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Introducing Dr. Gardner

Howard Gardnerdefined thefirst seven intelligences inFRAMES OF MIND (1983). Headded the last two inINTELLIGENCE REFRAMED(1999). Gardner is apsychologist and Professor atHarvard University's Graduate

School of Education, as well asCo-Director ofHarvard ProjectZero
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Based on his study of many people from many different walks of lifein everyday circumstances and professions, Gardner developed thetheory of multiple intelligences. He performed interviews with andbrain research on hundreds of people, including stroke victims,prodigies, autistic individuals, and so-called "idiot savants."

According to Gardner,

All human beings possess all nine intelligences in varying amounts.

Each person has a different intellectual composition.

We can improve education by addressing the multiple intelligencesof our students.

These intelligences are located in different areas of the brain and

can either work independently or together. These intelligences may define the human species.


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Intelligence can be measured by short-answer tests:

Stanford-Binet Intelligence QuotientWechsler Intelligence Scale for Children(WISCIV)Woodcock Johnson test of Cognitive AbilityScholastic Aptitude Test

People are born with a fixed amount ofintelligence.

Intelligence level does not change over alifetime.

Intelligence consists of ability in logic andlanguage.

In traditional practice, teachers teach the

same material to everyone. .

Teachers teach a topic or "subject."

Short answer tests are not used becausethey do not measure disciplinary mastery ordeep understanding. They only measure

rote memorization skills and one's ability todo well on short answer tests. PAM(Performance Assessment in Math) and PAL(Performance Assessment in Language

Human beings have all of the intelligences,but each person has a unique combination,or profile.

We can all improve each of the intelligences,though some people will improve morereadily in one intelligence area than inothers.

There are many more types of intelligencewhich reflect different ways of interactingwith the world

Teachers teach and assess differentlybased on individual intellectual strengthsand weaknesses

Teachers develop strategies that allow forstudents to demonstrate multiple ways ofunderstanding and value their uniqueness.


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. Even long before the theory emerged and was named in 1983 by Howard Gardner, numerous teachers fosteredthe intelligences of their students.

Think of it this way: J.K. Rowling, Richard Feynmann, Lauryn Hill, Julian Schnabel, Mia Hamm, Colin Powell,Deepak Chopra, Jane Goodall, and Gary Larson are students on your seating chart.

J.K. is writing the next Harry Potter adventure on scraps of paper.

Richard is daydreaming the equations enabling a quantum computer.

Lauryn softly hums the tunes for the sequel to "The Miseducation of Lauryn Hill."

Julian has painted brilliant fall leaves on each windowpane.

Mia can't wait to get to PE.

Colin has organized the school's charity fund drive.

Deepak provides in-class spiritual counseling.

Jane adds a new animal to the class menagerie daily.

Gary scrawls witty absurdities in the margins of his notebook.

The next time you have a chance to reflect on your class, imagine your students as individuals who have fullyrealized and developed their intelligences.


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.D. Hirsch Jr., author of CULTURAL LITERACY: WHAT EVERY AMERICAN NEEDS TO KNOW(1988), and others have argued that multiple intelligence theory doesn't encourage educators toteach "core knowledge" -- a common collection of "essential facts that every American needs toknow."

Hirsch and Gardner most recently "debated" the state of education today in the New York Times(9/11/99). Each submitted an article responding to the issue of what and how students should betaught. You can find information about the article in the M.I. Resources section of this workshop.

Responding to advocates of core cultural knowledge, Gardner proposes that the K-12 curriculum

be organized around the most fundamental questions of existence. Possible courses of study thathe recommends would examine in depth profound topics such as Darwin's theory of evolution andthe Holocaust. In his book THE DISCIPLINED MIND: WHAT ALL STUDENTS SHOULDUNDERSTAND, Gardner writes, "students should probe with sufficient depth a manageable set ofexamples so that they come to see how one thinks and acts in the manner of a scientist, ageometer, an artist, an historian."

Advocates of psychometric evaluation who criticize M.I. include Linda S. Gottfredson, RichardLynn, Hans Eysenck, and Charles Murray. Linda Gottfredson, a sociologist by training, is currentlyprofessor of educational studies at the University of Delaware. She states that most mainstream

psychologists have concluded that there is such a thing as "g", or general intelligence. In otherwords, Gottfredson argues that all of us do differ in intelligence and this difference can bescrupulously measured
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What are some benefits of using the multiple intelligences

approach in school?

Benefit

You may come to regard intellectual ability more broadly. Drawing a picture, composing, or listening to music,watching a performance -- these activities can be a vital door to learning -- as important as writing andmathematics. Studies show that many students who perform poorly on traditional tests are turned on to learningwhen classroom experiences incorporate artistic, athletic, and musical activities.

Take music, for example. As educator, David Thornburg of the Thornburg Institute notes,

"The mood of a piece of music might communicate, clearer than words, the feeling of an era being studied inhistory. The exploration of rhythm can help some students understand fractions. The exploration of the sounds ofan organ can lead to an understanding of vibrational modes in physics. What caused the great scientist Kepler tothink of the motions of planets in musical terms? Astronomy students could program a synthesizer to play Kepler's'music of the spheres' and explore history, science, math and music all at once."

Benefit

You will provide opportunities for authentic learning based on your students' needs, interests and talents. Themultiple intelligence classroom acts like the "real" world: the author and the illustrator of a book are equallyvaluable creators. Students become more active, involved learners.

Benefit

Parent and community involvement in your school may increase. This happens as students demonstrate work

before panels and audiences. Activities involving apprenticeship learning bring members of the community into thelearning process.

Benefit

Students will be able to demonstrate and share their strengths. Building strengths gives a student the motivation tobe a "specialist." This can in turn lead to increased self-esteem.

Benefit

When you "teach for understanding," your students accumulate positive educational experiences and the

capability for creating solutions to problems in life.
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Gardner 's Defin i t ion:Linguistic Intelligence (Word Smart)is thecapacity to use language, your native language, and perhapsother languages, to express what's on your mind and tounderstand other people. Poets really specialize in linguisticintelligence, but any kind of writer, orator, speaker, lawyer, or aperson for whom language is an important stock in trade,

highlights linguistic intelligence. SHAKESPEARE AGATHA CHRISTIE MARGERY WILLIAMS

MAYA ANGELOU HEMINGWAY LOUISA MAY ALCOTTELIZABETH BARRETT BROWNING LONGFELLOWMARY HIGGINS CLARK ROBERT FROSTMARK TWAIN STEINBECK J.K. ROWLING


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Verbal/Linguistic"Word Smart" kids may enjoy:

Writing letters, poems, stories, descriptions

Leading an oral discussion or debate

Creating audio tapes

Giving an oral presentation

Writing or giving a news report

Developing questions for, and conducting an interview

Presenting a radio drama

Creating a slogan

Writing their own story problems

Keeping a journal or diary

Writing a verbal defense

Creating a word game to go along with your present topic

Doing Storytelling or writing all types of Humor/Jokes


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Logical/Mathematical Intelligence

Gardner 's Defini t ion :People with highly developedlogical/mathematical intelligences (math smart)

understand the underlying principles of some kind ofa causal system, the way a scientist or a logiciandoes; or can manipulate numbers, quantities, andoperations, the way a mathematician does.

Archimedies Sir Isaac Newton GalileoCopernicus Einstein PythagorasEuclid Kepler Pascal


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"Math Smart" kids, may enjoy:

Listing or organizing facts

Using deductive reasoning skills

Using abstract symbols and formulas

Solving logic and/or story problems

Doing brainteasers

Analyzing data

Using graphic organizers

Working with number sequences

Computing or Calculating

Deciphering codes

Forcing relationships/Syllogisms

Creating or finding patterns

Hypothesizing/Conducting an experiment


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Gardner 's Defin i t ion:Musical Rhythmic Intelligence, (musicsmart) , is the capacity to think in music, to be able to hearpatterns, recognize them, and perhaps manipulate them.

People who have strong musical intelligence don't justremember music easily - they can't get it out of their minds, it'sso omnipresent. Now, some people will say: "Yes, music is

important, but it's a talent, not an intelligence." And I say,"Fine, let's call it a talent. But, then we have to leave the wordintelligent out of the conversation and out of all discussions ofhuman abilities. You know, Mozart was pretty sm art!"

Mozart Bach Beethoven Debussy GershwinHaydn Tchaikovsky Chopin Scott Joplin

John Lennon Stevie Wonder Burt BacharachCarole King John Williams Carlos Santana

about Musical
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Music Smart" kids may enjoy:

Writing or singing a curriculum song in the content area

Developing and/or using rhythmic patterns as learning aids

Composing a melody

Changing the words to a song

Finding song titles that help explain content

Creating a musical game or collage

Identifying music that helps sudents study

Using musical vocabulary as metaphors

Creating, designing, and building a musical instrument

Incorporating environmental sounds into a project or presentation

Using percussion vibrations

Showing or explaining tonal patterns


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Gardner 's Defini t ion :Bodily/Kinesthetic intelligence,(bod y smar t )is the capacity to use your whole bodyor parts of your body: (your hands, your fingers,your arms), to solve a problem, make something, or

put on some kind of production. The most evidentexamples are people in athletics or the performingarts, particularly when dancing or acting.

Barishnakov Cathy Rigby Tiger WoodsMichael Jordan David Copperfield

Marcel Marceau Charlie ChaplinHarry Houdini Mia Hamm


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Body Smart" kids may enjoy:

Creating a dance or movement sequence

Role Playing

Using physical gestures to communicate an idea

Performing a skit or play

Making manipulatives Building a model

Performing Martial Arts

Making a board or floor game

Putting together a puzzle

Creating and/or participating in a scavenger hunt

Performing a pantomime

Demonstrating sports games
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Gardner's Definition :

Spatial intelligence refers to the ability to represent the spatial worldinternally in your mind the way a sailor or airplane pilot navigates thelarge spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world.

Spatial intelligence can be used in the arts or in the sciences. If you are spatially intelligent and oriented toward the arts, you are more likelyto become a painter or sculptor or architect than, say a musician or a writer. Similarly, certain sciences like anatomy or topology emphasizespatial intelligence.

Michelangelo

Leonardo Da Vinci

Picasso

Van Gogh

Monet

Mary Cassatt

Rembrandt

Diane Arbus

Grandma Moses

I.M. Pei

Frank Lloyd Wright

Meryl Streep Annie Liebovitz

Steven Spielberg

Georgia O'Keefe

about Visual/Spatial Intelligenc e
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"Art Smart" kids may enjoy:

Creating charts, posters, graphs, or diagrams

Creating a Web page or PowerPoint project

Making a videotape or film

Creating pie charts, bar graphs, etc.

Making a photo album Creating a collage

Making a mobile or sculpture

Designing a mindmap

Making a map

Using color and shape Developing or using Guided Imagery

Understanding Color Schemes

Pretending to be someone else, or something else.


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Nature Smart" kids may enjoy:

Categorizing species of plants and animals

Developing an outdoor classroom

Collecting objects from nature

Making celestial observations

Using scientific equipment for observing nature Initiating projects on the Food chain, Water Cycle, or

environmental issues

Predicting problems in nature related to human habitation

Joining an environmental/wildlife protection group

Finding/Reporting/Researching local/globalenvironmental concerns

Building and labeling collections of natural objectsfrom a variety of sources


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Gardner 's Defin i t ion:

Intrapersonal intelligence, (self smart)refers to having anunderstanding of yourself, of knowing who you are, what youcan do, what you want to do, how you react to things, whichthings to avoid, and which things to gravitate toward. We aredrawn to people who have a good understanding of themselves

because those people tend not to screw up. They tend to knowwhat they can do. They tend to know what they cant do. Andthey tend to know where to go if they need help.

NEIL ARMSTRONG HELEN KELLER COLUMBUSCHARLES LINDBERGH JOAN OF ARC

CLARA BARTON CLEOPATRA LEIF ERICSSONSIR EDMOND HIlLARY


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Intrapersonal"Self Smart" kids may enjoy:

Keeping a journal or diary Setting short/long-term goalsLearning why and how the content under study is

important in real life Describing his/her feelings about asubject Evaluating his/her own work Describing his/herpersonal strengths Carrying out an independent projectWriting or drawing a personal history of his/her work Creatinghis/her own schedule and environment for completingclasswork Having silent reflection time Being allowed toemotionally process information Using metacognition

techniques Using Focusing and/or Concentration skills Usinghigher-order reasoning skills Complex guided imagery"Centering" practices Thinking strategies


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Gardner 's Defini t ion :

Interpersonal intelligence, (people smart) isunderstanding other people. Its an ability we allneed, but is at a premium if you are a teacher,

clinician, salesperson, or a politician. Anybody whodeals with other people has to be skilled in theinterpersonal sphere.

Abraham Lincoln George Washington GhandiDr. Joyce

Brothers Oprah Winfrey Jesse JacksonMartin Luther King Rev. Billy Graham


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"People Smart" kids may enjoy:

Giving feedback to the teacher or to classmatesIntuiting other's feelings Empathy practicesEstablishing a Division of Labor Person-to-person

communication Cooperative learning strategiesCollaborative skills Receiving feedback Sensingother's motives Group projects Teaching someoneelse something new Learning from someone outsideof school Other points of view Creating group rules

Acting in a play or simulation Conducting aninterview Creating "phone buddies" for homework


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Gardner 's Defini t ion :

Individuals who exhibit the proclivity to

pose

(and ponder) questions about life, death,

and ultimate realities.

Aristotle, Confucius, Einstein,

Emerson, Plato, Socrates


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Wondering Smart" kids may enjoypondering:

Why they are here on Earth... What theworld was like before they were born... Whatlife might be like on another planet... Where

their pets go after they have passed on...Whether or not animals can understand eachother... If there really is another dimension...The existence of ghosts or spirits...


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Key principles

Key principles of multiple intelligences (M.I.) theory to guide curriculum structure andlesson planning include the following:

It is important to teach subject matter through a variety of activities and projects. Tothis end, fill the classroom with rich and engaging activities that evoke a range ofintelligences. Also, encourage students to work collaboratively as well as individuallyto support both their "interpersonal" and "intrapersonal" intelligences. Assessments

should be integrated into learning. And students need to play an active role in theirassessment. When a student helps determine and clarify the goals of classroomactivities, his or her academic success and confidence increases.

Offer students a number of choices for "showing what they know" about a topic. Inaddition to traditional paper tests, students need opportunities to create meaningfulprojects and authentic presentations. It is counterproductive to label students with aparticular intelligence. While an artistic genius may begin to reveal herself in grade 2,it limits her potential for understanding to fail to expose her to opportunities to accessher other intelligences. All students have all intelligences. By nurturing the wholespectrum, teachers motivate students, foster their learning, and strengthen theirintelligences.


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How do I apply multiple intelligences (M.I.) theory in my classroom? There are many different ways to apply multiple intelligences theory in the classroom. You

probably employ a variety of intelligences already.

At all levels of education, teachers are transforming subject-specific lessons and curriculum unitsinto meaningful M.I. experiences.

History courses study period music and art.

Science units incorporate visual, musical and kinesthetic experiences.

Language arts classes reading Civil War literature visit re-enactments and build a topographical

map. As educators explore more effective methods of assessment, they frequently encourage their

students to demonstrate understanding through M.I. activities.

Elementary school students compose and perform songs about math concepts which satisfy therubrics they and their teachers have developed.

Middle school students create multimedia presentations combining animations, MIDIcompositions, and writing to satisfy interdisciplinary unit requirements.

High school students demonstrate mastery of self-formulated research questions through art,

writing portfolios, and giving speeches before panels of local citizens. While you look at the following grid, think of

Other events, artifacts, content and activities you might incorporate into the subject matter youteach.

A variety of appropriate ways students in your classroom might demonstrate understanding.


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incorporated into subject matter

Verbal-Linguistic

Books, stories, poetry, speeches, author visits

Mathematical-Logical

Exercises, drills, problem solving

Musical

Tapes, CD's, concert going

Visual-Spatial

Posters, art work, slides, charts, graphs, video tapes, laserdisks, CD-ROMs and DVDs, museum visits

Bodily-Kinesthetic

Movies, animations, exercises, physicalizing concepts, rhythmexercises

Interpersonal

Teams, group work, specialist roles

Intrapersonal

Reflection time, meditation exercises

Naturalist Terrariums, aquariums, class pets, farm, botanical garden and

zoo visits, nature walks, museum visits

Existential

Working on causes, charity work, astrology charts

Way of demonstrating Writing stories, scripts, poems, storytelling

Counting, calculating, theorizing, demonstrating, programmingcomputers

Performing, singing, playing, composing

Drawing, painting, illustrating, graphic design, collage making,poster making, photography

Dance recital, athletic performance or competition

Plays, debates, panels, group work

Journals, memoirs, diaries, changing behaviors, habits,personal growth

Collecting, classifying, caring for animals at nature centers Community service


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Most importantly, start small . . . no matter how grandly you're planning. Minor adjustments to your curriculum make a big difference in students'motivation and understanding.

Here are six strategies for applying M.I. theory to your class:

Add an interdisciplinary element to a favorite unit.For example, think of how you might liven up a math lesson by inviting students to write song lyrics, invent dances, or write stories that help them recallimportant math facts or procedures. Emphasize the core curriculum, but invite student expression in areas previously considered outside the scope ofthat content. As you'll see later in this section, setting up "learning stations" is another way to add fresh dimensions to lessons and units.

View our animation here.

Collaborate with other teachers in your school or district. Try a team-teaching approach with a colleague who is also interested in M.I.: a partner to help you figure things out. By brainstorming the possible linksbetween your teaching, you may discover M.I ways to teach the same or complementary subject matter. For example, instead of lecturing to students

about grammatical rules followed by a short answer quiz, a language arts teacher may collaborate with a physical education teacher and invent a gamewhere students are verbs, nouns, adjectives, etc., and teams can only be made of complete sentences.

If your school maps curriculum, called Curriculum Mapping1, examine your colleagues' maps for opportunities to collaborate on M.I. projects in thefuture. (See our workshop onAssessment, Evaluation, and Curriculum Redesign.)

1.

Offer students a variety of presentation options for projects. In addition to writing reports, let students "show what they know" by giving oral presentations accompanied by visual aids they create to organize theinformation and remove the pressure to know everything by heart. Other presentation options include role-playing exercises, plays, debates, murals,Web publishing, and multimedia computer presentations (using multimedia software such as HyperStudio).

Apply M.I. thinking to group projects.To help students develop "interpersonal intelligence," use cooperative learning techniques. In the case of M.I. work, after ascertaining some of yourstudents' multiple intelligence strengths, you may wish to organize cooperative learning groups so that there is an interesting distribution in each group.Students with strong interpersonal skills often make wonderful theatrical directors, while those with a strong visual intelligence love painting imaginativesets. Have your resident naturalist and interpersonalist collaborate to organize your nature walk.

Involve the community, parents, family, and guest speakers. Compose a panel of education-friendly local citizens to review your students' M.I. demonstrations of understanding. Bring an outside expert into the class to enhance lessons. For example, when teaching about geometry, invite the contractor who is building a house

down the street to discuss how he uses geometry in construction.

Motivate students through field trips to local businesses (e.g. newspaper offices, restaurants, theater companies, museums, radio and TV stations,music studios, book stores, and dairy farms) to see how material studied in class can apply to the outside world.
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The Schedule may seem to block some of your plans. Incorporating multiple intelligence activities into your work does not necessarilyentail more time.

However, when students are doing activities that they enjoy, they become entranced, in what psychologist Mihaly Csikszentmihalyi calls astate of "flow." When the students are absorbed in their work, you may feel frustrated with the amount of time the schedule allows.

Assigning projects and performance-based tasks can mean restructuring part of the daily schedule, altering the physical setup of theclassroom, or allowing extended time for completion of assigned work. Some solutions:

If your room is not large enough to accommodate group activities, move to the auditorium or the cafeteria for one period.

If your unit is only three class periods, allow students additional time for independent work on a portfolio or presentation.

Bring other teachers (the art teacher, the physical education instructor) into the unit. Using a language arts and art class effectivelydoubles your time.

Lesson design may be a problem. Consult some of the sample lesson plans we provide. We will also give you practice in the nextsection of the course.

Before you begin, we would like to offer some advice:

Make natural and common sense choices rather than forcing material.

Not every lesson or assignment has to have all of the intelligences and all modalities of instruction.

M.I. Resources consist of both materials and people. You will need both as you answer each question and meet each challenge.

Use the list of resources from this course as a foundation.

Introduce your ideas about using multiple intelligence theory in a faculty meeting. An inventory of M.I. strengths in your staff could reveal acorps of willing supporters.

Get support from your building and district administrators. Their involvement is vital for any systematic reform to take place in the school.

Call on "experts" to be guest speakers for your class. Be sure to seek the guidance of school administrators as you engage communitymembers in activities.

Work with your library or media-center staff to collect in-school resources and put up a Web page with links to important M.I. sites.


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What to Do? Some M.I. Classroom Challenges Scenario #1

Gina, a high school math teacher, recently attended a lecture about the theory of multiple intelligences. Intrigued,she wants to try applying M.I. theory to her geometry lessons. At the lecture, she noticed two other colleagues,Frank, the art teacher, and Francesca, a Spanish language teacher. Gina is feeling panicked and doesn't knowwhere to begin. It all seems so overwhelming. She's also nervous about classroom management issues, andworried that by using "non-traditional" teaching methods, she may lose the respect of her conservative, traditionalprincipal. If you could talk with Gina, what advice would you give her? Put yourself in the shoes of these teachers!Discuss further in The Next Level: Talking the Big Issues DeeperDiscussion Board.

Scenario #2

Alberto teaches both science and "industrial arts" [a.k.a. "shop"] at P.S. 22, a large middle school. Much to hisdismay, his classes often have as many as 35 students in them. He is frustrated because some of his brighteststudents do poorly on his multiple choice tests. After talking with a colleague who has started to apply M.I. theoryto her classes, Alberto decides its time for him to try alternative methods of assessment. He is concerned thatparents will complain if their kids aren't taking "real tests." Alberto has also recently befriended a Language Artsteacher named Mike, and wonders if they might team teach some of their lessons. Alberto loves this idea butworries about the practicalities of putting up to 70 students in a room together. How could Alberto and Mikeaddress these issues?"

Scenario #3

For a unit on Our Hometown, a first grade teacher named Debbie wants to incorporate as many "intelligences" as

she can. Her co-teacher, John, is concerned that Debbie is a bit out of control. In pursuit of the benefits of the M.I.approach, she is obsessed with applying every intelligence to every single lesson for her students. Although manystudents seem energized and motivated, John is worried that for some students, there is too much choice andfreedom in the classroom. What might John say to Debbie? How many intelligences can really be applied in asingle lesson?
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How do I assess students' progress? When applying M.I. theory, the primary purpose of assessment is to further understanding. Whether assessment

results in a letter or number grade, or a narrative report, is not as important as the role it plays in student growth.

There are many possible means of assessment. A good place to start with the development of meaningfulassessment tools for your class is by developing rubrics. Take a look at the lesson plan examples we presented inthe "Demonstration" section of this workshop.

The student must know in advance how his or her demonstration of understanding will be assessed. Involving thestudent in choosing the criteria that will appear on the rubric is key. Student participation may range fromparticipating in a class review of criteria chosen by you to drawing up their own individual rubric.

A key point is that both student and teacher must understand the criteria for assessment. If the criteria establishedto evaluate a paper doesn't contain a standard for assessing spelling correctness, poor spelling should not havean impact on the assessment.

If the criteria are well chosen, they should serve as the basis for constant coaching throughout the learningprocess.

As you refine your use of rubrics, you will see how they can be replicated and modified to suit different studies anddifferent students.

Assessment of student projects can be simplified considerably by providing students with a detailed list of thetypes of information that the assignment should address at the minimum level of completion. For example, in anassignment about cell biology, students may be asked to address three major processes (from a list of many) toillustrate in a presentation.

Use milestones or target dates to help students plan their long-term assignments. In order to help students stayon-track on elaborate, time-consuming projects, ask them to submit outlines or "rough sketches" before theyactually write out or develop detailed aspects of a project. For students who lack strong "intrapersonalintelligence," it can be very helpful to show them how to "back up" their schedule from the due date.

By helping students break up tasks into manageable "bites," you can keep them from feeling overwhelmed.
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How does technology complement the M.I. approach? Computer technology helps research.

The Internet can provide a wealth of resources that allow students to experience information presented in a myriad of formats: slideshows, interactive animation, simulation, sounds, charts, video, and text.

To give an example of the wealth of material computer technology offers, consider the Library of Congress' American Memoriescollection. There are over fifty extensive multimedia collections available for study and use by students. They range from sheet music tohistorical photographs, and from pioneer diaries to examinations of athletes' achievements.

The ability of the World Wide Web to allow teachers as well as students to link related material representative of different intelligenceshelps facilitate multiple intelligence research.

A student could collect links on a topic such as clouds. Each link could lead to information about clouds from a different M.I. perspective.See a similar example from one of our M.I. experts in the "Expert View" button below.

Computer technology provides a medium for M.I. expression

In a school with available computer technology, a single student can

research a thesis, and catalogue and organize his or her information using the internet connected computer in the library media center.

scan drawings, take digital photographs in art class.

write an essay or story on a computer in the writing lab.

compose a tune in music.

combine them all and add animation in a computer lab.

give a speech and multimedia presentation in social studies.

Broad curricular themes like photosynthesis, the Civil War, or Beat poetry all lend themselves to a project like this.

Cassette recorders can allow students to provide "soundscapes" or musical accompaniment to a writing class or a visual demonstration.

Students can use camcorders to videotape themselves reading their work.

Digital or 35 mm cameras may also be available for photojournalism. Developed pictures can be delivered on CD-ROM for use incomputer projects.

When your school has a Web site you and your students could use it as a medium for presenting demonstrations. You could invite peopleto view your work on the Web and provide a discussion board and email links for feedback. There are a number of schools that do this.Go to the M.I. Resource section for examples.


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Software Tip from Jane Carlson-Pickering, M.I.expert

When creating concept maps (also known as flow chartsor mind maps) that show how curriculum area could be

integrated, teachers might try using a graphics softwareprogram called Inspiration. Concept maps can be savedin several ways, so that they may become colorfultransparencies or part of a PowerPoint presentation. Asa low-tech, less expensive alternative, teachers might

brainstorm overlapping curriculum connections usingdifferent colored "stickies" [Post-Its] or index cards.


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How do I work with my school, the parents, and the community? Below is a comprehensive list of things you can do to involve families and the community in your school.

Enlist support from administrators and supervisors early. Keep people informed about any initiatives designed to enhance learning. The director ofcurriculum in your school district can help with staff-development opportunities, consultants, and support for attending conferences. Their help can alsocome in handy later, if you need to make adjustments to schedules, room assignments, or budgets to facilitate your project.

Build relationships with colleagues in other disciplines . This is a critical component of any interdisciplinary project. Science and math teachersmight collaborate with music and arts educators or performing arts faculty on projects that benefit everyone. If you initiate collaborations, be sure to givepeople enough lead time and information.

Look for curricular overlap. Poll your colleagues about their curriculum for the upcoming months, in an effort to coordinate and team-teach severaloverlapping areas. A more elaborate practice of creating curriculum maps for an entire grade level or school aims to precisely target those specific areasof overlap and thereby provide opportunities for rich interdisciplinary connections.

Bring in outside speakers and guest lecturers. You may wish to poll your students to find relatives or neighbors with first-hand knowledge of subjectsyour class is studying. Some schools and districts have compiled a list -- which identifies members of the community who have expressed an interest in

donating a small amount of time to help students in your area. Some examples: An artist came in to teach some grade 2 students about the ancient artof origami. A former Peace Corps volunteer who had lived in Africa came in to give students a slide show presentation of her experiences. In herpresentation, she was able to include artifacts, clothing, and musical instruments from the area she visited. In appreciation, students can develophomemade thank-you cards.

Get the word out. Use school newspapers, the school P.A. system, and library bulletin boards to share the news of events in your classroom. Forextended, collaborative class projects, you might even contact a local news station to do a feature on your students' accomplishments.

Send notes to parents and guardians. Inform them about the nature of the project, the due dates, expectations of students, and any special requeststhat you may want them to attend to. Notifying family members is especially important if you are planning a larger event, a science fair, a Renaissanceevening, or a debate. In addition, a very useful communication tool between parents and teachers is making lesson plans public via the Web andproviding "newsletters" to go out to the families. These tools increase discourse between the teacher and parent and thereby increase awareness.

Educate parents and guardians about the theory of multiple intelligences. Family members need to understand how M.I. enhances the student'slearning experience, if you want to get their support. Unless it's pencil and paperwork, some parents won't see the value of it. Be sure to let them knowthat M.I. classroom application can be aligned with the national and state standards.

Set aside special time for student presentations of projects and performances . Students become more motivated when they know there is an

audience for their work; they rise to the occasion. Start small. Begin by informally inviting colleagues to your classes, and scale up to include school-wide assemblies, presentations to parents and guests, and other community events. Successful projects tend to garner administrative support, andparental involvement and often acquire a momentum of their own. Successful implementation of these type of student presentations quickly becomeinstitutionalized into annual "Greek festivals," "Medieval Banquets," or "Rocket Launches" that the entire school community looks forward to andsupports. These projects provide optimum opportunities for authentic assessment.


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Three types of implementation exercises

The following three types of classroom teaching strategies have their own complexstructures and variations, yet they are all conducive to tapping into the multipleintelligences of your students. Learning Centers offer the teacher and student avariety pack of projects and ideas. Simulations are powerful models of teachingbecause they teach students how to master concepts and learn to be effective inpursuing goals. And finally, with presentations, the student must not only understandwhat is being presented, but to whom it's being presented, and apply differentpresentation strategies.

Learning centers Learning Centers, also called "Learning Stations", are situations around the

classroom that a teacher sets up for students to work in either small group orindividual activities. Each of these centers has supplies and materials that work welltogether and give students the tools to complete activities and mini-projects -- eitherin groups of two to three students or individually.

How can you nurture student understanding of the topic by setting up learning

centers? What types of learning centers are appropriate? Classroom size, students'interests, and grade level will help you determine your decision.

NOTE: Although learning centers are typically found more often in elementary andmiddle school classrooms, this technique has been found to be effective with highschool students as well.


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READING/WRITING CENTER(for encouraging students' Verbal/Linguistic; Visual/Spatial; Intrapersonal

and Interpersonal Intelligences)

Fiction and non-fiction books on a variety of topics, in many genres

Illustrated books

Books on tape with related book in hard copy

Books, articles, and papers written by students Cushions for quiet reading or for group discussion

Word games (Boggle, Wheel of Fortune, Scrabble, Password)

Creative writing tools (variety of pens, paper, etc.); tape recorder;magazines that can be cut up for images; story starter books and cards

Yellow pages; other address resource books

List of addresses and phone numbers of relevant organizations

Computer with color printer: concept mapping software, word processor, e-mail and Internet connection

Multimedia presentation tools (e.g. HyperStudio, PowerPoint etc.)


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ILLUSTRATION/VISUAL EXPRESSION CENTER(for encouraging students' Visual/Spatial; IntrapersonalIntelligences)

Canvas or dropcloth

Painting (acrylics, watercolors, poster paints, finger paints) anddrawing materials (pens, pencils, colored chalk)

Easel, bulletin board, chalk board, drawing boards or tables

Flat file storage

Props for still lifes

Variety of clip-on flood lights, flashlight, colored gels

Cameras (35mm, disposable, digital)

Computer with color printer and scanner: e-mail and Internetconnection


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MUSIC CENTER(for encouraging students' Musical, Bodily-Kinesthetic,Interpersonal Intelligences)

Mat on the floor

Cassette or CD player with headphones (optional: jack so that twostudents can listen to same music at the same time)

instruments from a variety of multicultural backgrounds

Books about famous composers and musicians

Books of poems and stories that students can set to music

Books of collected lyrics

Computer with microphone, speakers, and earphones plus MIDI

connector and keyboard: music composition software, CD-ROMsdesigned for music study, CDs for incorporating sound intomultimedia presentations


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MATH CENTER(for encouraging students' Logical/Mathematical, Bodily-Kinesthetic,Interpersonal, Intrapersonal Intelligences)

Puzzles and games that involve logical thinking (looking for patterns,sequences, process of elimination, inference, etc.)

Arithmetic and graphing calculators with instructions on how to solve

common types of problems (e.g. percentages, averages, etc.) Maps, charts, timelines, Web sites -- vivid examples of how math

and logical thinking can relate to social studies, science andlanguage arts

"Math manipulatives," such as unifix cubes, pattern blocks,cuisinaire rods, and geoboards

Computer with color printer and links to download data fromgraphing calculators, spreadsheet, graphing, and 2 - and 3-Dgeometry programs


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BUILD-IT, PAINT IT CENTER(for encouraging students' Visual/Spatial, Bodily-Kinesthetic, Interpersonal,

Logical/Mathematical Intelligences)

Materials for attaching things to other things (glue, staplers, sewingmaterials, nails and screws, pins, clips, etc.)

Wood, metal, Styrofoam, recycled containers, bottles, cardboard, and toolsto work with them

Various types and colors of paper and cardboard (for creating a homemadeboard game, etc.)

Variety of writing implements (markers, crayons)

Variety of fabric scraps

Modeling clay

Large rolls of mural paper for scenery backdrops for performances

Computer with color printer: developmental level design software (youngerstudents use Car Builder; middle school might use Roller Coaster Builder;older students need CAD-CAM (computer assisted design-computerassisted manufacturing) software and Internet connection


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Simulations Simulation Activities help develop students' intelligences by

allowing them to experiment with real-world activities

Such activities obviously have practical value. Before boarding anairplane, for example, wouldn't you feel more comfortable knowingthat the pilot had successfully completed many "simulation

exercises" on the ground? In the younger grades, the line between play and work is often

blurred. In order to master a new concept or behavior, a child willoften "play" with it. In the older grades, too often teachers forget howeffective play can be as an educative tool. Rather than hearingabout how to do a behavior, students will learn how to do it with

greater understanding if that behavior is learned via experience.Simulation activities can give students a "safety net" while they arelearning.


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Presentations Presentations are most commonly thought of as speaking in public with

the hope that the audience will come out of the presentation room havinglearned something new. But the benefit to the audience is only part of thepicture.

To perform a successful presentation the student must understand thesubject matter, the psychology of the planned audience, differentpresentation strategies, and how to organize the information in the mostefficient and effective manner. Presentation formats range from simplytalking in front of the class to designing complex interactive computer-basedinformation systems to be delivered through the Internet.

Always consider what is developmentally appropriate for your students.While a report might be a good way for presenting information, report writingis generally mastered in middle school. High schools might moreappropriately prepare a legal brief or a piece of journalistic reporting.


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The following list of methods of assessing student understanding is a start... For Presentations, students can...

WRITE:

poems

short plays

screenplays

legal briefs

song lyrics

journals

diaries

memoirs

travelogue

interviews

newspaper or newsletter

letters (or email) to experts

an original advertisement

new ending for story or song

"what if..." thought experiment


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MAKE/INVENT/DESIGN/DRAW: posters

cartoons

timelines

models chart

map

graphs

paintings (with explanations similar to museum exhibits)

board game

concept maps

multimedia presentations


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PERFORM/PRESENT

a play

a concert

role-play lecture (such as a well-knownperson from history)

a dance based on literature or historical

event collected songs about a topic or from an

era


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Now it's time to build your own lesson

plan. We've shown you how others do it,

given you tips and tools to plan and

produce, so the next step is to try ityourself. Spend some time drawing up a

lesson plan and then share your ideas with

your colleagues.


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. The TopicWhat is the subject matter you are teaching?Do your students have any previous experience with this topic?How motivated are your students to learn about this topic?What connections can you make to the students' lives to help motivate them about the topic?

TOPIC:

B. Your Goals and ObjectivesWhat do students want to learn about the topic?What do students need to learn based on state or national curriculum goals?

GOALS/OBJECTIVES:

C. Available TimeThe amount of time you have to devote to this subject affects how much you will need to focus the topic. Since the goal of M.I. theory is to help cultivate students'understanding, it is worth thinking about how to make your lessons meaningful experiences that connect to other things students have learned, and will learn. Longerblocks of time (i.e., double periods) are instrumental to more in-depth work.

AVAILABLE TIME (days, weeks, class periods):

D. AssessmentHow will you know if students have an understanding of the subject matter?To supplement traditional testing methods (paper tests), what other options can you give students to "show what they know?"What are some ways in which students can present their knowledge to others?Will you prepare rubrics for students to help them set reasonable goals and take the initiative in editing and producing their own work? Rubrics may assist students in apublic speaking course to assure they have all of the components of a comprehensive report.

See the Presentation segment of this Workshop section for a variety of methods for students to demonstrate their knowledge.

ASSESSMENT OPTIONS:Oral presentations with visual aids

Write report etc.Perform play

E. Supplies/Materials

You might want to complete this section after you have figured out the scope of your lessons. SUPPLIES:

Topic IntroductionHow will you introduce the subject matter to students? Some examples are group discussion, watch video, read a story, brainstorm relevant questions, etc.

INTRODUCING THE TOPIC:
http://www.thirteen.org/wnetschool/concept2class/mi/implementation.htmlhttp://www.thirteen.org/wnetschool/concept2class/mi/implementation.html


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Howard Gardner and students are sitting around a table talking aboutlearning.)

Howard Gardner: The very idea that there are connections is a moredifficult idea than you might think.

Student: Are you saying connections are good or bad?

Howard Gardner: I'm saying --

Student: If you were to pick which you think is better, to learn to make goodconnections or not?

Howard Gardner: Good question. I have a, I have a very personal answerto that question, which is that we only live a short time and in that time, ifour understanding doesn't improve we've kind of wasted our lives. We'recouch potatoes. We all know about couch potatoes, and for me, not to be acouch potato is precisely to ask good questions and try to make

connections when you can, to realize sometimes there isn't a connection,but that the excitement is, some of you have touched upon this, is when youdo see a connection that really works, where when you went deeper it paidoff.


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Copy of mi

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Transcript of Copy of mi