Teaching and Learning Through Multiple Intelligences

by Campbell, Linda C.; Campbell, Bruce; Dickinson, Dee

• ISBN13: 9780205363902
• ISBN10: 0205363903
• Edition: 3rd
• Format: Paperback
• Copyright: 2003-08-07
• Publisher: Pearson

Summary

Teaching and Learning Through Multiple Intelligencesin an outstanding resource that offers expert analysis of Gardner's "Theory of Multiple Intelligences"--and the knowledge to extend this theory to effective classroom practice. Broad-based and comprehensive, this text describes implications for pedagogy, team-teaching, student strengths, curriculum, assessment, community involvement, and diverse classroom models. The authors devote one chapter to each of the eight intelligences. They define intelligence, provide a checklist for identifying it, suggest environmental considerations, and offer related teaching strategies. Additional chapters survey Gardner's recent work on teaching for understanding, performance-based assessment, and model MI school programs and student outcomes.

Author Biography

Linda Campbell, Ph.D. is a professor of education at Antioch University Seattle. She has designed and administered teacher education programs for urban and tribal communities. The recipient of a Gates Foundation grant in 2002, Linda creates college access prograns for underserved students.She authored Multiple Intelligences and Student Achievement published by ASCD in 1999, Mindful Learning published by Corwin Press in 2002, and is the recipient of numerous service awards.

Table of Contents

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