make learning more interactive. (SK)

AN: ED444185
AU: Geimer,-Mandy; Getz,-Jennifer; Pochert,-Terry; Pullam,-Karen
TI: Improving Student Achievement in Language Arts through Implementation of Multiple Intelligences Strategies.
PY: 2000
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC06 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED444185
DE: *Grammar-; *Instructional-Effectiveness; *Language-Arts; *Multiple-Intelligences; *Reading-Comprehension; *Spelling-Instruction
DE: Academic-Achievement; Action-Research; Elementary-Education
AB: Student achievement has been low in language arts in Suburban Chicago, Illinois school districts. This action research project was designed to determine the effect of incorporating multiple intelligence strategies into the language arts curriculum. The targeted students were in the second, third, and fifth grades, in a western suburb of Chicago, Illinois. The documentation to prove low achievement included chapter/unit tests and quiz scores, teacher observation of low time on task, limited work completion, state standardized test scores, and other teacher assessments. Upon analyzing the probable causes, it was discovered that reading was the lowest academic area tested on the Illinois Goal Assessment Program (IGAP). Further concern was indicated through teacher observation of student performance. Other factors that impact low student achievement are mobility, lack of teacher training and support in implementing existing curriculum, and teachers not addressing students' various learning styles. After reviewing possible interventions from current literature works, Howard Gardner's theory of multiple intelligences repeatedly appeared as a suggested solution. The selected intervention led to a comparison between traditional methods of teaching and multiple intelligence strategies. Post intervention data indicated a general trend toward an increase in achievement through the use of multiple intelligences strategies. A major increase was seen in students with Individual Education Programs (IEPs) and lower achieving students. An improvement was also noted in homework completion, quality of homework, student time on task, and student enjoyment of activities. (Contains 25 references, and 10 tables and 4 figures of data. Appendixes contain grammar, reading comprehension, and spelling lesson plans [for each grade level and in traditional and multiple intelligence format], the student survey instrument, student assessments, quizzes, and comments from the student survey.) (Author/RS)

AN: ED444015
AU: Graver,-Amy
TI: Making Connections: K-8 Worksite Learning Activity Packet.
CS: Ohio State Univ., Columbus. Center on Education and Training for Employment.
PY: 2000
AV: Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090, Tel: 800-848-4815, ext. 24277, Fax: 614-292-1260, Web site: http://www.cete.org/products (TWEX K-8, $4.50).
NT: This publication is based on work sponsored by the U.S. Department of Education under Public Law 101-392, the Carl D. Perkins Vocational Education and Applied Technology Act Amendments of 1990, section CFDA No. 84-248, Demonstration Projects for the Integration of Vocational and Academic Learning Programs. The project was administered through the Ohio Department of Education, Division of Vocational and Adult Education.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED444015
DE: *Career-Choice; *Career-Exploration; *Daily-Living-Skills; *Job-Application; *Multiple-Intelligences; *Self-Evaluation-Individuals
DE: Career-Education; Elementary-Education; Employment-Interviews; Entrepreneurship-; Goal-Orientation; Instructional-Materials; Job-Search-Methods; Learning-Activities; Money-Management; Parent-School-Relationship; Parents-as-Teachers; Portfolios-Background-Materials; Time-Management
AB: This learning activity packet provides parent-guided experiences for the child in kindergarten through eighth grade as he or she explores his or her abilities and the skills necessary for any career. Section 1, "Self Assessment of Interests," consists of eight exercises that will help the child explore himself or herself. Titles include "My Favorite Things," "Autobiography Timeline," "About Me Book," "The Me I Want to Be," "Personality Crest," and "Portfolios." Section 2, "Multiple Intelligences and Career Choices," has three parts. "Discovering Multiple Intelligences" explores the intelligence types. "Reflecting on Multiple Intelligences" is an activity that summarizes the child's findings in part 1. "Multiple Intelligences Portfolio" provides an outline to make a portfolio that includes a sample of each intelligence. Section 3, "Exploring the Future," offers activities to help the child explore possible future endeavors. Entrepreneurial activities provide opportunities to plan and run simple small businesses. Interviewing activities give the child a chance to learn more about possible career choices. The final activities guide the child in locating and applying for a job. Section 4, "Life Skills," introduces goal setting and financial and time management. (YLB)

AN: ED443559
AU: Janes,-Leslie-M.; Koutsopanagos,-Caryn-Lee; Mason,-Diane-S.; Villaranda,-Iris
TI: Improving Student Motivation through the Use of Engaged Learning, Cooperative Learning and Multiple Intelligences.
PY: 2000
NT: Master's Action Research Project, Saint Xavier University and SkyLight Field-Based Master's Program.
PR: EDRS Price MF01/PC04 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED443559
DE: *Academic-Achievement; *Cooperative-Learning; *Elementary-School-Students; *Student-Motivation
DE: Action-Research; Elementary-Education; Multiple-Intelligences; Program-Evaluation; Reading-Achievement
AB: Noting that poor student motivation and problematic social skills may interfere with the academic growth of elementary school students, this action research project examined the impact of a multifaceted intervention on student motivation and achievement. Participating in the study were second and third graders from 3 schools. The 12-week intervention was comprised of 3 elements: (1) use of the theory of multiple intelligences in instruction; (2) the incorporation of cooperative learning; and (3) the provision of an engaged learning environment. Students worked in teacher-selected base groups weekly for 15 minutes for data collection and reflection and in randomly-assigned cooperative learning groups at least twice weekly for 30 to 45 minutes. Cooperative learning activities taught appropriate social skills. Multiple intelligence activities and a series of engaged learning activities were incorporated into classroom practices. Data were collected through student surveys and journals completed weekly, teacher observation checklists, attendance records, and unit reading test scores. The findings of the post-intervention data illustrated that implementing the theory of multiple intelligences had a positive effect on the targeted classrooms. There were decreases in missed reading assignments for two sites, and an increase for one site. Students revealed positive attitudes toward themselves and their school. Students' reading scores increased moderately from first to second quarter. Participating teachers concluded that cooperative learning and engaged learning were used together to successfully increase student motivation and achievement. (Eleven appendices include data collection instruments and sample lesson plans. Contains 23 references.) (KB)

AN: ED442574
AU: Baldes,-Deborah; Cahill,-Christy; Moretto,-Felicia
TI: Motivating Students To Learn through Multiple Intelligences, Cooperative Learning, and Positive Discipline.
PY: 2000
NT: Masters Action Research Project, Saint Xavier University and Skylight Professional Development Field-Based Masters Program.
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442574
DE: *Cooperative-Learning; *Discipline-; *Multiple-Intelligences; *Program-Effectiveness; *Student-Motivation
DE: Action-Research; Elementary-Education; Elementary-School-Students; Grade-4; Grade-6; Kindergarten-; Middle-School-Students; Middle-Schools; Student-Improvement
AB: This action research project implemented and evaluated a program to motivate students to learn through multiple intelligences, cooperative learning, and positive discipline. The targeted population consisted of students in kindergarten, fourth grade, and sixth grade at two grade school and one middle school sites. Evidence of lack of motivation among these students was found in teacher observations; student interaction and communication with peers and teachers; teacher assessment of daily work; observation of student projects during whole class, independent, and cooperative learning sessions; and report cards/midterms and other checklists that indicate academic and work habit performance. During the 16-week intervention, the teachers implemented teaching strategies consistent with cooperative learning, multiple intelligences, and positive discipline to create a child-centered, motivating, positive, safe, and trusting environment. During the intervention, students participated in pre- and post-intervention interviews, weekly student inventories, and anecdotal record keeping. Data indicated that the program reduced inappropriate behaviors and increased student motivation. Teacher/researchers' time correcting misbehavior was reduced, leaving more time available for academic instruction and resulting in student academic and personal growth. Twenty-two appendices include student interview forms, lesson plans, and instructional materials. (Contains 33 references.) (HTH)

AN: EJ610206
AU: Laughlin,-Janet
TI: Multiple Intelligences.
PY: 1999 SO: Inquiry-; v4 n2 p4-18 Fall 1999
DE: *Classroom-Techniques; *Cognitive-Style; *Community-Colleges; *Multiple-Intelligences
DE: Instructional-Effectiveness; Learning-Strategies; Teaching-Methods; Two-Year-Colleges
AB: Details the characteristics of Howard Gardner's seven multiple intelligences (MI): linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, interpersonal, and intrapersonal. Discusses the implications of MI for instruction. Explores how students can study using their preferred learning style - visual, auditory, and physical study techniques - and engage all seven MIs as they explore a new subject. (VWC)

AN: EJ597074
AU: Scherer,-Marge
TI: The Understanding Pathway: A Conversation with Howard Gardner.
PY: 1999 SO: Educational-Leadership; v57 n3 p12-16 Nov 1999
DE: *Aesthetics-; *Constructivism-Learning; *Ethical-Instruction; *Intellectual-Development; *Intellectual-Disciplines; *Multiple-Intelligences
DE: Behaviorism-; Charter-Schools; Cultural-Influences; Diversity-Student; Elementary-Secondary-Education; Epistemology-; Evolution-; Existentialism-; Interdisciplinary-Approach; Moral-Values; Standardized-Tests
AB: Howard Gardner reflects on how students who learn in different ways might grapple with deep epistemological questions. Gardner advocates teaching disciplines that present our culture's image of what is true, beautiful, and ethical. His understanding pathway should appeal to children possessing a strong existential intelligence. (MLH)

AN: EJ593104
AU: Gibson,-Barbara-P.; Govendo,-Barbara-L.
TI: Encouraging Constructive Behavior in Middle School Classrooms: A Multiple-Intelligences Approach.
PY: 1999 SO: Intervention-in-School-and-Clinic; v35 n1 p16-21 Sep 1999
DE: *Disabilities-; *Inclusive-Schools; *Interpersonal-Competence; *Multiple-Intelligences; *Peer-Relationship; *Social-Behavior
DE: Classroom-Environment; Classroom-Techniques; Consciousness-Raising; Intervention-; Middle-Schools
AB: Focuses on the application of multiple-intelligences theory to the following elements of the middle school classroom social community: the physical and social environment, classroom customs and routines, transitions, and social skills. Offers alternative interventions through a multiple-intelligences approach for students experiencing difficulty in the classroom. (Author/CR)

AN: EJ592920
AU: Ellison,-Launa; Rothenberger,-Betty
TI: In Bangladesh: The Multiple Ways of Teaching and Learning.
PY: 1999 SO: Educational-Leadership; v57 n1 p54-57 Sep 1999
DE: *Multiple-Intelligences; *Rote-Learning; *Teaching-Methods
DE: Elementary-Education; Foreign-Countries; Inservice-Teacher-Education; Public-Policy
AB: Bangladesh, a poor, densely populated country the size of Wisconsin, typically has elementary classes of 50 students learning by call-and-response techniques. Since 1996, 13,000 teachers from 2,900 primary schools have been trained in multiple ways of teaching and learning. Teachers are determined to personalize learning. (MLH)

AN: EJ592783
AU: Glasgow,-Jacqueline-N.
TI: Recognizing Students' Multiple Intelligences in Cross-Age Buddy Journals.
PY: 1999 SO: English-Journal; v88 n6 p88-96 Jul 1999
DE: *Adolescent-Literature; *Dialog-Journals; *English-Instruction; *Literature-Appreciation; *Multiple-Intelligences
DE: College-School-Cooperation; High-Schools; Higher-Education; Language-Arts; Preservice-Teacher-Education; Student-Journals
AB: Describes a project in which students in a college survey class on young adult literature were paired with students in a high school English class in a "buddy journal" project. Shows examples of this writing and of the assignments which used Howard Gardner's concept of multiple intelligences to offer students multiple paths for responding to literature. (SR)

AN: EJ588515
AU: Matthews,-Dona-J.; Keating,-Daniel-P.
TI: What We Are Learning about How Children Learn, and What This Means for Teachers.
PY: 1999 SO: Education-Canada; v39 n1 p35-37 Spr 1999
NT: Theme issue

Title: "Transforming the Way We Teach."
DE: *Cognitive-Style; *Cooperative-Learning; *Learning-Processes; *Learning-Strategies; *Multiple-Intelligences
DE: Competence-; Educational-Cooperation; Educational-Strategies; Elementary-Secondary-Education; Instructional-Effectiveness; Learning-Theories; Student-Motivation
AB: Briefly reviews current understandings of learning that have direct implications for teaching practice, and includes references to other work that may be useful. Discusses five general topi
CS: multiple domains of competence (multiple intelligences); socioemotional factors in cognitive processes; collaborative learning; pathways to competence; and diversity of learning style and pace. Contains 15 references. (CDS)

AN: ED446158
AU: Leopold,-Marjorie
TI: Multiple Intelligences: Theory to Practice in New York City Schools. Middle School/High School. [Manual and Video Guide].
CS: New York City Board of Education, Brooklyn, NY.
PY: 1999
NT: For the manual and videotape guide for grades K-5, see UD 033 668. Videotape not available from ERIC. Edited by Phyllis Fernandez.
PR: EDRS Price MF01/PC08 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED446158
DE: *Faculty-Development; *Multiple-Intelligences; *Teacher-Improvement
DE: Cognitive-Style; Educational-Theories; High-Schools; Learning-Activities; Learning-Theories; Literacy-Education; Middle-School-Teachers; Middle-Schools; Problem-Based-Learning; Secondary-School-Teachers; Talent-Development; Videotape-Recordings
AB: This program is a self-guided professional development experience that explains how to use multiple intelligences (MI) theory to improve teaching, learning, and achievement in middle and high school classrooms. The program consists of one manual and six VHS videos, each of which corresponds to one of the six modules listed in the table of contents. Each module reflects one Pathway as presented in the professional development guide, "Pathways to Multiple Intelligences: A Guide to Thoughtful Practice." The modules contain: objectives and introduction; a video guide; units, lessons, and tools, with curricular suggestions, planning guides, and related resources; and additional readings. Each module takes between 1-2 hours to complete. The six modules are: (1) "Introduction to MI Theory"; (2) "Observing and Recognizing Multiple Intelligences"; (3) "Building on Strengths to Promote Literacy Skills"; (4) "MI Theory and Deepening Understanding"; (5) "MI Theory and Problem-Based Learning"; and (6) "Theory and Talent Development." (SM)

AN: ED446157
AU: Leopold,-Marjorie
TI: Multiple Intelligences: Theory to Practice in New York City Schools. Grades K-5. [Manual and Video Guide].
CS: New York City Board of Education, Brooklyn, NY.
PY: 1999
NT: For the manual and videotape guide for middle school and high school, see UD 033 669. Videotape not available from ERIC. Edited by Phyllis Fernandez.
PR: EDRS Price MF01/PC09 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED446157
DE: *Faculty-Development; *Multiple-Intelligences; *Teacher-Improvement
DE: Cognitive-Style; Educational-Theories; Elementary-Education; Elementary-School-Teachers; Learning-Activities; Learning-Theories; Literacy-Education; Problem-Based-Learning; Talent-Development; Videotape-Recordings
AB: This program is a self-guided professional development experience that explains how to use multiple intelligences (MI) theory to improve teaching, learning, and achievement in elementary classrooms and schools. The program consists of one manual and six VHS videos, each of which corresponds to one of the six modules listed in the table of contents. Each module reflects one Pathway as presented in the professional development guide, "Pathways to Multiple Intelligences: A Guide to Thoughtful Practice." The modules contain: objectives and introduction; a video guide; units, lessons, and tools, with curricular suggestions, planning guides, and related resources; and additional readings. Each module takes between 1-2 hours to complete. The six modules are: (1) "Introduction to MI Theory"; (2) "Observing and Recognizing Multiple Intelligences"; (3) "Building on Strengths to Promote Literacy Skills"; (4) "MI Theory and Deepening Understanding"; (5) "MI Theory and Problem-Based Learning"; and (6) "Theory and Talent Development." (SM)

AN: ED445042
AU: Lazear,-David
TI: Multiple Intelligence Approaches to Assessme
NT: Solving the Assessment Conundrum. Revised Edition.
PY: 1999
AV: Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006 ($39) Tel: 800-232-2181 (Toll Free). Web site: http://www.zephyrpress.com.
NT: Foreword by Grant Wiggins. For the first edition, see ED 398 245.
PR: Document Not Available from EDRS.
DE: *Ability-; *Academic-Achievement; *Multiple-Intelligences; *Student-Evaluation; *Test-Use
DE: Educational-Change; Educational-Practices; Educational-Theories; Elementary-Secondary-Education; Intelligence-Tests; Models-; Report-Cards; Test-Construction
AB: New findings about intelligence as a set of capabilities that expand and change throughout life are changing the view of learning and necessity of assessment. This book presents a new view of assessment that is aligned with the emerging paradigm of multiple intelligences. A multiple intelligence approach to assessment should grow from multiple intelligence approaches to curriculum, instruction, and learning processes. The chapters are: (1) "An Emerging New Paradigm of Assessment"; (2) "Eight Ways of Knowing: A Developmental Perspective"; (3) "Intelligence and Ability Testing Revisited: Creating Student Intelligence Profiles"; (4) "Prescriptions for Expanding and Enhancing Intelligence: Using Intelligence Profiles To Help Students"; (5) "Assessing Student Academic Progress: Toward Creating Authentic Tests"; (6) "Multiperceptual Formal Testing: Assessing Student Academic Progress"; and (7) "Classroom-Based Informal Assessme
NT: Practices for Ongoing Evaluation of Students." An epilogue discusses "Redefining the Boundaries of Education." An appendix contains some intelligent report card models. (Contains 1 labeled figure, 15 assessment forms, numerous illustrations, and 89 references.) (SLD)

AN: EJ582190
AU: Sweeder,-John-J.; Bednar,-Maryanne-R.; Ryan,-Francis-J.
TI: Conjoining Product Technologies with Multiple Intelligence Theory: Rethinking Teacher Preparation.
PY: 1998 SO: Journal-of-Technology-and-Teacher-Education; v6 n4 p273-82 1998
DE: *Educational-Technology; *Multiple-Intelligences; *Preservice-Teacher-Education
DE: Higher-Education; Knowledge-Representation; Teacher-Educators
AB: Investigates ways in which teacher-educators interweave Gardner's theory of multiple intelligences with a variety of product technologies as they teach non-technology courses. Topics include knowledge representation; multiple intelligence theory; and implications for teacher-educators and preservice teacher education. (Author/LRW)

AN: ED423510
AU: Fluellen,-Jerry
TI: Mindwaves: Story of How a Girl Constructs Higher Order, Verbal Linguistic Intelligence in a Multiple Intelligences Classroom.
CS: Pennsylvania Univ., Philadelphia. Graduate School of Education.
PY: 1998
PR: EDRS Price MF01/PC03 Plus Postage.
DE: *Classroom-Environment; *Multiple-Intelligences; *Thinking-Skills
DE: Black-Students; Classroom-Techniques; Females-; Grade-4; Intermediate-Grades; Language-Arts; Public-Schools; Urban-Education
AB: Howard Gardner and Jerome Bruner have given much to teachers who want to know how the minds of children grow. This story of a girl's construction of higher order, verbal linguistic intelligence is also theirs. Ideas they created have been cloned to fit a big city, public school classroom of African American 4th graders, each with a set of multiple intelligences including intelligences at promise, each struggling to solve the other mind problem; i.e., make meaning within the context of culture and with the tools of culture. Thus, this story of a fourth-grade author rests on the backs of Gardner's multiple intelligences theory and Bruner's cultural psychology. The central question in this teacher inquiry is how a girl constructs higher order verbal linguistic intelligence in a classroom that fosters multiple intelligences theory. (Contains 154 references.) (Author/RS)

AN: ED420866
AU: Brecher,-Diane; Gray,-Marian; Price,-Sue; Sayles,-Kathleen
TI: Improving the Spelling of High Frequency Words in Daily Writing across the Curriculum through the Use of Multiple Intelligences.
PY: 1998
NT: M.A. Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC07 Plus Postage.
DE: *Instructional-Improvement; *Multiple-Intelligences; *Spelling-; *Spelling-Instruction; *Transfer-of-Training; *Writing-across-the-Curriculum
DE: Curriculum-Development; Grade-2; Grade-3; Primary-Education; Word-Lists
AB: A program was developed for improving the spelling of high frequency words in daily writing across the curriculum through the use of multiple intelligences. The targeted population consisted of second and third grade students in a middle class community in central Illinois. The problem was documented by parent surveys; teacher interviews, observations, and journal entries; anecdotal records; pretests and posttests; weekly spelling tests; and writing samples. Analysis of probable cause data revealed that students performed well on weekly spelling tests, yet did not transfer this knowledge to spelling high frequency words in daily writing across the curriculum. Teachers reported inconsistent instruction in basic spelling rules. Review of curricula content and instructional strategies revealed a lack of scheduled time devoted to spelling, reliance on rote memorization with little or no use of multiple intelligences strategies, and lack of students' spelling consciousness in editing. A review of solution strategies, combined with an analysis of the problem setting, resulted in selection of three major categories of intervention: development of spelling lists using high frequency words; incorporation of multiple intelligences centers to practice words; and assessment of writing samples to monitor the transfer of high frequency words. Based on the presentation and analysis of results, students showed significant improvement in spelling and transferring 100 high frequency words. They understood they were accountable for spelling these words correctly in all curriculum areas and were able to internalize and use these words in daily writing. (Contains 26 figures and 30 references; various sample forms are appended.) (Author/CR)

AN: EJ550536
AU: Greenhawk,-Jan
TI: Multiple Intelligences Meet Standards.
PY: 1997
JN: Educational-Leadership; v55 n1 p62-64 Sep 1997
DE: Elementary-Education; Self-Esteem; Standardized-Tests
DE: *Academic-Achievement; *Academic-Standards; *Basic-Skills; *Educational-Environment; *School-Culture; *Test-Results
AB: In the five years since a Trappe, Maryland elementary school put Gardner's multiple-intelligences theory into practice, students' overall achievement and confidence have risen substantially. Specialists helped teachers develop standards for grading students' art work and oral presentations. To prepare students for state assessments, written descriptions often accompany students' chosen methods for displaying knowledge. (MLH)

AN: EJ550533
AU: Emig,-Veronica-Borruso
TI: A Multiple Intelligences Inventory.
PY: 1997
JN: Educational-Leadership; v55 n1 p47-50 Sep 1997
DE: High-Schools; Learning-Activities
DE: *Instructional-Innovation; *Social-Studies; *Student-Evaluation; *Teacher-Role; *Teaching-Methods
AB: By expanding her teaching and assessment strategies according to multiple-intelligence principles, a New Hope, Pennsylvania high school teacher has reinvigorated her social studies classes. To evaluate her work and her students' progress, she developed a form called the Multiple Intelligences Inventory. She generally alternates a "concrete-sequential" teaching approach with "random-abstract" presentations, enhanced by music and artifacts. (MLH)

AN: EJ550527
AU: Silver,-Harvey; Strong,-Richard; Perini,-Matthew
TI: Integrating Learning Styles and Multiple Intelligences.
PY: 1997
JN: Educational-Leadership; v55 n1 p22-27 Sep 1997
DE: Elementary-Secondary-Education; Models-; Student-Interests
DE: *Cognitive-Style; *Educational-Benefits; *Ideology-; *Intelligence-; *Program-Implementation; *Theory-Practice-Relationship
AB: Multiple-intelligences theory (MI) explores how cultures and disciplines shape human potential. Both MI and learning-style theories reject dominant ideologies of intelligence. Whereas learning styles are concerned with differences in the learning process, MI centers on learning content and products. Blending learning styles and MI theories via integrated intelligence menus may help minimize each theory's limitations and enhance its strengths. (MLH)

AN: EJ546307
AU: Nuzzi,-Ronald
TI: A Multiple Intelligence Approach.
PY: 1997
JN: Momentum; v28 n2 p16-19 Apr-May 1997
DE: Cognitive-Processes; Elementary-Secondary-Education; Learning-Theories
DE: *Evaluation-Methods; *Student-Evaluation; *Teaching-Methods
AB: Describes multiple intelligence instruction (MII), based on the theory that humans possess seven intelligences: visual, musical, logical-mathematical, intrapersonal, interpersonal, linguistic, and bodily-kinesthetic. Argues that current methods of assessment are deficit-based and, therefore, not helpful in assessing MII students. Describes an intelligence-based approach to assessment developed by Howard Gardner. (AJL)

AN: EJ540875
AU: Hatch,-Thomas
TI: Getting Specific about Multiple Intelligences.
PY: 1997
JN: Educational-Leadership; v54 n6 p26-29 Mar 1997
DE: Elementary-Education
DE: *Intellectual-Development; *Intelligence-; *Labeling-of-Persons; *Student-Characteristics; *Theory-Practice-Relationship
AB: Howard Gardner's theory of multiple intelligences ignores certain assumptions about the nature, display, and development of intelligence. Instead of determining how many intelligences a child displays, educators must observe the kinds of activities and roles in which the child shows strength. Teachers should organize curricula around the child, not the intelligences, and look for specialized strengths without attaching labels. (MLH)

AN: ED411244
AU: Torff,-Bruce, Ed.
TI: Multiple Intelligences and Assessme
NT: A Collection of Articles.
PY: 1997
AV: IRI/Skylight Training and Publishing, Inc., 2626 S. Clearbrook Dr., Arlington Heights, IL 60005; telephone: 800-348-4474; world wide web: http://www.iriskylight.com (No. 1451, $22.95).
NT: 226 p.
PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
DE: Computer-Assisted-Testing; Elementary-Secondary-Education; Gifted-; Intelligence-Tests; Portfolios-Background-Materials; Problem-Solving; Test-Use
DE: *Educational-Assessment; *Intelligence-; *Performance-Based-Assessment; *Portfolio-Assessment; *Test-Construction
AB: Since its introduction in 1983, Howard Gardner's theory of multiple intelligences has attracted widespread interest among educators. The chapters in this book describe alternative assessments that capture the range of intelligences, allow the intelligences to be given more equal weight, use intelligence-fair formats, and focus on student performances in real-life contexts. The following are included: (1) "Introduction: Assessing the Multiple Intelligences" (Bruce Torff); (2) "If Binet Had Looked beyond the Classroom: The Assessment of Multiple Intelligences" (Thomas Hatch and Howard Gardner); (3) "Alternative Assessment from a Multiple Intelligences Perspective" (Jie-Qi Chen and Howard Gardner); (4) "From Research to Reform: Finding Better Ways To Put Theory into Practice" (Thomas Hatch); (5) "Portfolios Invite Reflection--From Students and Staff" (Elizabeth A. Hebert); (6) "The Power in Portfolios: 'A Way for Sitting Beside' Each Learner" (Evangeline Harris Stefanakis); (7) "Domain Projects as Assessment Vehicles in a Computer-Rich Environment" (Joseph Walters and Howard Gardner); (8) "Giftedness, Diversity, and Problem Solving" (C. June Maker, Aleene B. Nielson, and Judith A. Rogers); (9) "Authentic Assessment of Problem Solving and Giftedness in Secondary School Students" (C. June Maker); and (10) "Assessment in Context: The Alternatives to Standardized Testing" (Howard Gardner). Each chapter contains references. (Contains nine tables and nine figures.) (SLD)

AN: ED410522
AU: Albero,-Paula; Brown,-Ann; Eliason,-Susan; Wind,-Jeanne
TI: Improving Reading through the Use of Multiple Intelligences.
PY: 1997
NT: 113 p.; Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price - MF01/PC05 Plus Postage.
DE: Action-Research; Cognitive-Style; Intermediate-Grades; Portfolios-Background-Materials; Reading-Achievement; Reading-Research; Tables-Data
DE: *Instructional-Effectiveness; *Portfolio-Assessment; *Reading-Improvement
AB: This report describes a program for increasing reading test scores. The targeted population consisted of one second-grade, one third-grade, and two fourth-grade classrooms in a growing middle class community located in a far western suburb of Chicago, Illinois. The problem of low reading test scores was documented though the 1995 IGAP scores on which the targeted school scored the lowest of all schools in the district. Analysis of probable cause data revealed: (1) readers lacked quality time spent practicing reading at home and in school with teachers and students; (2) children with high test anxiety had significantly lower scores; (3) since literacy learning is individually developmental and proceeds through a number of predictable stages, developmental lag can occur; (4) students in low socioeconomic communities may demonstrate lower achievement, but can raise it with modifications; (5) how students use their prior knowledge and experience to help them understand text influences what they recall from a test; (6) students are unable to comprehend and connect reading to their life; (7) poor decoding and comprehension skills result in lower test scores; and (8) children are poor test takers. A review of solution strategies suggested by experts, combined with an analysis of the problem setting, resulted in the selection of the following intervention: altering curricula by teaching to the multiple intelligences, creation of portfolios for students and teacher evaluation, and the implementation of student reading logs. Post intervention data indicated an increase in reading test scores. Students also demonstrated the ability to make connections with what they were reading to their own lives. Because students spent more time reading and reflecting on what they had read, comprehension and higher level thinking skills increased. (Contains 41 references and 16 tables of data, which are not sequentially numbered. Appendixes contain survey instruments, lesson plans, assessment forms, checklists, and graphic organizers.) (Author/RS)

AN: EJ527627
AU: Morgan,-Harry
TI: An Analysis of Gardner's Theory of Multiple Intelligence.
PY: 1996
JN: Roeper-Review; v18 n4 p263-69 Jun 1996
AV: UMI
DE: Individual-Differences; Models-
DE: *Cognitive-Psychology; *Cognitive-Style; *Intelligence-; *Theories-
AB: Howard Gardner's hypothesis of seven distinct types of intelligence is explained and each of the theorized intelligences is related to the theory of cognitive style. The article concludes that multiple intelligence theory is not about new "intelligences," but rather, a reframing of what others have defined as cognitive styles. (DB)

AN: ED400947
AU: Erb,-Michelle
TI: Increasing Students' Responsibility for Their Learning through Multiple Intelligence Activities and Cooperative Learning.
PY: 1996
NT: 57 p.; Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price - MF01/PC03 Plus Postage.
DE: Biology-; Classroom-Environment; Class-Size; Delinquency-; Discipline-; Family-Problems; High-Schools; High-School-Students; Intelligence-; Intervention-; Problem-Children; Science-Instruction; Self-Esteem; Student-Behavior; Student-Surveys;
DE: *Academic-Achievement; *Behavior-Problems; *Cooperative-Learning; *Learning-Motivation; *Student-Motivation; *Student-Responsibility
AB: Making students responsible for their own learning in biology is a national issue. The goal of this Master's project was to increase students' responsibility for their own learning in order to increase academic output and decrease the incidence of inappropriate behavior. The targeted population consisted of sophomore high school students in a biology classroom. The high school was located in a stable, urban blue-collar community in northern Illinois. The problems of academic output and inappropriate behavior had been documented by annotated teacher records, student records, and school records. Students also answered surveys designed to determine the causes for the students' lack of responsibility. Analysis of probable cause data revealed that students: (1) lacked intrinsic motivation and interest in science; (2) had low self-esteem; and (3) had possible family dysfunctions. Large class size may have contributed to the problem. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the following categories of intervention: use of cooperative learning and employment of the theory of multiple intelligences. Post-intervention data indicated an increase in students' responsibility for their own learning through an increase in academic output and a decrease in the incidents of inappropriate behavior. (Three appendices contain a student classroom discipline record form and two student surveys. Contains 37 references.) (BGC)

The Self-Directed Learner This book contains practical advice on helping your children become self-directed learners. Includes: quick answers to pressing learning problems; easy practice activities for basic skills; common language explanations; step-by-step guidance to engage children in active learning.

Other Resources (available either for sale or via interlibrary loan)

Title: Multiple intelligences and positive life habits: 174 activities for applying them in your classroom Authors: Beachner, L. & Pickett, A. Year: 2001 Publisher: Corwin Press

Title: Multiple intelligences in practices: teacher researcher reports from adult multiple intelligences study
Authors: Kallenbach, S. & Viens, J.
Year: 2001
Publisher:National Center for the Study of Adult Learning and literacy

Title: Talking, sketching, moving: multiple literacies in the teaching of writing
Author: Dunn, P. A.
Year: 2001
Publisher: Boynton/Cook Publishers

Title: Multiple intelligences & personality type: tools and strategies for developing human potential
Author: Nardi, D.
Year: 2001
Publisher: Telos Publications

Title: The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves
Author: Gardner, Howard
Year: 2000
Publisher: Penguin Books

Title: Gift of literacy for the multiple intelligences classroom
Author: English, Evelyn Williams
Year: 1999
Publisher: SkyLight Training and Pub

Title: 7 kinds of smart : identifying and developing your multiple intelligences
Author: Armstrong, Thomas
Year: 1999
Publisher: Plume

Title: Incorporating multiple intelligences into the curriculum and the classroom: lesson plans
Edition: Secondary ed.
Year: 1999
Publisher: Master Teacher

Title: Intelligence reframed: Multiple intelligences for the 21st century
Author: Gardner, Howard.
Year: 1999
Publisher: Basic Books

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