MULTIPLE INTELLIGENCES Here is the one WWW site of which we are aware that is devoted to Multiple Intelligences: MULTIPLE INTELLIGENCES http://K12.CNIDR.ORG:90/EDREF.MI.INTRO.html ********************************************************* ERIC DOCUMENTS CITATIONS: ED385368 PS023443 Assessing Multiple Intelligences. Martin, William C. 16 Mar 1995 13p.; Paper presented at the International Conference on Educational Assessment (7th, Ponce, PR, March 16, 1995). EDRS Price - MF01/PC01 Plus Postage. Document Type: POSITION PAPER (120); CONFERENCE PAPER (150) This paper explains Howard Gardner's Theory of Multiple Intelligences (MI) and discusses questions raised about MI theory in regard to validity, assessment, and implications for instructional activities. MI theory asserts that human cognitive competence is best described in terms of a set of abilities, talents, and mental skills that each child develops at different rates based on biological and cultural influences. These "intelligences" include music, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal intelligences. The paper addresses the development of a curriculum to accommodate or modify one or more intelligences and the assessment of MI. (Contains 33 references.) (MDM) Descriptors: Cognitive Ability; *Cognitive Processes; Construct Validity; *Curriculum Development; Educational Attitudes; Elementary Secondary Education; *Epistemology; *Intelligence; *Student Evaluation; *Talent Identifiers: Gardner (Howard); *Multiple Intelligences ED383435 PS023265 Integrating Curricula with Multiple Intelligences. Teams, Themes, & Threads. K-College. Fogarty, Robin; Stoehr, Judy 1995 224p.; Foreword by Howard Gardner. ISBN: 0-932935-81-8 Available From: IRI/Skylight Publishing, Inc., 200 East Wood Street, Suite 274, Palatine, IL 60067 (Item no. Z1262, $24.95, plus $5 shipping. Orders under $50 must be prepaid; Illinois residents must add 8.25% sales tax). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: TEACHING GUIDE (052) Using Gardner's multiple intelligences (verbal, logical, musical, bodily, interpersonal, and intrapersonal) and Fogarty's 10 curriculum integration models (fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked), this book includes activities for building teams, exploring how to put power into themes, and ways to thread life skills through the subject matter content. It includes cooperative structures for interactive lessons, strategies for developing relevant integrated units, ideas for webbing themes to the intelligences and methods that infuse rigor into thematic units. Chapter 1 provides the underlying theories for the development of teams, themes, and threads. Chapter 2 explores the concept of developing teacher teams to implement holistic, integrated, and interdisciplinary approaches to curriculum. Chapter 3 covers themes and presents a six-step process for developing thematic learning units that focus on higher-order thinking, mindful decision making, and productive problem solving. The final chapter highlights integrating the curriculum by "threading" life skills within single disciplines and across subject matter. Icons representing each of the intelligences are used to key sections of the chapter discussion dealing with that intelligence. Icons are also used to highlight the type of assessment suggested for the lessons and activities. Contains over 160 references and an index. (TJQ) Descriptors: Cooperative Learning; *Curriculum Design; Daily Living Skills; Elementary Secondary Education; *Integrated Curriculum; *Interdisciplinary Approach; Student Evaluation; Teaching Methods; Team Teaching; *Thematic Approach; Thinking Skills Identifiers: Gardner (Howard); Learning Webs; *Multiple Intelligences EJ503143 EC611225 The Quest for Multiple Intelligences. Smerechansky-Metzger, Jean A. Gifted Child Today Magazine, v18 n3 p12-15 May-Jun 1995 ISSN: 1076-2175 Available From: UMI Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners This article urges educators to incorporate Howard Gardner's theory of multiple intelligences (MI) into their classrooms to broaden the learning opportunities for all students. MI theory is briefly explained, examples of its application are described, advantages of MI are pointed out, and criticisms of MI are noted. (DB) Descriptors: *Classroom Techniques; Educational Principles; Educational Psychology; Elementary Secondary Education; *Individual Differences; *Intelligence; Learning Theories Identifiers: Gardner (Howard); *Multiple Intelligences ED382634 TM023063 Evaluation of an Instrument for Measuring Multiple Intelligences. Osborne, Francis; And Others [1995 49p.; Revised version of a paper presented at the Annual Meeting of the Kentucky Academy of Sciences (Ashland, KY, October 1992). EDRS Price - MF01/PC02 Plus Postage. Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150); TEST, QUESTIONNAIRE (160) The purpose of the present study was to assess the use of multiple intelligence assessment instruments as predictor measurements of achievement. The sample included 51 male and female students enrolled in two sections of an introductory psychology course. They were asked to complete the Multiple Intelligences Challenge (MIC) and the Self Evaluation of Seven Useful Abilities (SEVAL) instruments. Separately, the subjects also completed a timed vocabulary test. The results indicated that the seven categories on both the MIC and the SEVAL were not predictive of achievement in the classroom as determined by mid-term grades, ACT tests, or the vocabulary test. Findings suggested that Gardner's multiple intelligence abilities are either not unique or not accurately assessable by paper and pencil instruments. Appendix A contains the MIC and Appendix E presents the SEVAL instruments. (Contains 15 references and 9 tables.) (Author) Descriptors: Academic Achievement; *College Students; Educational Assessment; Grades (Scholastic); Higher Education; Intelligence; *Intelligence Tests; *Measurement Techniques; *Prediction; *Test Use; Vocabulary Skills Identifiers: *Multiple Intelligences; Multiple Intelligences Challenge; Self Evaluation of Seven Useful Abilities; Self Report Measures ED382376 PS023263 Multiple Intelligences: A Collection. K-12. Fogarty, Robin, Ed.; Bellanca, James, Ed. 1995 298p. ISBN: 0-932935-91-5 Available From: IRI/Skylight Publishing, Inc., 200 East Wood Street, Suite 274, Palatine, IL 60067 (Item no. Z1313, $19.95, plus $5 shipping. Orders under $50 must be prepaid. Illinois residents must add 8.25% sales tax). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: COLLECTION (020); TEACHING GUIDE (052); BOOK (010) Divided into five concise sections, this book introduces and examines the personage of Howard Gardner and his theory of multiple intelligences. The articles explore practical applications and implications of the theory and provide supporting evidence applicable to all children. Special applications of the multiple intelligences theory, including its use in goal setting, assessment, and curriculum integration, are also covered. The first section introduces Howard Gardner and profiles his personality. Section two presents three papers by Gardner that help readers get an in-depth look at the thinking behind the theory. The third section describes five multiple intelligence "best practices" and examines the overall impact of Gardner's theory on the contemporary classroom. Expanding on the practical applications of multiple intelligences, section four focuses on three authors' positions on the usefulness of the multiple intelligences approach for all children, regardless of background or label. This section reinforces the idea that all children possess multiple intelligences, from the "learning disabled" to the "gifted." The collection concludes with an array of essays and commentaries on the numerous uses of multiple intelligences theory. The ideas presented in the final section span the spectrum from goal setting to technology integration to innovative assessment alternatives. (AA) Descriptors: Class Activities; Classroom Environment; Classroom Techniques; *Cognitive Style; *Curriculum Design; Elementary Secondary Education; *Instructional Materials; Interpersonal Competence; Kinesthetic Perception; Language Aptitude; *Learning Activities; Mathematical Aptitude; Music; Problem Solving; Social Cognition; Spatial Ability; Student Evaluation Identifiers: *Gardner (Howard); *Multiple Intelligences; Self Awareness ED379662 CS214733 Writing and the Seven Intelligences. Grow, Gerald [Mar 1995 24p. EDRS Price - MF01/PC01 Plus Postage. Document Type: POSITION PAPER (120) In "Frames of Mind," Howard Gardner replaces the standard view of intelligence with the idea that human beings have several distinct intelligences. Using an elaborate set of criteria, including evidence from studies of brain damage, prodigies, developmental patterns, cross-cultural comparisons, and various kinds of tests, Gardner identifies seven intelligences. Even though it was first published in 1983, Gardner's theory has not made an impact on the teaching of writing. Since writing is a blend of several distinct human capacities, it is worth considering how it can engage Gardner's seven intelligences, though those seven intelligences are by no means (Gardner admits as much himself) definitive; they are only one means of understanding the multiple facets of the human mind. First, the linguistic intelligence offers keen sensitivity to language; it develops the poetic instinct and a strong narrative sense. Second, the logical-mathematical intelligence helps with logical organization and development; it is the problem solving component of thought. Third, the interpersonal intelligence grabs the writer and keeps his or her attention focused, attentive to audience needs. Fourth, the intrapersonal intelligence conveys author voice and presence. Fifth, the spatial intelligence offers keen observation and good description. Sixth, the musical intelligence helps the writer with the rhythm of his or her prose and the harmony of the different parts of a piece. Seventh, the kinesthetic intelligence encourages sensitivity to the physical and sensitivity to movement, body language and "gut" feelings. (Contains two tables and 23 references.) (TB) Descriptors: *Cognitive Processes; Higher Education; *Writing (Composition); *Writing Instruction; *Writing Skills Identifiers: Gardner (Howard); *Multiple Intelligences; *Writing Thinking Relationship EJ508875 PS523802 Profiles of Intelligence. Vialle, Wilma Australian Journal of Early Childhood, v19 n4 p30-34 Dec 1994 ISSN: 0312-5033 Available From: UMI Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080) Describes an eight-month study conducted in five day care centers for children of impoverished families, using Gardner's theory of Multiple Intelligences as a framework to train the day care providers and to work with preschool children. Suggests that Gardner's framework is productive for all children, and is particularly applicable to children with atypical profiles of intelligence. (AP) Descriptors: Child Caregivers; *Cognitive Style; Disadvantaged Youth; Intellectual Development; Intelligence; *Intelligence Differences; Intelligence Tests; Poverty; Teaching Methods; *Young Children Identifiers: *Gardner (Howard); *Multiple Intelligences; Project Spectrum ED383479 PS023392 The Pawlet Project: Applications of Howard Gardner's Multiple Intelligence Theory in a Rural Vermont Elementary School. Duval, John; Mark, Nancy Mar 1994 39p.; Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development (49th, Chicago, IL, March 18-22, 1994). EDRS Price - MF01/PC02 Plus Postage. Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150); TEST, QUESTIONNAIRE (160) This paper focuses on the use of Gardner's (1985) Multiple Intelligence Theory (MIT) in the restructuring of the curriculum at elementary schools in Pawlet, Vermont. It discusses the state of education in Vermont, the need to restructure and improve assessment at the Pawlet schools, and the adoption of MIT to further this goal. The bulk of the paper consists of a lesson plan for an integrated unit of study that culminated in an all-school field trip to a nearby farm. The unit included linguistic, logical/math, visual/spatial, musical, kinesthetic, interpersonal, and intrapersonal activities. A teacher questionnaire on MIT, along with representative answers, is included. (MDM) Descriptors: *Educational Assessment; *Educational Improvement; Elementary Education; *Elementary School Curriculum; Field Trips; *Integrated Curriculum; Interpersonal Communication; Language Skills; Mathematics Education; Models; Music Activities; Program Descriptions; Rural Education; Science Activities; Spatial Ability; Student Evaluation; Teacher Attitudes Identifiers: *Multiple Intelligences; Vermont EJ500465 SP523981 The Multiple Intelligence Approach to Giftedness. Hoerr, Thomas R. Contemporary Education, v66 n1 p32-35 Fall 1994 ISSN: 0010-7476 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Performance on one test captures neither the nuances of intellect nor the criteria for giftedness. The theory of multiple intelligences (MI) greatly enhances discourse on the nature of giftedness. The paper explains MI beyond the linguistic and logical-mathematical traditionally esteemed in schools, highlighting MI theory at one Missouri school. (SM) Descriptors: Acceleration (Education); Achievement Tests; Curriculum Design; Educational Theories; Elementary Education; Elementary School Students; Evaluation Methods; *Gifted; Intelligence Quotient; *Student Evaluation; *Talent Identifiers: *Multiple Intelligences; Test Fairness EJ492908 EA530018 How the New City School Applies the Multiple Intelligences. Hoerr, Thomas R. Educational Leadership, v52 n3 p29-33 Nov 1994 ISSN: 0013-1784 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Describes a Saint Louis elementary school's successful application of Howard Gardner's multiple intelligences theory. What began as a discussion of the nature of intelligence has resulted in a revised curriculum, varied instructional techniques, alternative assessment (using a combination of portfolios, progress reports, profiles, demonstrations of understanding, and standardized tests), improved professional development for teachers, and new ways to communicate with parents. (MLH) Descriptors: *Curriculum Development; Elementary Education; *Intelligence; *Portfolios (Background Materials); *Professional Development; *Theory Practice Relationship Identifiers: Alternative Assessment; *Missouri (Saint Louis); *Multiple Intelligences EJ492907 EA530017 Multiple Intelligences: Seven Ways to Approach Curriculum. Armstrong, Thomas Educational Leadership, v52 n3 p26-28 Nov 1994 ISSN: 0013-1784 Available From: UMI Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) Applies Howard Gardner's theory of multiple intelligences (linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, and intrapersonal) to designing time- telling exercises for young learners. The idea is to link instructional objectives to words, numbers or logic, pictures, music, the body, social interaction, or personal experience. These linkages also apply to secondary curricula. (MLH) Descriptors: *Curriculum Development; Elementary Secondary Education; *Intelligence; *Learning Strategies; *Teaching Methods; *Thinking Skills Identifiers: *Gardner (Howard); *Multiple Intelligences; Time Telling EJ490209 SP523509 Intelligences in Theory and Practice: A Response to Elliot W. Eisner, Robert J. Sternberg, and Henry M. Levin. Gardner, Howard Teachers College Record, v95 n4 p576-83 Sum 1994 ISSN: 0161-4681 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) The article present's Howard Gardner's response to the three preceding commentaries on his book, "Multiple Intelligences: The Theory in Practice." After commenting on some of their specific remarks, the article concludes with a more general discussion of the relationship between psychological theory and educational practice. (SM) Descriptors: *Academic Ability; Change Strategies; *Educational Change; Educational Theories; Elementary Secondary Education; *Intelligence; *Theory Practice Relationship Identifiers: *Multiple Intelligences EJ490208 SP523508 Commentary: Multiple Intelligence Theory and Everyday Practices. Levin, Henry M. Teachers College Record, v95 n4 p570-75 Sum 1994 ISSN: 0161-4681 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) Indicates that Gardner's "Multiple Intelligences: The Theory in Practice" represents an attempt to incorporate many perspectives and previously published essays in the educational implications of multiple intelligences theory. The article suggests that the book focuses less on schools and more on further development of the theory and possible uses and applications. (SM) Descriptors: *Academic Ability; Change Strategies; *Educational Change; Educational Theories; Elementary Secondary Education; *Intelligence; *Theory Practice Relationship Identifiers: Gardner (Howard); *Multiple Intelligences EJ490207 SP523507 Commentary: Reforming School Reform: Comments on "Multiple Intelligences: The Theory in Practice." Sternberg, Robert J. Teachers College Record, v95 n4 p561-69 Sum 1994 ISSN: 0161-4681 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) This commentary on Gardner's "Multiple Intelligences: The Theory in Practice" examines implications of Gardner's belief that his theory is a basis for educational reform, proposing reforms that would immediately benefit students and suggesting that formulating educational reform around the whole child rather than hypothetical ability structures will produce superior outcomes. (SM) Descriptors: *Academic Ability; Aptitude Tests; Change Strategies; Cognitive Ability; *Educational Change; Educational Theories; Elementary Secondary Education; Higher Education; *Intelligence; Psychological Characteristics; *Theory Practice Relationship Identifiers: *Gardner (Howard); *Multiple Intelligences EJ490206 SP523506 Commentary: Putting Multiple Intelligences in Context: Some Questions and Observations. Eisner, Elliot W. Teachers College Record, v95 n4 p555-60 Sum 1994 ISSN: 0161-4681 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) Commentary on Gardner's "Multiple Intelligences: The Theory in Practice" suggests that Gardner has made major contributions to discussions of the mind and educational goals. The article identifies issues arising from Project Zero's efforts to conceptualize and assess varieties of human intelligence and to follow implications of its work in the schools. (SM) Descriptors: *Academic Ability; Art Education; Cognitive Ability; *Educational Theories; Elementary Secondary Education; Higher Education; *Intelligence; *Psychological Characteristics; *Theory Practice Relationship Identifiers: *Gardner (Howard); *Multiple Intelligences EJ489497 EC609433 Giftedness, Diversity, and Problem-Solving. Multiple Intelligences and Diversity in Educational Settings. Maker, C. June; And Others TEACHING Exceptional Children, v27 n1 p4-19 Fall 1994 ISSN: 0040-0599 Available From: UMI Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners Howard Gardner's Theory of Multiple Intelligences offers educators a comprehensive framework for identifying giftedness in diverse student populations. A definition of problem types is presented that, when combined with varied intelligences, forms a problem- solving matrix for designing assessment procedures and developing curriculum. (JDD) Descriptors: *Ability Identification; *Curriculum Development; Elementary Secondary Education; Evaluation Methods; *Gifted; Individual Differences; *Intelligence; *Student Evaluation Identifiers: Diversity (Student); *Multiple Intelligences EJ479667 HE532401 Virtual Reality and Multiple Intelligences: Potentials for Higher Education. McLellan, Hilary Journal of Computing in Higher Education, v5 n2 p33-66 Spr 1994 ISSN: 1042-1726 Document Type: EVALUATIVE REPORT (142); POSITION PAPER (120); JOURNAL ARTICLE (080) Target Audience: Practitioners Discussion of the use of virtual reality in higher education looks at how this emerging computer-based technology can promote learning that engages all seven forms of intelligence proposed in H. Gardner's theory of multiple intelligences. Technical and conceptual issues in implementation of virtual reality in education are also examined. (Author/MSE) Descriptors: Classroom Techniques; Computer Assisted Instruction; *Computer Oriented Programs; *Computer Uses in Education; *Educational Technology; Higher Education; *Learning Theories; *Technological Advancement Identifiers: *Multiple Intelligences; *Virtual Reality EJ477926 HE532304 The Theory of Multiple Intelligences: Understanding Cognitive Diversity in School. Gray, James H.; Viens, Julie T. National Forum: Phi Kappa Phi Journal, v74 n1 p22-25 Win 1994 ISSN: 0162-1831 Available From: UMI Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) In the face of increasing cultural diversity, educators need new ways of understanding how children think. The theory of multiple intelligences provides a means for distinguishing the many ways children have to solve problems and create products, identify cognitive strengths, and group students according to complementary intelligences. (MSE) Descriptors: *Cognitive Processes; *Cultural Pluralism; *Curriculum Design; Educational Strategies; Educational Theories; Elementary Secondary Education; *Grouping (Instructional Purposes); *Individual Differences; *Intelligence Identifiers: *Multiple Intelligences ED381291 PS023261 Seven Windows to a Child's World: 100 Ideas for the Multiple Intelligences Classroom. Pre K-3. First Printing. O'Connor, Anna T.; Callahan-Young, Sheila 1994 284p. ISBN: 0-932935-77-X Available From: IRI/Skylight Publishing, Inc., 200 East Wood Street, Suite 274, Palatine, IL 60067 (Item no. Z1261, $19.95, plus $5 shipping; orders under $50 must be prepaid; Illinois residents add 8.25% sales tax). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: BOOK (010); TEACHING GUIDE (052) While traditional schooling has focused mainly on math and linguistic skills, psychologist Howard Gardner suggests that there are at least five additional ways of learning. This curriculum guide applies Gardner's theory of multiple intelligences to the kindergarten class, providing teachers with a practical, thematic approach that will challenge children's thinking. The five units include three lessons for each of the intelligences--linguistic, logical-mathematical, spatial/artistic, inter- and intra/personal/social, spatical/assembly, bodily/kinesthetic, and musical. Some lessons include homework designed to strengthen the communication between home and school, and some include designated portfolio samples with format suggestions for collection throughout the school year. The five units are: (1) Self; (2) Fall; (3) Day/Night; (4) Winter; and (5) Castles. Each unit includes a bibliography. (HTH) Descriptors: Art; *Cognitive Style; Early Childhood Education; Interpersonal Competence; *Kindergarten; Kinesthetic Perception; Language Arts; *Learning Activities; Mathematics Skills; Music; Spatial Ability; Teaching Methods; *Thematic Approach Identifiers: Gardner (Howard); *Multiple Intelligences ED378523 CS011942 Multiple Intelligences in the Schools. Quigley, Kathleen M. Dec 1994 16p.; Exit Project, Dominican College. EDRS Price - MF01/PC01 Plus Postage. Document Type: POSITION PAPER (120); HISTORICAL MATERIAL (060) Within the context of school improvement and school reform, it is important to examine Howard Gardner's theory of multiple intelligences (MI theory). His work has far-reaching implications for curriculum development and classroom implementation. Gardner believes that the culture defines intelligence too narrowly. He sought to broaden the scope of human potential beyond the confines of the ability to answer items on tests of intelligence and an IQ score. He was disturbed by the almost exclusive use of linguistic and logical capacities in the construction of items on intelligence, aptitude, and achievement tests. The MI theory challenges the concept of intelligence as a single general capacity that everyone possesses in varying degrees. Gardner suggests that intelligence has more to do with the capacity for solving problems and fashioning products in a context-rich and naturalistic setting. He identified seven areas of intelligence, which he believes all people possess: (1) linguistic intelligence; (2) logical-mathematical intelligence; (3) spatial intelligence; (4) bodily-kinesthetic intelligence; (5) musical intelligence; (6) interpersonal intelligence; (7) intrapersonal intelligence. A number of school projects have grown out of the thinking of Gardner and other liberals like John Dewey, Rousseau, Maria Montessori, and Friedrich Froebel. Using the seven intelligences as their framework, teachers at Crow Island School in Winnetka, Illinois, assess their students using a portfolio approach. (Contains 19 references and an appendix listing Gardner's criteria.) (TB) Descriptors: Elementary Secondary Education; *Holistic Approach; *Holistic Evaluation; *Integrated Activities; *Intelligence; Interdisciplinary Approach; Philosophy; Student Needs Identifiers: Educational Issues; Gardner (Howard); *Multiple Intelligences ED374104 SP035426 Multiple Intelligences in the Classroom. Armstrong, Thomas 1994 199p. ISBN: 0-87120-230-1 Available From: Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314 (Stock No. 1-94055, $14.95). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: BOOK (010); TEACHING GUIDE (052) Target Audience: Teachers; Administrators; Practitioners The model presented in this book provides a language for talking about the inner gifts of children, especially those students who have accumulated labels such as Learning Disabled (LD) and Attention Deficit Disorders (ADD) during their school careers, and describes how educators can bring Howard Gardner's theory of multiple intelligences (MI), a means of mapping the broad range of abilities that humans possess, into the classroom every day. The MI theory is described as a philosophy of education, an attitude toward learning, or a meta-model of education in the spirit of John Dewey's ideas on progressive education rather than a set program of fixed techniques and strategies. The MI are grouped into seven comprehensive categories--linguistic, logical-mathematical, spatial, bodily- kinesthetic, musical, interpersonal, and intrapersonal. The volume provides concrete examples of how MI can be applied to curriculum development, teaching strategies, classroom management, assessment, special education, and other areas, along with information on how to develop MI lessons, and conduct MI assessments. A basic reading list on MI, related books on MI teaching, and examples of MI lessons and programs are appended. (Contains approximately 75 references.) (LL) Descriptors: *Ability Identification; Classroom Techniques; Curriculum Development; Educational Assessment; *Educational Philosophy; *Educational Theories; Elementary Secondary Education; *Learning Modalities; Learning Problems; Learning Strategies; Lesson Plans; Special Education; Teaching Methods; *Teaching Models Identifiers: Gardner (Howard); *Multiple Intelligences ED372927 SE054209 Multiple Intelligences and Mathematics Teaching. Munro, John Jan 1994 15p. EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); POSITION PAPER (120) This paper examines a model of individual ways of learning and its implications for mathematics teaching. Topics discussed include: alternative ways that students use to represent mathematical ideas, management or control mechanisms, related models of learning preferences, ways in which students relate and manipulate ideas, and implications of this model of individual learning preferences for the teaching of mathematics. Contains 10 references. (MKR) Descriptors: *Concept Formation; Elementary Secondary Education; Foreign Countries; *Individual Characteristics; *Learning Modalities; *Mathematics Instruction; Models; *Schemata (Cognition) Identifiers: *Multiple Intelligences; Representational Thinking ED377959 PS022859 If the Shoe Fits...How To Develop Multiple Intelligences in the Classroom. Chapman, Carolyn 1993 252p. ISBN: 0-932935-64-8 Available From: IRI/Skylight Publishing, Inc., 200 East Wood Street, Suite 274, Palatine, IL 60067. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: TEACHING GUIDE (052); POSITION PAPER (120); BOOK (010) This guide provides a rationale and approach for translating Howard Gardner's theory of multiple intelligences into classroom practice. Chapter 1 explains Gardner's theory and gives the definitions of the seven intelligences he identifies: verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, bodily/kinesthetic, intrapersonal, and interpersonal. Chapters 2 through 8 are dedicated to each of the intelligences and demonstrate a variety of ways to understand and implement Gardner's theory. Chapters include sections that: (1) describe the characteristics of a particular intelligence; (2) explain its developmental path; (3) offer a global understanding of the intelligences; (4) illustrate how people tend to use this intelligence to solve problems; (5) tell what helps and hinders a student with this intelligence; (6) offer examples of situations that enhance learning; (7) give strategies to capitalize on a student's talents; (8) outline methods to help special students learn in ways compatible with their strengths (9) list several teaching techniques for use in the classroom; (10) explain exactly how to foster an environment that stimulates these seven intelligences; and (11) provide sample lessons and activities that target this intelligence. Chapter 9 delineates a number of methods to integrate curriculum and instruction. Finally, chapter 10 addresses the grading dilemma with practical ideas for assessing the multiple gifts of learner. Contains 68 references. (AA) Descriptors: Class Activities; Classroom Environment; *Classroom Techniques; *Curriculum Design; Elementary Secondary Education; *Instructional Materials; *Intelligence; Interpersonal Competence; Kinesthetic Perception; Language Aptitude; *Learning Activities; Mathematical Aptitude; Music; Problem Solving; Spatial Ability; Student Evaluation Identifiers: Alternative Assessment; Gardner (Howard); *Multiple Intelligences; Self Awareness ED360088 PS021614 An Analysis of Gardner's Theory of Multiple Intelligence. Morgan, Harry 1992 41p.; Paper presented at the Annual Meeting of the Eastern Educational Research Association (1992). EDRS Price - MF01/PC02 Plus Postage. Document Type: REVIEW LITERATURE (070); POSITION PAPER (120) The theory of multiple intelligence (MI) propounded by Gardner and Hatch suggests that human beings have seven distinct units of intellectual functioning, and that these units are actually separate intelligences with their own observable and measurable abilities. These intelligences were identified as logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. These units, however, bear striking resemblance to cognitive style constructs and intelligence quotient factors identified by others in unified theories of intelligence. In fact, MI theory merely adapts factors identified as primary abilities in factor analyses of data derived from intelligence tests and relabels them as intelligences. A review of the literature on cognitive styles shows numerous compatibilities between styles of cognition and the MI intelligences. For example, the logical-mathematical intelligence is applied to individuals who are sensitive to logical or numerical patterns and have the ability to handle long chains of reasoning, and whose ideal career is as scientists or mathematicians. These characteristics are compatible with the cognitive style identified as field-independent, and also with numerical ability, one of the factors identified by intelligence factor analysis. While single factor constructs of intelligence have certainly been invalidated by current research, the label of separate intelligences for aspects of cognition does not appear to be warranted. Critiques of each of the seven MI intelligences and 97 references are included. (BCY) Descriptors: *Cognitive Development; Cognitive Processes; *Cognitive Style; Criticism; *Epistemology; *Factor Analysis; Field Dependence Independence; Intelligence Quotient; Literature Reviews; *Psychological Characteristics; Theories Identifiers: Gardner (Howard); *Multiple Intelligences ED356227 SP034475 Teaching for Multiple Intelligences. Fastback 342. Lazear, David G. 1992 49p. ISBN: 0-87367-342-5 Available From: Phi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789 ($1.25; $1 members). EDRS Price - MF01/PC02 Plus Postage. Document Type: REVIEW LITERATURE (070); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners Over the past 50 years, brain researchers have stated that human beings probably use less than 1 percent of the brain's potential, and research findings about human intelligence have transformed almost all previous definitions of intelligence. This booklet addresses the following key findings in intelligence research: intelligence is not fixed or static; intelligence can be learned and taught; and intelligence is a multidimensional phenomenon that occurs at multiple levels of the brain/mind/body system. After this discussion of the research, the publication is divided into five parts: (1) "Overview of the Seven Intelligences" (verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal intelligence, and intrapersonal intelligence); (2) "Teaching for Multiple Intelligences: A New Look at the Curriculum" (includes an exercise on how one can teach for multiple intelligences in one's curriculum); (3) "New Instructional Methods for Teaching with Multiple Intelligences"; (4) "Teaching about Multiple Intelligences: Re-inventing the Learning Process"; and (5) "A Multi-Modal Approach to Assessment" (includes techniques for student evaluation and teacher self-assessment). (Contains 27 references.) (LL) Descriptors: Academic Ability; Academic Achievement; Brain Hemisphere Functions; Creative Development; Curriculum Evaluation; Elementary Secondary Education; Higher Education; *Intellectual Development; Intellectual Disciplines; *Intelligence; Interpersonal Competence; Kinesthetic Perception; *Learning Modalities; Learning Processes; Lesson Plans; Metacognition; *Multisensory Learning; *Student Evaluation; *Teaching Methods Identifiers: Brain Research; Modal Learning Concept; *Multiple Intelligences EJ451483 EA527212 Using Multiple Intelligences to Set Goals. Ellison, Launa Educational Leadership, v50 n2 p69-72 Oct 1992 ISSN: 0013-1784 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) To meet diverse student needs, a Minneapolis K-8 school began individual goal-setting conferences with parents about 10 years ago. In 1991, teachers reformatted goal setting to reflect Harold Gardner's theory of multiple intelligences involving intrapersonal, interpersonal, world-understanding, linguistic, logical-mathematical, spatial, bodily kinesthetic, and musical abilities. Participating parents developed an increased respect for their children's abilities. (five references) (MLH) Descriptors: Elementary Secondary Education; *Individual Differences; *Intelligence; *Learning Modalities; *Parent Teacher Conferences; *Student Evaluation Identifiers: Gardner (Harold); *Goal Setting; Minnesota (Minneapolis); *Multiple Intelligences EJ451482 EA527211 How Our School Applied Multiple Intelligences Theory. Hoerr, Thomas R. Educational Leadership, v50 n2 p67-68 Oct 1992 ISSN: 0013-1784 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Faculty members of a St. Louis, Missouri, pre-K-6 school studied Harold Gardner's theories on multiple intelligences in "Frames of Mind" (1983) and developed a program based on 7 learning modalities. Although implementation varies by classroom, teachers are using all seven intelligences in designing instruction, and a faculty subgroup is investigating alternative forms of assessment. (MLH) Descriptors: Collegiality; *Curriculum Design; Elementary Education; Individual Differences; *Intelligence; *Learning Modalities; *Models; Preschool Education; *Program Development; Talent Identifiers: Gardner (Harold); *Missouri (Saint Louis); *Multiple Intelligences EJ450533 PS519698 Multiple Intelligences in Action. Campbell, Bruce Childhood Education, v68 n4 p197-200 Sum 1992 ISSN: 0009-4056 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142) Describes the investigation of the effects of a four-step model program used with third through fifth grade students to implement Gardener's concepts of seven human intelligences--linguistic, logical/mathematical, visual/spatial, musical, kinesthetic, intrapersonal, and interpersonal intelligence--into daily learning. (BB) Descriptors: Cognitive Style; Demonstration Programs; Elementary Education; *Elementary School Students; *Elementary School Teachers; *Intelligence; *Learning Activities; Program Descriptions; Program Design; Program Effectiveness; Program Evaluation; Student Centered Curriculum; *Thematic Approach; Theory Practice Relationship Identifiers: *Multimodal Methods; *Multiple Intelligences ED362557 TM020602 Individual Differences and Multiple Intelligences. Fasko, Daniel, Jr. Nov 1992 17p.; Paper presented at the Annual Meeting of the Mid-South Educational Research Association (21st, Knoxville, TN, November 11- 13, 1992). EDRS Price - MF01/PC01 Plus Postage. Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150) Recent educational research indicates that learners differ in their preferences for learning mode and strategies. Implications for instruction and assessment are discussed as they relate to the Theory of Multiple Intelligences of H. Gardner (1983). One of the principles of the "Learner Centered Psychological Principles" of the American Psychological Association (Principle 11) stipulates that learners have unique abilities and talents and have acquired different preferences for how they learn, as well as different preferences for how they respond to learning situations. Gardner's Theory of Multiple Intelligences exemplifies Principle 11 and is implicated in Principle 12, which states that the development of a child and the way the child interprets life experiences is influenced by his or her education. The Theory of Multiple Intelligences describes seven forms of human competence that are relatively independent: linguistic; logical-mathematical; spatial; bodily- kinesthetic; musical; interpersonal; and intrapersonal intelligences. Some programs in use in schools today apply Gardner's theory. The Key School in Indianapolis (Indiana), the Arts PROPEL program in Pittsburgh (Pennsylvania), and Project Spectrum are three examples. Preliminary results from teachers in these programs suggest that students are more motivated and that at-risk students can excel. Implications for educational practice are discussed. Three tables summarize some important points from the discussion. (Contains 11 references.) (SLD) Descriptors: Child Development; Cognitive Style; Competence; *Educational Practices; Educational Psychology; Educational Research; Educational Theories; Elementary Secondary Education; *High Risk Students; *Intelligence Differences; *Learning; Program Evaluation; *Student Motivation Identifiers: Arts PROPEL; *Multiple Intelligences ED382374 PS023260 Seven Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. Lazear, David 1991 187p. ISBN: 0-932935-32-X Available From: IRI/Skylight Publishing, Inc., 200 East Wood Street, Suite 274, Palatine, IL 60067 (Item no. Z414, $27.95, plus $6 shipping. Orders under $50 must be prepaid. Illinois residents must add 8.25% sales tax). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: TEACHING GUIDE (052); BOOK (010) Target Audience: Teachers; Practitioners This guide provides a rationale and approach for translating Howard Gardner's theory of multiple intelligences into classroom practice. The introduction explains Gardner's theory, gives the definitions of the seven intelligences he identifies--verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal, intrapersonal--and defines specific capacities that are related to these intelligences. The seven chapters present model lessons that emphasize one of the intelligences as the primary mode of knowing and learning. Each of these lessons includes: (1) a lesson pallet that helps teachers select the appropriate tools for the intelligence being emphasized; (2) a brief overview of the processes of awakening, amplifying, teaching and transferring as they apply to the intelligence being emphasized in the lesson; (3) the lesson procedures; (4) suggestions for adapting the lesson to needs different from the proposed grade level; (5) assessment tips; (6) lesson pallets designed to help teachers reflect on how a past or future lesson could be restructured to incorporate the intelligence being emphasized in the lesson; and (7) a chart of ideas for lessons in a given intelligence area. The appendices contain helpful examples of lesson procedures and graphic organizers, a glossary, and 110 references. (AA) Descriptors: Class Activities; Classroom Environment; Classroom Techniques; *Cognitive Style; *Curriculum Design; Elementary Secondary Education; *Instructional Materials; Interpersonal Competence; Kinesthetic Perception; Language Aptitude; *Learning Activities; Mathematical Aptitude; Music; Problem Solving; Social Cognition; Spatial Ability; Student Evaluation Identifiers: Gardner (Howard); *Multiple Intelligences; Self Awareness ED331090 CS212803 Expressions: Multiple Intelligences in the English Class. Theory & Research into Practice (TRIP). Smagorinsky, Peter 1991 74p. ISBN: 0-8141-1664-7 Available From: National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 16647-0015, $7.95 members, $10.50 nonmembers). EDRS Price - MF01/PC03 Plus Postage. Document Type: TEACHING GUIDE (052) Target Audience: Teachers; Practitioners Intended to help teachers think of ways to broaden the range of intelligences students use in language arts classes within the constraints of the content area, this book offers help for teachers who want to create classes in which students enthusiastically participate in constructive activities. In its first section ("Theory and Research"), the book sketches Howard Gardner's research on the many forms of human intelligence, showing seven intelligences: linguistic, logical/mathematical, musical, spatial, bodily/kinesthetic, interpersonal, and intrapersonal. The book notes that to judge students' abilities solely by linguistic performance is to neglect and discourage those whose strengths lie elsewhere, and maintains that because different cultures foster different types of intelligence, the nation's growing diversity could leave even more youths devalued and constrained. The book's next section ("Practice") focuses on each of Gardner's seven intelligences in turn, suggesting ways to expand traditional classroom practices for English. Among the suggestions in this section are definition projects for the logically inclined, song-writing and the setting of poems to music, map-making and art study in relation to movements such as romanticism, dramatization of literature, mime, small-group discussion and writing, and literature-related interview projects. Extensive appendixes provide step-by-step instruction sheets for 22 class activities. (SR) Descriptors: *Class Activities; *English Instruction; Intelligence; *Intelligence Differences; *Language Arts; *Learning Activities; Secondary Education; Student Participation; Theory Practice Relationship Identifiers: Gardner (Howard); *Multiple Intelligences EJ405189 EA524328 A School for All Intelligences. Blythe, Tina; Gardner, Howard Educational Leadership, v47 n7 p33-37 Apr 1990 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142) The Harvard Project Zero research group has been examining the curriculum content issue through the lens of the multiple intelligences (MI) theory, which emphasizes humans' highly varied capacities. This article describes the MI theory, some related research projects, and the theory's implications for elementary and secondary education. Includes 11 references. (MLH) Descriptors: *Apprenticeships; *Change Strategies; *Community Relations; Elementary Secondary Education; *Intelligence; *Nontraditional Education Identifiers: Harvard Project Zero; *Indiana (Indianapolis); *Multiple Intelligences ED324366 TM015638 Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Technical Report No. 4. Gardner, Howard; Hatch, Thomas Mar 1990 12p. EDRS Price - MF01/PC01 Plus Postage. Document Type: EVALUATIVE REPORT (142) The background and major claims of a new approach to the conceptualization and assessment of human intelligence are presented. The theory of multiple intelligences (MI), proposed in 1983 by H. Gardner, suggests the existence of several relatively autonomous human intelligences. Intelligence is defined as the capacity to solve problems or to fashion products that are valued in one or more cultural settings. A provisional list includes seven intelligences: (1) logical-mathematical; (2) linguistic; (3) musical; (4) spatial; (5) bodily-kinesthetic; (6) interpersonal; and (7) intrapersonal. In MI theory, intelligences are always conceptualized and assessed in terms of their cultural manifestation in specific domains of endeavor and with reference to particular adult end-states. Some projects developing out of MI theory, including Pittsburgh's Arts PROPEL program, are summarized; and preliminary findings are reviewed from Project Spectrum, a program that has developed several curriculum activities and assessment options suited to the child-centered structure of many schools and preschools. The 15 activities of Project Spectrum tap particular intelligences or sets of intelligences. Preliminary findings provide some support for the MI theory in that children aged 3 to 7 years exhibit distinct profiles of relative intellectual strengths and weaknesses. Areas for further research are described. A 53-item list of references is included. (SLD) Descriptors: Cognitive Processes; Cultural Context; Curriculum Development; *Educational Assessment; Elementary Secondary Education; Epistemology; *Intelligence; Student Projects; *Theories Identifiers: *Multiple Intelligences EJ408016 UD515053 Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Gardner, Howard; Hatch, Thomas Educational Researcher, v18 n8 p4-9 Nov 1989 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Target Audience: Researchers Describes a new theory of multiple intelligences (MI) that identifies seven relatively independent forms of information processing that individuals exhibit in differing patterns. Describes the following MI-related educational research projects: (1) Arts PROPEL; (2) the Key School project; and (3) Project Spectrum. (FMW) Descriptors: *Cognitive Processes; *Educational Research; Elementary Secondary Education; Group Testing; Intelligence; *Intelligence Differences; Intelligence Tests; Program Descriptions; *Research Reports; *Theories Identifiers: *Multiple Intelligences EJ387278 EC212405 Gardner's Multiple Intelligence Theory: An Evaluation of Relevant Research Literature and a Consideration of its Application to Gifted Education. Matthews, Dona Roeper Review, v11 n2 p100-04 Dec 1988 Available From: UMI Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070); PROJECT DESCRIPTION (141) Howard Gardner's Multiple Intelligence construct is considered from the perspective of its viability in gifted education, especially in comparison with the more traditional Intelligence Quotient-based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed from the literature in cognitive science and gifted education. (Author/JDD) Descriptors: *Ability Identification; *Cognitive Processes; Elementary Secondary Education; *Gifted; *Intelligence; Intelligence Tests; Models; *Theory Practice Relationship Identifiers: *Multiple Intelligences EJ368940 EC202326 The Theory of Multiple Intelligences. Gardner, Howard Annals of Dyslexia, v37 p19-35 1987 Available From: UMI Document Type: CONFERENCE PAPER (150); JOURNAL ARTICLE (080) Target Audience: Researchers; Practitioners The multiple intelligence theory is based on cultural contexts, biological analysis, developmental theories, and a vertical theory of faculties. Seven intelligences are identified: linguistic, logical mathematical, musical, spatial, bodily kinesthetic, interpersonal, and intrapersonal. The theory's educational implications are described, referencing work with gifted children and those with learning problems. (JDD) Descriptors: Child Development; *Cognitive Development; Developmental Psychology; Early Childhood Education; *Educational Practices; Elementary Secondary Education; *Gifted; *Intelligence; Intelligence Tests; *Learning Disabilities Identifiers: *Multiple Intelligences ED254545 TM850154 The Development and Education of Intelligences. Walters, Joseph M.; Gardner, Howard Sep 1984 35p. EDRS Price - MF01/PC02 Plus Postage. Document Type: POSITION PAPER (120); PROJECT DESCRIPTION (141) This paper presents the theory of Multiple Intelligences (MI) and analyzes its potential impact on education. MI pluralizes the traditional concept of intelligence from logical and linguistic problem solving to a set of abilities, talents, or mental skills called Intelligences. An Intelligence entails the ability to solve problems or fashion products of consequence in a particular cultural setting. The seven Intelligences are illustrated by biographical sketches of persons demonstrating an unusual facility with that Intelligence: (1) musical (Yehudi Menuhin); (2) bodily-kinesthetic (Babe Ruth); (logical mathematical (Barbara McClintock); (4) linguistic (T. S. Eliot); (5) spatial (navigators); (6) interpersonal (Anne Sullivan); and (7) intrapersonal (Virginia Woolf). These Intelligences are significantly independent although most cultural roles require a combination of Intelligences. The developmental trajectory of each Intelligence begins with raw patterning ability and develops through a symbol system and notational system to expression during adulthood as vocational or avocational pursuits. Because the Intelligences are manifested in different ways at different developmental levels, both assessment and education need to be appropriate. Assessment methods must include the individual's ability to solve problems or create products using the materials of the intellectual medium. (BS) Descriptors: *Ability; Biographies; Developmental Stages; *Educational Assessment; Elementary Secondary Education; *Intelligence; Intelligence Tests; *Problem Solving; Teaching Methods; *Theories Identifiers: *Multiple Intelligences