Resources Packet
Multiple Intelligences Educational
Materials
The following materials are available at: www.MIResearch.org
Multiple Intelligence Resource Materials
1. The Key Learning Community: Tenth Anniversary Proclamation
2. Summary of MIDAS Educational Activities
3. Multiple Intelligences Video Training Tapes
4. MI Introduction Strategy and Materials
5. Group Problem-Solving Activity
6. MI Word Games
7. Summary of "Eight Ways of Teaching"
8. Personal Teaching MI Inventory
9. Common Core Standards brief summary
10. Multiple Ways to Study with Success
11. KWL
12. Reflection Log
13. Multiple Intelligences Lesson / Unit Planning
14. Avenues of Teaching and Learning
15. What Does It Take to Teach Intelligences?
16. Seven Ways of Teaching Weekly Checklist
17. Multiple Intelligences Toolbox
18. Software That Activates the Multiple Intelligences
19. Permanent Open-Ended Activity Centers
20. What is a Project?
21. Project Standards / Expectations
22. Guidelines for Effective Projects
23. Eight Steps for Implementing a Project
24. Project Contract
25. Project Report and Evaluation
26. Lesson Planning for Understanding
27. Theme: Patterns
28. Thematic Curriculum at the Key School
29. Qualities of a Good Theme
30. Theme Development
31. Treasures Mind-Map
32. Pods at Key School
33. Assessment Planning Map
34. MI Student Roster
35. Processfolio Checklist
36. Examples of Evaluation Sheets
37. MI Report Card with Developmental . Indicators
38. Language Arts Rubric
39. Multiple Intelligences Portfolio Guidelines
40. What to Put in Your MI Portfolio?
41. Pupil Progress Report
42. Working Style Checklist
43. Personality, Cognitive, and Learning Styles and MI
44. Principles of Brain-Based Teaching
45. Careers Associated with Each MI
46. MI Teacher Survey
47. Integrating MIDAS™ Profile into Psychological Report
MI Web Resources: www.MIResearch.org
Acknowledgements
Permission to reprint has kindly been provided from a number of sources:
Resources 1, 20, 21, 22, 27, 28, 29, 30, 31, and 32 are from Balanos, P., Tribble, H.,
Calwell, K., et al. (1994). The IPS Key School Summer Institute Handbook. (1994).
Reproduced with permission from The Key School. Illustrator for 27 is Danielle
Wishka and Illustrator for 31 is Kathleen M. Sahm.
Resources 7 and 13 (first part) are from Armstrong, T. (1994) Multiple Intelligences in
the Classroom. Reproduced with permission from ASCD.
Resource 11 is from Fogarty, R. (1991). The Mindful School: How to Teach for
Metacognitive Reflection. Reproduced with permission from IRI/SkyLight Training
and Publishing, Inc.
Resources 12, 15, 16, 17, and 42 are from Lazear, D. (1991) Seven Ways of Teaching:
The Artistry of Teaching With Multiple Intelligences. Reproduced with permission
from IRI/SkyLight Training and Publishing, Inc.
Resources 13 (second part), 22, 25, 33, and 38 are from Campbell, L., Campbell, B., &
Dickinson, D. (1992) Teaching and Learning Through Multiple Intelligences.
Reproduced with permission from Allyn and Bacon.
Resource 34 is from Breutsch, A. (1995). Multiple Intelligences in the Classroom.
Reproduced with permission from Zephyr Press and the author.
Resources 35 and 36 are from Chapman, C. (1993). If the Shoe Fits….: How to
Develop Multiple Intelligences in the Classroom. Reproduced with permission from
IRI/SkyLight Training and Publishing, Inc.
Resources 23, 24, 26, and 37 are adapted from Campbell, B. (1994). The Multiple
Intelligences Handbook: Lesson Plans and More. Seattle, WA: New Horizons for
Learning. Used with permissions of Bruce Campbell, author.
Resource 42 is from Chen, J., et al (1998). Building on Children's Strengths: The
Experience of Project Spectrum. Reproduced with permission from Teacher's
College Press.
RESOURCE 1
The Key Learning Community
Tenth Anniversary Proclamation
We, the people of the Key Learning Community, in order to
secure a more complete education for all citizens, do solemnly proclaim
the following beliefs:
Based on their right to develop their multiple intelligences, it is our
shared responsibility for all students to be provided with an equitable
education
The purpose of this education is to prepare the students for active
lives as adults, fostering leadership and developing respect for the young
citizen’s own cultural values and those of others.
The basic values we hold in common are: honesty, respect,
responsibility, compassion, self-discipline, perseverance, and generosity.
The
KEY LEARNING
COMMUNITY
SOURCE: Balanos, P., Tribble, H., Callwell, K. (1994). The IPS Key School Summer Institute Handbook © 1994.
Reproduced with permission from The Key School Staff.
RESOURCE 2
Summary of MIDAS™ Educational Activities
Faculty and School Staff
- Educated on MI theory and teaching implications
- Complete MIDAS and create Brief Learning Summary
- Administrators and School Board members complete MIDAS™
- Faculty support each other in the development of MIDAS™ applications
- School counselors and psychologists complete MIDAS™ and receive MI training
- MIDAS Profile used in Team Meetings
- MIDAS Profile used in Parent / Teacher Conferences
Students
- Educated on MI theory
- Complete MIDAS™ questionnaire
- Create Brief Learning Summary
- Students discuss their Profile with parents
- Evaluate MI Profile in reflective writing
- Instructed on MI study strategies
- Career implications of MI Profile discussed
- MIDAS™ Profile and reflection added to Portfolio
- Learning projects designed to maximize the use of strengths
- Learning plans created to improve limitations via strengths
- Students periodically retake MIDAS and reflect on changes
- Students consider college major or continuing education in response to MIDAS
Parents and Community
- Parents educated on MI and MIDAS™ via letter & evening program
- Parents complete MIDAS™ on the student and/or themselves
- Parents review student's MI Profile and sign Brief Learning Summary
- Parents recruited for Community Presentation according to strengths
- Community members recruited and matched as student Mentors based on strengths
- Community Apprenticeship placements evaluated in light of necessary MI skills
- Parents instructed on study skills related to the different intelligences
- Parents educated on avocational and leisure activities to enhance MI development
- Parents educated on strategies to promote "intrinsic motivation"
- Predominant occupational groups in the community surveyed with the MIDAS™
RESOURCE 3
Multiple Intelligences Video Training Tapes
How are Kids Smart? Multiple Intelligences in the Classroom.
- Teacher’s Version, 31 minutes, VHS
1-800-453-7461
MI in Acton: Your School and the Multiple Intelligences.
- 5 video set. Available separately.
1-800-232-2187
Multiple Intelligences: Discovering the Giftedness in All
Thomas Armstrong
1-800-453-7461
Multiple Intelligences: Intelligence, Understanding and the Mind
Howard Gardner
1-800-453-7461
Multiple Intelligences
Howard Gardner
David Lazear
1-800-572-1153
The Multiple Intelligences Series
Thomas Armstrong
Association for Supervision and Curriculum Development.
1995. 3 video set. Available separately.
RESOURCE 4
MI Introduction Strategy and Materials
1) The Prince: by Bruce Campbell
This short story was written to be read aloud to elementary children but could also be
used as an example for older children for writing their own story using all the intelligences. This
story is in the book
Teaching and Learning With the Multiple Intelligences
L. Campbell, B. Campbell, Simon and Schuster
2) Common Miracles: The Revolution in Education
This video provides a good description of the multiple intelligences in the first 15
minutes then continues to describe other innovative educational practices.
The American Agenda with Peter Jennings
ABC World News Tonight
March 14-15, 1989
3) Zanzibar by Bill Harley
This song by singer / song writer Bill Harley describes his difficulties as a 6th grade
student in geography class. It nicely illustrates how music can be used as a means of learning
and also gives a good description of Intrapersonal intelligence in everyday life. Humorous,
entertaining and also good for other teachers. Available from: www.billharley.com
Cool in School
Round River Productions
301 Jacob St.
Seekonk, MA 02771
4) What's the Big Idea? by The Boomerang Kids
This except from the Boomerang Kids Audio Journal gives a very good description of the
seven intelligences from a kid's point of view. Humorous and entertaining.
Boomerang! Issue 9, Volume 3
A Children's Audiomagazine About Big Ideas
1-800-333-7858
RESOURCE 5
Transformations
8 Heads are Better Than One
Select a "problem situation" or concern to be resolved. In a small group perform these actions.
Linguistic: Write the idea or topic clearly in your own words as much as possible.
Logical-math: Speculate on the possible causes of this situation / problem. List 4 or 5. Now rank
them according to most probable or of most influence to least. Discuss how many people are
affected or are involved. How many sub-types or groups or categories are involved. Create a pie
chart to show the proportions and/or create an equation to show interaction among the elements of
the situation. Is there a pattern?
Spatial: What image comes to mind when you describe this situation to yourself or to someone else?
Is there a color, design or symbol that would clearly represent some issue or feeling? Could you
imagine or sketch a series of cartoon drawings that would demonstrate the different components or
events in the situation? Do this.
Musical: What song title, nursery rhyme or catchy slogan does this situation remind you of? What
might be the refrain of a song say about this situation? If you can't think of any old or recent songs
then make up a refrain or chant.
Kinesthetic: What gestures or sequence or movements / actions express something about this
situation or its possible change or resolution? Are there any types of dance that embody it i.e., the
twist & shout, slam dancing, the fox trot, graceful ballet, tight rope walking, walking on hot burning
coals, groveling, the hokey-pokey, funky chicken, etc.
Interpersonal: Describe the perspectives (agendas, priorities, values), feelings and motivations of
the major players in the situation. Who assumes the leadership role and who the follower? Who is
the real power behind the throne? Who has made efforts to improve the situation? Why couldn't s/he
accomplish the task? Who might have the skills & resources to help? What do the people in power
need from followers and vice versa?
Intrapersonal: When you think of this situation what feelings do you have about your part in it?
Frustration, glee, sadness, hopefulness, despair, anger... Why did you act in a particular way in regard
to it? How might you act differently now? What personal strengths do you have that could be
usefully employed? What would be your goal?
Imagine what you might do or say in the near future that would contribute to improving this
problem. What would the problem look like in 10 years?
Naturalist: How does this situation live within or impact on the natural world? Is there in the
natural world a model for how you might solve this problem?
Read your original description of the problem. How might you rewrite it now? Do you see it or feel differently about it
now? Can you imagine a more positive outcome that you didn't previously?
RESOURCE 6
MI Word Game
The following words can be used to create a crossword puzzle or other word game to help
students become familiar with aspects of each intelligence. Use your imagination (or challenge the
students) to create their own MI Game using these words.
● Sing, hum,
● Strum & drum
● Rhythm, rhyme & repetition
● Listening, tones, tunes & melody
● Look, see, spy
● Design, pattern, colors
● Imagine, visualize
● Speak, say, talk, speech
● Read, word, sentence
● Paragraph, book, newspaper
● Poem, prose, write
● Rant, rave, jive, convince
● Add, count, subtract, calculate
● Divide, categorize, classify
● Problem-solve, deduce, infer
● Reason, hypothesize, detect
● Cause & effect and answers
● Move, gesture, hands
● Feet, legs, arms & face
● Coordinate, dance
● Run, jump, exercise
● Throw, hug, shake, rattle
● Get it! Roll & flip
● Empathize, Negotiate
● Understand, compromise
● Share, respect, teach
● Lead, manage, mentor, inspire
● Know thyself, set goals, motivate
● Think, feel & do
● Reflect, consider, ponder
● Plan, prioritize and respond
● Correct and reorganize
RESOURCE 7
Summary of Eight Ways of Teaching
RESOURCE 8
A Personal MI Teaching Inventory
Describe the general rate of frequency during a typical week over the course
of term that your students engage in the following activities:
Never
Linguistic:
● reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
● writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
● public / persuasive speaking . . . . . . . . . . . . ..
● other _______________________________
1-2x
3-4x Daily
.....
.....
.....
..... .....
..... .....
..... .....
Spatial:
● imagining . . . . . . . . . . . . . . . . . . . . . . . . . . ..
● drawing / design . . . . . . . . . . . . . . . . . . . . . .
● constructions / crafts . . . . . . . . . . . . . . . . . . .
other_________________________________
.....
.....
.....
..... .....
..... .....
..... .....
Logical-math:
● critical thinking . . . . . . . . . . . . . . . . . . . . . .
● cause & effect analysis . . . . . . . . . . . . . . . . .
● calculating . . . . . . . . . . . . . . . . . . . . . . . . . . .
● estimating . . . . . . . . . . . . . . . . . . . . . . . . . .
● problem-solving . . . . . . . . . . . . . . . . . . . . .
other _______________________________
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
Interpersonal:
● cooperative learning . . . . . . . . . . . . . . . . . .
● understanding human behavior . . . . . . . . .
● Interpersonal problem-solving . . . . . . . . .
● social analysis . . . . . . . . . . . . . . . . . . . . . .
● role playing . . . . . . . . . . . . . . . . . . . . . . . .
other_______________________________
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
Never
1-2x
3-4x Daily
Intrapersonal:
● personal reflection . . . . . . . . . . . . . . . . . . .
.....
..... .....
● self-assessment . . . . . . . . . . . . . . . . . . . . . .
.....
..... .....
● journaling . . . . . . . . . . . . . . . . . . . . . . . . . .
.....
..... .....
● activity log . . . . . . . . . . . . . . . . . . . . . . . . .
.....
..... .....
● meta-cognition . . . . . . . . . . . . . . . . . . . . . .
.....
..... .....
● feeling responses . . . . . . . . . . . . . . . . . . . .
.....
..... .....
(Goal-setting, strategic planning, monitoring, self-correction, post-reflection)
other_______________________________
Musical:
● singing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.....
..... .....
● instrumental work . . . . . . . . . . . . . . . . . . . . . .
.....
..... .....
● musical appreciation . . . . . . . . . . . . . . . . . . . .
.....
..... .....
other_________________________________
Kinesthetic:
● movement activities . . . . . . . . . . . . . . . . . . . .
● Hands-on projects . . . . . . . . . . . . . . . . . . . .
● role play / skits . . . . . . . . . . . . . . . . . . . . . . . .
● gestural cognition . . . . . . . . . . . . . . . . . . . . . .
● dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
other_________________________________
Naturalist:
● animal care / behavior . . . . . . . . . . . . . . . . . .
● plants & agriculture . . . . . . . . . . . . . . . . . . . .
● ecological awareness . . . . . . . . . . . . . . . . . . .
● scientific thinking . . . . . . . . . . . . . . . . . . . . .
(Observation, data collection, pattern awareness)
other ________________________________
Existential:
● philosophical considerations . . . . . . . . . . . . .
● fundamental questions . . . . . . . . . . . . . . . . . .
● life issues . . . . . . . . . . . . . . . . . . . . . . . . . . .
● religious issues . . . . . . . . . . . . . . . . . . . . . . .
other ________________________________
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
.....
RESOURCE 9
Common Core Standards
The Common Core standards are comprised of two main sections: English Language Arts
and Mathematics Practices that are compared to the eight multiple intelligences below.
English Language Arts areas:
- Reading
- Writing
- Speaking and Listening
- Language
Mathematics Practices
Table 1. Reading Introductory Principles and MI
1. Students can, without significant scaffolding, comprehend and evaluate complex texts.
2. Students establish a base of knowledge across a wide range of subject matter.
3. Students adapt communication in relation to audience, task, purpose, and discipline.
4. Students are engaged and open-minded—but discerning—readers and listeners.
5. Students cite specific evidence when offering an oral or written interpretation of a text.
6. Students employ technology thoughtfully to enhance their reading, writing, speaking.
7. Students come to understand other perspectives and cultures.
Reading
Introduction
Principles
1.
2.
3.
4.
5.
6.
7.
Multiple Intelligences
Ling
X
X
X
X
X
X
X
Reading
X
X
X
X
X
X
X
Writing
X
X
X
X
X
X
X
Speaking
X
X
X
X
X
X
X
Logical
2
Inter
1
X
3
2
2
1
1
1
Intra
3
1
4
1
1
1
Inter
Intra
Table 2. Reading Standard Anchors and MI
1. Read closely to determine what the text says explicitly
2. Determine central ideas or themes of a text.
3. Analyze how elements of text develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text.
5. Analyze the structure of texts.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media.
8. Delineate and evaluate the argument and specific claims in a text.
9. Analyze how two or more texts address similar themes or topics.
10. Read and comprehend complex literary and informational texts.
Reading
Anchor
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Ling
Multiple Intelligences
Reading
Writing
Speaking
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Logical
2
2
1
2
2
1
2
1
1
other
1
1
X
X
1
1
Table 3. Writing Standards and Anchors
1. Write arguments to support claims in an analysis of substantive topics.
2. Write informative/explanatory texts to examine and convey complex ideas and information.
3. Write narratives to develop real or imagined experiences or events.
4. Produce clear and coherent writing.
5. Develop and strengthen writing as needed by planning, revising, editing, etc.
6. Use technology, including the Internet, to produce and publish writing.
7. Conduct short as well as more sustained research projects.
8. Gather relevant information from multiple print and digital sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames.
Ling
Reading
Writing
Speaking
Logical
Inter
Intra
Standard
1.
2.
3.
X
X
X
X
X
X
3
1
1
1
4.
X
X
1
1
5.
X
X
1
6.
X
X
7
X
1
8.
X
1
9.
X
1
10.
X
1
X
Table 4. Speaking and Listening Standards and Anchors
1. Prepare for and participate effectively in a range of conversations.
2. Integrate and evaluate information presented in diverse media.
3. Evaluate a speaker’s point of view, reasoning, etc.
4. Present information, findings, and supporting evidence such that listeners can follow.
5. Make strategic use of digital media and visual displays of data.
6. Adapt speech to a variety of contexts and communicative tasks.
Standard
Ling
Reading
Writing
Speaking
Logical
Inter
1.
2.
3
X
X
X
X
X
X
2
2
2
1
4
X
X
1
1
5
X
6
X
X
7.
X
X
Other
1
1
2
2
Intra
1
1
2
Table 5. Language Standards and Anchors
1. Demonstrate command of the conventions of standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
3. Apply knowledge of language to understand how language functions in different contexts.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
5. Demonstrate understanding of figurative language, word relationships, and nuances.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases.
Standard
Ling
Reading
1
2
3
X
X
X
4
X
5
X
6
X
X
7
X
X
Writing
Speaking
Logical
X
X
X
X
Inter
Intra
1
1
X
X
Table 6. Math Practice Standards and MI
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
Math
Practice
Standard
1.
2.
3.
Multiple Intelligences
Logic-Math
X
X
X
4.
X
5.
X
6.
X
7
X
8.
X
Calc
X
X
Logic
X
X
X
ProbSolve
X
X
X
X
X
Ling
?
other
X 3
X
X
2
X
X
1
X
X
Intra
X
3
X
Inter
1
1
1
X
X
2
X
RESOURCE 10
MI-Inspired Study Strategies
_______MAX BRAIN POWER! _______
Your brain learns best when it uses its strengths to memorize, understand new ideas and
perform new skills.
What are your 2 top MIDAS strengths?
Main Scales
__________________________________
Specific Scales
________________________________
__________________________________
________________________________
Read How to Study paragraph and Study Strategies tips for your 2 strength areas.
When you read a strategy that sounds good put a check next to it on your page.
Select 2 study strategies for each intelligence that sound the best to you:
1 ___________________________________________________________________________
2____________________________________________________________________________
3 ___________________________________________________________________________
4 ____________________________________________________________________________
Describe what you want to memorize, understand or learn to do:
_____________________________________________________________________________
_____________________________________________________________________________
Select 1 or 2 strategies above. Can you creatively combine them together?
_____________________________________________________________________________
How often will you do this? When? How will you test your progress?
_____________________________________________________________________________
If these strategies don’t make a difference, select two different strategies and try again.
Persistence pays off! Don’t give up!
MI-Inspired Study Strategies
Linguistic
How to Study:
"I can use Linguistic activities to learn anything! I will read everything in the book carefully. I will listen
especially to explanations and write detailed notes which I can then rewrite and translate them into my
own words. I will pick out key words to memorize. I will build my vocabulary. I will learn the meaning
of words that confuse me. I can use a tape recorder to help me study by talking out loud and then
listening to the recording. I can make up a story. I can create a rhyme to help me remember. I can talk
to someone about what I'm trying to learn. and try to teach or convince or sell them this new
information. I will write a checklist of what I need to know. I can make an outline of the information."
Linguistic Strategies
_______ Take detailed notes.
_______ Talk about it into a tape recorder and review it.
_______ Write an outline.
_______ Preview, Question, Read, Review & Test.
_______ Make a list or checklist.
_______ Listen, Question, Outline, Explain.
_______ Repeat it 3 times to yourself.
_______ Make up an exciting, odd or scary story.
_______ Make up memorable abbreviations. _______ Explain / teach it to someone else.
_______other
_____________________________________________________________________________
Spatial
How to Study:
"I can use my Spatial, imagination and artistic abilities to learn anything! I can organize my notes on the
page in a clear design. I can use "mapping" to visually arrange new information. I can use different
colored pens, markers, paper or notebooks. I will visualize real life" situations involving the information.
I can do some drawing or building before reading to warm-up my brain. I can picture myself knowing
how to use the new information very well on a test or project. I will look to see how the whole problem
works from beginning to end and then break it down into chunks and pieces. I can use doodles,
drawings or other symbols to help me to memorize things. I can make cartoons or a video tape to
explain complicated stuff and practice skills. I can ask someone to show me how it works while I watch
carefully."
Spatial Strategies:
_____ Look at it 3 times
_____ Demonstrate it all at once so you get the Big Picture.
_____ Watch, Visualize, Sketch.
_____ Think of similes, metaphor, exaggerated, odd images.
_____ Make notes with different colored pens
_____ Use page layout or shapes for note taking.
_____ "Visual Maps" to organize new information.
_____ Take photos, video or make a sketch.
_____ Draw a puzzle, map, design or graph
_______ other
______________________________________________________________________________
Kinesthetic
How to Study:
"I can use my Body to learn anything! I can try moving around while I study. I can take movement
breaks or walk while I study my notes. I can manually write out the information over & over. I can "do
it" not just talk about it. I can get a feel for it and follow hunches. I can physically sort out my notes
and rearrange the information using note cards. I will practice, practice and practice. I will try to imitate
exactly how someone else does it. I can find ways to act out or dramatize the information. I can play
make believe and pantomime it. I can invent gestures to describe what I'm learning. I can tinker with it
and build a model. "
Kinesthetic Strategies
_______ Do it 3 times for practice.
_______ Use "hand-over-hand"
demonstration.
_______ Touch, walk and talk to keep attention focused.
_______ Write it large or over and over
_______ Dramatize it to get a "feel" for it in your bones
_______ Hold on to it and use gestures.
_______ Play and move through it step-by-step like a mime. _______ Tinker with it, build a model.
_______ Be patient as it moves through you.
_______ Take "movement" breaks often.
_______ Explore it with your hands or move through it in imagination.
____ other ______________________________________________________________________
Logical-mathematical
How To Study:
"I can use my Logical skills to learn anything! I can use logic to find explanations for how things work. I
can create detailed plans about connections and relationships between things. I can seek out solutions
like a detective. I can make a game and challenge myself to find a more efficient and better way to study.
I can test myself and analyze my mistakes. I can count my errors and chart my progress. I can tackle a
problem in an orderly way: first things first. I can often ask WHY and HOW. I can outline the logical
pattern of the information and determine what's most important and least. I will wonder about the
possibilities and test out answers."
Logical-mathematical Strategies
_______ Question, Count and Categorize.
_______ Explain it step-by-step in detail.
_______ Experiment with it.
_______ Explore the possibilities.
_______ Collect, Compare and Critique.
what.
_______ Ask why and how.
_______ Analyze it.
_______ Find a pattern that is new or fits.
_______ Test an answer logically.
_______ Strive to understand-- how, why &
_______ other _________________________________________________________________
Interpersonal
How To Study:
"I can use my Interpersonal skills to learn anything! I can try real hard to understand what the teacher
wants me to be able to do and what to know. I will "read his mind" and then check it out to see if I am
right. I will ask 2 or 3 people in the class or a friend what I am supposed to know. I will ask the student
who is a whiz to explain it to me. I will have fun "playing the role" or the person who is an expert. I will
lead a "study group". I will talk to a best friend on the phone and we'll study it together. I will do my
best to teach the new information to someone else and then have them teach it back to me. I will be my
own best cheerleader while I am learning something real hard. I will remind myself that someone
important is counting on me to do my best. I will try to sell or persuade someone that I am an expert. I
will dramatize the information."
Interpersonal Strategies
_______ Study in a group, have family discussions.
_____ Teach it so even a child could
understand.
_______ Understand why it's important to someone else.
_______ Study with a partner.
_______ Teach it to a friend until she understands it.
___ Join a team in competition or in
cooperation.
_______ Create a lesson plan to teach it to someone else.
_______ Listen just to learn without questioning or interrupting
_______ other
______________________________________________________________________________
Intrapersonal
How to Study:
"I can use my Intrapersonal skills to improve my learning in anything! I can first ask myself, "What do I
already know about this?" and "Why is this information important to me? How does it fit in my life and my future? Will
I ever need to know or use this?" I can slow down my practice or study process to find and correct my
mistakes or misunderstandings. I will review my work often and ask myself, "What did I just learn? Is it
important to know and remember?" As I study a new subject I will remind myself of what my learning
strengths and try to use them to learn. If I become discouraged or frustrated or sidetracked I will think
of ways to focus my thoughts and think positive. I will learn to test myself to discover if I am learning.
I will not put myself down because of my weaknesses. I will find ways to boost my self-confidence and
not give up. I will use positive -self talk when solving problems. I will remind myself that I am my own
best teacher. I will check out my new learning with teachers or parents to be sure I have studied
correctly."
Intrapersonal Strategies:
_______ Ask what you already know about this.
_______ Why is it important for you to
know it.
________What is your opinion about this information. _______ Challenge yourself to learn it.
_______ What don't you know, need to know & how to find out?
_______ Ask how this agrees or disagrees with your past experiences. ______ Work at it alone.
_______ Stop to reflect often about this information.
______ Learn it just for yourself.
_______ Use your best other skills for memorizing it.
_______ Convince yourself that you will be a better person by learning it. _______ Test yourself.
_______ Learn to catch when your mind is wandering & bring back to task.
_______ other ________________________________________________________________
Musical
How to Study:
"I can use my Musical skills to learning anything! I can play familiar or relaxing music before or during
my study time. I can make up fun rhymes or lyrics using new information I must memorize. I will listen
for rhythms and sound patterns in explanations. I energize my brain to study when I'm tired with strong
music. I can hum to myself as I do my work. I can take musical breaks. I can make a DJ tape using the
new information with appropriate music. I can look for music that pertains to what I must study."
Musical Strategies
_______ Use Rhyme, Rhythm and Repetition.
_______ Notice how the words sound.
_______ Repeat it until you can hear it clearly and it sounds just right. _______ Does it 'ring true'.
_______ Make a musical beat to it.. ____ Say it out loud sometimes slowly and sometimes quickly.
__ Study with pleasant music, a metronome or with perfect quiet.
_______ Sing it to yourself_______ Make up a song lyric that explains it.
_______ Emphasize the accent or the voice inflections
_______ other ________________________________________________________________
Naturalist
How to Study:
"I can use my Naturalist skills to improve my learning in anything! I can first observe carefully by using
my senses to watch, listen, touch, smell and maybe even taste the new information. I can record and
then organize all this data into a system that makes sense to me. I might make separate lists, use a
graph, collage, mobile or "mind-map" to show relationships and connections between the different
parts. I can follow a hunch then test it out. I can build or imagine a living model. I can think of animal
metaphors and symbols for the new information to help me relate to it. I can discover how this
information fits into the natural world scheme of plants, animals and human life. I can see how things
have developed over time and look for growth, change and the evolution of ideas and products. I can
imagine that I am a hunter tracking down the answers by following signs and footprints. I can imagine
that I am gathering food for my mind so my brain won't starve. I can imagine that I am cultivating a
garden or raising the next generation of good ideas."
Naturalist Strategies:
_______ Observe something carefully and identify patterns.
_______ Record and organize data into a system that makes sense.
_______ Imagine or build a "living model" that shows relationships.
_______ Consider how the information fits into the natural world.
_______ Discover how it has developed over time and look for growth.
_______ Imagine how you are cultivating the knowledge to feed your mind
_______ other ________________________________________________________________
Resource 11
KWL
KNOW
WHAT
LEARN
__________________________________________________________________
The KWL is a reading strategy described by Carr and Orgle (1987). K stands for “What do you want
to know?” W is for “What do you want to know?” and L is for “What have you learned?”
Obviously, the first two, the “K” and the “W” are strategies for prelearning or for planning prior to
the learning unit. The “K” and the “W” set the stage for learning.
The KWL falls into the category of graphic organizers – thinking tools that help make learning
visible to the students as they graphically represent their thoughts on paper. Although the KWL was
developed in the reading area, graphic organizers are applied in myriad learning situations. As a
planning strategy, it is one of the most popular and perhaps, most widely known, next to the web,
concept map, and Venn diagram.
PLANTS
K
They are alive.
They need water
.
They breathe out oxygen and
breathe in CO-2.
W
L
Which ones are poisonous?
Which ones did dinosaurs like?
Are mushrooms plants?
WHY
The research on graphic organizers or advance organizers dates back to Ausubel’s structured
overviews. Presented in Vacca’s book, Content Area Reading (1981), graphic representations of the
test prior to reading are suggested to help students predetermine what they are about to read.
Althought the KWL is attributed to the work of Donna Ogle, there are numerous others including
Venn diagrams, concept maps, flowcharts, matrices, cause and effect circles, and the fishbone. The
use of KWL or similar graphic organizers focuses student attention for more concentrated learning.
In fact, without the attention to their own prior knowledge students have a difficult time making
meaning of new information.
Through the process of sorting out what they already Know about a topic, students are forced to call
up prior knowledge and reorganize their thoughts and connnections about it. Then, based on facts
they already have in the forefront of their minds, students proceed to focus on other aspects of the
topic that they are wondering about or want ot know more about.
In summary, the rationale for the KWL is rooted in the constructivist theory of learning that holds
that learners make meaning of new facts in relationship to what they already Know and Want to
know. They learn what they are prepared to assimilate into the context of their previous learnings and
construct personal meaning that is relevant to them.
HOW
To implement a KWL in the classroom or staff room, a facilitator prompts thinking about the topic
through a typical brainstorming activity. As students recall facts, they are charted under the “K”
column of information as things they Know already…or think they know. As this list is generated,
students may challenge a stated fact. (The challenged information can be marked with a question
mark.) Remember, this is a prelearning activity that makes students thinking visible. So, even if they
state obvious misconceptions, it is important to record them. Later, as the idea is explored more
fully, corrections can be made to the chart. But for now, whatever the student thinking is – accurate
or inaccurate – at least it is visible.
Once the “known” facts are gathered, students can begin to pose the questions they have about the
topic: the things they are curious about, what they are wondering about, or want to explore. These
questions are recorded in the “W” column for things they Want to know or are Wondering about. In
fact, these essential questions drive the inquiry and as students listen to each other’s ideas, more
thoughtful questions evolve.
These two lists set the state for the the learning episodes; prior knowledge is gathered and questions
are generated. Now, students enter into the learning activities with defined purposes: they want to see
if their facts are right and they want to find specific answers to new questions they’ve posed. Their
interest is piqued for optimal learning.
WHEN
The most appropriaate use of the KWL strategy in the early grades is probably a full-blown, total
group investigation of what they know and what they want to know. Displayed on large butcher
paper, the KWL chart is a place to capture as many ideas as possible. By doing this prior to a unit, as
an introductory activity, teachers are made aware of the extent of student understanding on the topic.
This, of course, helps in tailoring the unit to the needs of each particular group. In addition, it sparks
thoughtfulness in students as they approach the new idea and their thinking becomes a visible,
dynamic chart of each day, as they revisit the unit of study. Additional facts are placed under the “K”
and emergent questions are placed in the “W” column. In this way, students experience a model of
ongoing reflection as they proceed through the unit
With older students, on the other hand, the KWL may become a journal entry, rather than a large
chart. In the journal, students generate their own schemata of what they know and do not know.
However, to facilitate student use of KWL, even with the more mature student, it may be prudent to
encourage discussino through partner or small group dialogues or large group meetings.
_____________________________________________________________
SOURCE: Fogerty, R. (1990). How to teach for metacogntive reflection. Palatine, Ill., Skylight Press.
Reprinted with permission.
RESOURCE 12
Resource 13
Multiple Intelligences Lesson / Unit Planning
Step 1: Focus on a Specific Objective or Topic
- What is the core information or idea to be learned?
- What Core standards are involved?
- How do I feel about this and why it is important to the students?
- What do students already know about this topic?
- Clearly and concisely state the objective and desired outcome.
Step 2: Ask Key MI Questions
- How to bring in numbers, calculations, explicit logic, classifications, critical thinking, etc.?
- How to use the spoken or written word?
- How to use visual aids, visualizations, video, photographs, drawing, metaphors?
- How to incorporate songs, music, sound effects, rhythmic or melodic memory aids?
- How to use the whole body, gestures, role play or other hands-on experiences?
- How to engage students in peer sharing, cooperative or family-based learning?
- How evoke personal feelings, memories, give choices or recognize individual strengths?
- How to activate awareness of the natural world; plants and animals?
Step 3: Brainstorm The Possibilities
- Review MI Toolbox, Menu or Portfolio ideas to prime your creative pump.
- With a friend or colleague list as many ideas as possible for each intelligence.
- Consider all possibilities even the wild and crazy ideas!
- Seek input from students or consider their dominant intelligences.
Step 4: Select the Appropriate Activities
- Circle one activity under each intelligence that seems most workable.
- Consider appropriate methods of authentic assessment and providing feedback.
- Consider integrated project possibilities and cooperative learning opportunities.
Step 5: Set up a Sequential Plan
- Create a timeline with necessary materials, people and other resources.
- How will these activities relate the new learning to life beyond the school?
- Can this Plan fit into a larger theme?
Step 6: Build in Assessment and Performance Opportunities
- Arrange for various types of appropriate assessment
- Self evaluation, ongoing interim feedback, final results appraisal
Step 7: Celebrate the New Learning!!
M.I. Planning Questions
Interpersonal
How can I engage students in
peer sharing, cooperative
learning or role-playing?
Kinesthetic
How can I activate whole
body movement or hands-on
experiences?
Title
Musical
How can I bring in music,
sounds or set key concepts to
lyrics, rhythms or melodies?
Linguistic
________________
Objectives
1.
2.
3.
How can I use the power
of stories, reading aloud or
writing?
Intrapersonal
How can I evoke personal
feelings, memories, give
choices or include selfassessment?
Logical-math
How can I bring in numbers,
calculations, critical analysis
or
cause-effect timelines?
Spatial
How can I use visual aids,
visualization, symbols or
computer-aided designs?
Naturalist
How can I incorporate the care and
understanding of living things such as
plants, animals and the environment?
Common Core Standards
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LESSON / UNIT PLANNING WITH MULTIPLE
INTELLIGENCES
Lesson / Unit Title:
Learning Objectives:
Anticipated Learner Outcomes:
Other Considerations: classroom space, materials, field trips, co-teaching, family communication, community
visits,
______________________________________________
______________________________________________
Learning Activities:
LINGUISTIC
KINESTHETIC
VISUAL-SPATIAL
INTERPERSONAL
MUSICAL
INTRAPERSONAL
LOGICAL-MATH
NATURALIST
Lesson / Unit Sequence:
Assessment Procedures:
Materials / Resources Needed:
adapted from L & B. Campbell & D. Dickinson (1992)
Resource 14
Avenues of Teaching and Instruction
Intrapersonal: "Know Thyself and to Thine Own Self Be True"
1) Reflect on your teaching strategies. Which MI tools are missing? Where to expand?
2) Teach students different study strategies based on MI strengths.
3) Connect new information to what students already know.
4) How each student (and you, too!) feels about a topic matters.
5) Use regular goal setting, progress reports and reflection times during class.
Interpersonal: "Please Understand Me!"
1) Recognize, empathize, challenge and support each students' MI strengths / limitations.
2) Create respectful classroom culture. Values, rules, respect & conflict solutions.
3) Community service learning action projects.
4) Mentoring, apprenticeships and peer tutoring.
Logical-mathematical: "Why? Because it's Only Logical."
1) Tests of calculation, problem-solving and step-by-step critical thinking.
2) Describe, quantify, classify, analyze and synthesize. Create explanatory time-lines.
3) Why ask Why? Promote intellectual curiosity, hypothetical and predictive thinking.
4) Link mathematical and verbal-logical thinking in symbols, words, designs and actions.
Linguistic: "Tell Me in Words: Written or Spoken and I will Understand."
1) Explain in words. Have students write out information. Memorize vocabulary.
2) Use Socratic questioning.
3) Create a debate with point-counter point or convincing sales speeches.
4) Tell a story or read a poem.
Musical: "Sounds Good to Me!"
1) Use sounds, voice and songs for enhancing presentations, projects & environment.
2) Who are the musically strong students? Involve them often in topic investigations.
3) Teach rhymes, chants and songs as powerful means of memorizing
4) What song best introduces or captures something special about this topic?
Kinesthetic: "Movement is FUNdamental!"
1) Use drama, skits, role-playing to embody concepts, ideas and information.
2) Use movement breaks and gestures to enliven math, reading and other academics.
3) Roll up your sleeves and make hands-on learning happen. Constructions and models.
4) Invent a coordination or athletic game.
Spatial: "What You See Is What You Get. Imagine That!"
1) Engage metaphorical thinking, "I see what you mean".
2) Use memorable images to communicate. Movies, photographs and performances.
3) Teach mind-mapping and other visual organizers. "Color my world with learning".
4) Beyond the chalkboard: Models, CAD, finger-paints, laser printers and video.
Naturalist: "It's Alive! Investigations of Life in The Natural World"
1) Observe carefully and record data of life in a particular environment.
2) Describe relationships among living things and the world.
3) Consider, What is necessary for life to thrive?
4) Capture the essential nature of life in a work of art.
RESOURCE 15
What Does It Take to Teach Intelligence?
RESOURCE 16
________________________________________________________________________
SOURCE: Lazear, D. (1991a) Seven ways of teaching: the artistry of teaching with multiple intelligences. Palatine, Ill.:
Skylight Press. Reprinted with permission.
RESOURCE 17
________________________________________________________________________
SOURCE: Lazear, D. (1991a) Seven ways of teaching: the artistry of teaching with multiple intelligences. Palatine, Ill.:
Skylight Press. Reprinted with permission.
RESOURCE 18
Software That Activates the Multiple Intelligences
RESOURCE 19
Permanent Open-Ended Activity Centers
Musical:
- Tape recorder / player with headphones
- School House Rock tapes and videos
- Examples of curriculum-based song lyrics
- Nature sounds tapes for relaxation
- Song books
- Computer with MIDI
- Rhyming dictionary
- Poetry on tape
Kinesthetic:
- Open space for movement activities
- Movement games (Simon Says, Twister)
- Small stage
- Craft and construction materials
Spatial:
- Art materials: paints, drawing paper
- Guided visualizations on tape
- Crafts: yarn, make-a-book directions
- CAD software, videos
- Transparencies
- Camera, photographs
- Graphic organizers
- Picture books
- Make-a-cartoon kit
- Camcorders
Logical-mathematical:
- Calculator, database software
- Various graphing materials (Flow charts)
- Reasoning games: 20 Questions, riddles
- Create-a-time line instructions
- Crossword puzzles
- "Who dunnit" mystery stories
Naturalist:
- Science materials (observations, pet, minerals, seedlings) - Visual displays of living things
- Classification schemes (charts, boxes, taxonomies) - Visual displays of ecological systems
- Observation aids (microscope, magnifying glass, camera)
Linguistic:
- Tape recorder / player, headphones
- Books on tape
- Writing Materials: wordprocessor, typewriter, carbon paper)
- Poetry on tape
- Comfortable Reading Zone
- Curriculum related song lyrics, skits
- Posters of famous authors
- Make-a-book kits
- Guides for interviews & debates
Interpersonal:
- Cooperative guidelines
- Conflict resolution instructions
- Service learning opportunities
- Rules of respect
- Team projects
- Discussion Zone
Intrapersonal:
- Quiet reflection zone
- Self assessment surveys
- Do It Yourself Autobiography Kit
- Instant Reflections
- Daily Personal Logs
- Project Planning materials
- Grade prediction forms
- Make-a-Personal-Crest
_____________________________________________________________
SOURCE: Campbell, L., Campbell, B., & Dickinson, D. (1992). Teaching and learning through
multiple intelligences. Stanwood, WA: New Horizons for Learning.
RESOURCE 20
What is a Project?
Authentic Work
-
Project work mimics work done by the workers in the community
Authentic Work requires . . .
-
-
Personal interest
Intrinsic motivation
Clear vision
Planning / goal-setting
Reflective assessment
Quality work descriptors
Interdependent in nature
o Awareness of others
o Use of resources
o Of value to larger community
Completion
New product
SOURCE: Balanos, P., Tribble, H. & Calldwell, K. (1994). The IPS Key School Summer Institute
Handbook © 1994. Reproduced with permission from the The Key School Staff
RESOURCE 21
Project Standards / Expectations
1. Students project should be based in a personal interest area and connected to a
theme.
2. Student’s project idea should be thoroughly researched. Note should be made and
kept on resources used.
3. A written report or progress log should be turned in the day the projects are due.
4. Work on a project should be done over at least a 3-week period.
5. The completed project shoul dbe accompanied by visual aids. All work should be
neatly and visually attractive.
6. All written work turned in should be done in ballpoint pen or on the computer.
7. Student will present his or her project in front of the class.
8. Student should practice the project presentation before presenting.
9. Student should present the latest information in an interesting manner.
10. Student will do a self-evaluation after presenting the project.
11. Student will log infomraitno learned while working on the project
12. Student wil submit independent project plan at least 3 weeks prior to deadline.
SOURCE: Balanos, P., Tribble, H. & Caldwell, K. (1994). The IPS Key School Summer Institute
Handbook © 1994. Reproduc3ed with permission from the The Key School Staff
RESOURCE 22
Guidelines for Effective Projects
___________________________________________________________
1. Identify important concepts or practices and determine an open-ended project
that encompasses such knowledge.
2. Involve students in planning the various aspects of a project. At times, students
should also determine their own projects.
3. Identify needed materials and resources such as knowledgeable community
members, parents, or older students.
4. Guide students through the various stages of project initiation,
implementation, refinement, presentation, reflection, assessment, and plans for new
and subsequent pursuits.
5. Select student drafts and final work to submit for documentation during and
upon completion of the project.
6. Ask students to think back over their learning processes and personal growth
achieved as a result of a project.
7. Have students present their projects to an audience of classmates, parents,
community members or others who will support as well as offer constructive
criticism of student efforts.
8. Assess project from numerous perspectives. Gardner recommends these:
- how well project was planned and presented
- executed
- creativity and originality
- feedback from knowledgeable individuals
- amount of student learning
- accuracy
- challenge level
- use of resources
- quality of student reflection
9. When student have completed their projects, reflect on what their work reveals
about them-- their interests, strengths, challenges, whether they are independent or
collaborative workers, and what interests emerged that might be addressed in future
projects.
_____________________________________________________________
SOURCE: Campbell, L., Campbell, B., & Dickinson, D. (1992). Teaching and learning through
multiple intelligences. Stanwood, WA: New Horizons for Learning.
RESOURCE 23
Eight Steps for Implementing a Project
_____________________________________________________________
1.
State your goal.
"I want to understand how optical illusions work."
2.
Put your goal into the form of a question.
"What are optical illusions and why do they fool our eyes?"
3.
List at least three sources of information you will use.
"Scientific American," January, 1971
All About Optical Illusions.
World Book, volumes 2,6,9,14. Our math book.
Optics for Kids.
4.
Describe the steps you will use to achieve your goal .
Study books on optical illusions.
Study books on how the human eye and brain work.
Talk with Mrs. Schuck, the art teacher, about optical illusions.
Look at the work of M.C. Escher.
5.
List at least five main concepts you want to research.
Optical illusions. Tesselations.
Optics.
The human eye.
The human brain. Visual illusions.
6.
List at least three methods you will use to present your project.
Explain what optical illusions are. Diagram of how human eye/ brain work together
Make posters with famous optical illusions. Try to make optical illusions of my own.
Hand out a sheet of optical illusions for class members to keep.
Share my own attempts at making them. Have the class try to make some.
7.
Organize the project into a timeline.
Week 1: Read sources of information.
Week 2: Try to make my own optical illusions.
Week 2: Make diagram of eye/brain.
Week 3: Practice presentation.
8.
Week 1: Interview Mrs. Schuck.
Week 2: Charts of optical illusions.
Week 2: Make hand outs for class.
Week 3: Present to class.
Decide how you will evaluate your project.
Practice in front of my parents and get their feedback.
Practice in front of Matt and John and get their feedback.
Ask class for feedback on my presentation and visuals.
Fill out self-evaluation form.
Read teacher's evaluation.
SOURCE Campbell, B. (1994). The Multiple Intelligences Handbook: Lesson Plans and More. Seattle, WA:
New Horizons for Learning.
RESOURCE 24
PROJECT CONTRACT
NAME
DATE
1. What do you want to study / research?
__________________________________________________________________________
How interested are you in this topic? Very _____
Moderately_____
Little____
Why?
2. Put your topic into a question:
_________________________________________________________________________
3. List at least 3 sources of information you will use:
1:
2:
3:
4. Describe the activities you will do to research your topic:
1.
2.
3.
4.
5. List at least 3 learning objectives and performance standards for your topic?
1.
2.
3.
6. List at least 3 intelligences that you will use to present your project:
1:
2:
3:
7. Organize your project into a timeline. What will you do first, second, third and so on?
Start
> ----------- > ---------->---------->---------->---------->---------->---------->--------->Activities>
Progress
Hand-in.
8. Decide how you will evaluate your project:
by self __________________________________
by others ________________________________
9. The more standards that you meet then the higher your grade. What grade are you
aiming for with this project?
Advanced___ Proficient___
Basic___
Novice___
RESOURCE 25
PROGRESS REPORT
Name:
Week: 1__ 2__ 3__ 4__
Date:
Title of Project:
What activities have you done so far?
1234What remains to be done?
567Are you having any problems or questions?
How do you feel about what you’ve done so far?
I’m bored
—
—
—
—
It’s too much —
—
—
—
I’m frustrated —
—
—
—
I’m sad, angry —
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
Interested
Too little
Enthused
Happy
Other _______________________________________________________________________
What has been MOST interesting so far is . . .
______________________________________________________________________________
Will you be able to . . .
Yes
– complete on time ____
No
____
Maybe
____
– meet all standards
____
____
____
What specific help do you need?
And from whom?
I predict that my grade will be: A___ B___ C___ D___ Incomplete___
PROJECT EVALUATION
Name
Project Title
Grade Level
TEACHER AND PEER ASSESSMENT
PROJECT
NA
3 or more MI
Use of MI language
Pertinent to discipline
Essential elements
Authentic assessment
Engaging
Clear standards
Student input
Use of resources
Challenge level
Useable in “real world”
Amount of learning, change
Novice
1
1
1
1
1
1
1
1
1
1
1
1
Basic Proficient
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
PRESENTATION
Organization
Sufficient detail
Interesting
Execution
1
1
1
1
2
2
2
2
STUDENT SELF-ASSESSMENT
Advanced
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
4
4
4
4
Continue on back.
1. Please explain what you learned about doing this project:
2. Did this project change your thinking about teaching in anyway? For example. . .
3. What are you most satisfied with, intrigued by or happy about this project?
4. Will you be able to use this project or what you’ve learned from it in the future? How?
5. What surprised you about this project?
6. Overall, this project did / did not/ exceeded your expectations.
RESOURCE 26
Lesson Planning for Understanding
1. What is the core discipline you will address? Which Core Standards are
included?
2. What is a rich, time-worhty topic within that discipline?
3. What are two or more goals for outcomes you want students to achieve?
4. What entry points will you provide into the content (which of the Mis?).
List at least 4 intelligences.
5. How will you relate learning to life beyond school?
6. Specify authentic assessment activities you will use?
7. How will you secure feedback on the effectiveness of this lesson plan?
SOURCE Campbell, B. (1994). The Multiple Intelligences Handbook: Lesson Plans and More.
Seattle, WA: New Horizons for Learning.
RESOURCE 27
THEME: Patterns
_____________________________________________________________________
SOURCE: Balanos, P., Tribble, H., Callwell, K. (1994). The IPS Key School Summer Institute Handbook
© 1994. Reproduced with permission from The Key School Staff.
RESOURCE 28
Thematic Curriculum at the Key School
Connections
Patterns
Changes
Working in Harmony: Here and Now
Working in Harmony: In Other Cultures
Working in Harmony: Nature / Inventions
Let’s Make a Difference
Boundaries and Horizons
Renaissance – Then and Now
Treasures
Pathfinders
Marvels
Frontiers
Global Perspecrtives
New Works
Migrations
Heritage
Expressions
Theme based curriculum at the Key School requires that:
1. Teachers research the theme and present materials in each subject area: (Music, Art,
Language, P.E., etc. ) that are theme related and that encourage the different areas of
intelligence.
2. Students develop individual projects related to the theme and that emphasize their
areas of strength.
3. Parents become familiar with the theme, help students develop projects, and encourage
students to look for theme related materials and resources outside of school.
4. Community members become involved in a committee, which brings in outside
presenters for weekly presentations about the theme.
5. The Key School participates in a culminating activity which pulls the pieces together
and brings closure to each theme. (examples: Chinese New Year, Renaissance Fair,
Building Our Own Rainforest, Launching a Global Baloon.)
_____________________________________________________________________
SOURCE: Balanos, P., Tribble, H., Callwell, K. (1994). The IPS Key School Summer Institute Handbook
© 1994. Reproduced with permission from The Key School Staff.
RESOURCE 29
Qualities of a Good Theme
A theme allows all eight intelligences to connect to the real world in a meaningful way.
A theme allows students and teachers to conceive and produce related projects focusing
on their strength areas.
A theme allows students and teachers to become intrinsically motivated to learn.
A theme allows students and teachers to produce quality work.
A theme allows collaboration among the staff.
A theme encourages families to connect to the school learning process.
A theme allows students to connect to future career choices through outside
presentations.
A theme allows students and teachers to connect subject areas and appreciate the
importance of each area of intelligence.
A theme allows in-depth exploration of a topic.
Things Essential for Quality Theme Development
Planning time: Whole staff and team
Environment of open communication.
Staffing that allows each intelligence area to have equal impact
Time for reflection and assessment
Some special staffing to serve unique needs: Community Liaison, Resource Specialist,
Video Specialist, Flow Activity Teacher.
_____________________________________________________________________
SOURCE: Balanos, P., Tribble, H., Callwell, K. (1994). The IPS Key School Summer Institute Handbook
© 1994. Reproduced with permission from The Key School Staff.
RESOURCE 30
Theme Development
Planning
Brainstorming: Choosing a theme (by the end of the school year for the following year)
Initial planning (summer)
More involved planning: (usually about 1 month before beginnning of theme)
Theme discussions and update at a weekly staff meeting
Gathering of resources
Involvement of community in planning through Community Resource Committee
Implementation
Students are explosed to theme in each area of intelligence
Students and teachers research theme
Find existing resource material / create their own resources
Wednesday afternoon programs utilize community resources to implement theme
Students reflect in journals
Teachers assist in relating theme to MI strengths of students
Assessment
Students develop individual projects to be videotaped for their portfolios
Students gather meaningful work during each theme in each area to be put in cumulative
portfolios
Culminating Activity to share impact with school community
Journal writing by student
Reflection and curriculum report for each them shared
_____________________________________________________________________
SOURCE: Balanos, P., Tribble, H., Callwell, K. (1994). The IPS Key School Summer Institute Handbook
© 1994. Reproduced with permission from The Key School Staff.
RESOURCE 31
Treasures Mind-Map
_____________________________________________________________________________________
SOURCE: Balanos, P., Tribble, H., Callwell, K. (1994). The IPS Key School Summer Institute Handbook
© 1994. Reproduced with permission from The Key School Staff.
RESOURCE 32
Pods at the Key School
Description
Pods are when different students from different classes come to a group doing the things
they are interested in doing. This group is good at the things they are doing.
Pods are 40 minutes long, every weekday except half days or when a lot of teachers are
sick without substitutes. You stay in the pod for the whole year.
Each teacher writes an “advertisement” for the proposed pod and students sign up for the
pod of their choice and second choices.
Key School Pods: A Sampling of Advertisements
KEY STRING ENSEMBLE
Musical
Would you like to play a concert at the Hyatt Regency, Union Station, for another school,
for our own Key School during a celebration, or even for the school board?? If you’re a
violin student, have played at least one year and have participated in at least one concert
last year and if you just love to perform, this is the pod for you!! The music will be a little
more advanced than our regular classroom music and a little more practice will be
needed, but a whole lot of fun will be had by all!!
SING AND SIGN:
Musical, Spatial, Kinesthetic
This pod utilizes the musical, spatial, and kinesthetic intelligences. Songs that represent
different ethnic and cultural backgrounds will be learned. Physical movement is also used
with some songs. Sign language is learned for many songs as a group and individually.
The students begin to learn about the deaf culture through singing.
ETHNIC DANCE and THEATRE
Kinesthetic, Linguistic, Musical
Students will learn dances from countries around the world. Students will participate in
choreographing their own dances. At least one play or skit will be performed. One day
each week students will have a free movement day
PROJECT TECHNOLOGY
Logical-math, Intrapersonal
This pod has been designed for students with a burning desire to incorporate more
technology in their long term theme related projects. The possibilities are endless:
computers, video, slide shows, audio mixing, graphic design and website design. Only
students who seriously want to work on theme-related projects will be happy in this pod!
_____________________________________________________________________
SOURCE: Balanos, P., Tribble, H., Callwell, K. (1994). The IPS Key School Summer Institute Handbook
© 1994. Reproduced with permission from The Key School Staff.
RESOURCE 33
Assessment Planning Map
RESOURCE 34
Multiple Intelligences Student Roster
Linguistic
Musical
Kinesthetic
Interpersonal
Logical-math
Visual-Spatial
Naturalist
Intrapersonal
RESOURCE 35
Processfolio Checklist
RESOURCE 36
Examples of Evaluation Sheets
RESOURCE 36 continued
RESOURCE 37
Multiple Intelligences Report Card with Developmental Indicators
RESOURCE 38
Language Arts Rubric
Name: ________________________
Teacher:
Date Submitted: ____________
Title of Work: Sharing Paragraph
Criteria
1
2
Points
3
4
Information in
Reader has
Student presents
logical,
Sequence of
difficulty
information in
interesting
information is
following work logical sequence
Organization
sequence which
difficult to follow.
because student which reader can
reader can
jumps around.
follow.
follow.
Student is
Student does not have
uncomfortable
Student
grasp of information;
Student is at ease
with content and is
demonstrates full
Content
student cannot answer
with content, but
able to
knowledge (more
Knowledge
questions about
fails to elaborate.
demonstrate basic
than required).
subject.
concepts.
Presentation has
Presentation has
Work has four or
no more than two Presentation has
three misspellings
misspellings
no misspellings
Grammar and more spelling errors
and/or
and/or grammatical
and/or
or grammatical
Spelling
grammatical
errors.
grammatical
errors.
errors.
errors.
Work has three or Work has one or
Work is neatly
Work is illegible. four areas that are two areas that are
Neatness
done.
sloppy.
sloppy.
Total---->
____
____
____
____
____
Teacher Comments:
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RESOURCE 39
Multiple Intelligences Portfolio Guidelines
RESOURCE 39 continued
Multiple Intelligences Portfolio Guidelines
RESOURCE 40
What To Put In Your Portfolio?
Intrapersonal:_________________________________________________________
Domains: Journaling, personal assessments, reflections, goal setting, progress reports.
- Set a project goal to accomplish. What will it take, how long and success objectives?
- Keep a learning journal and mark progress. Written, pictorial, audio.
- Self-assessment rubrics of completed work.
- One Minute immediate reflections and reactions.
Required:
Optional:
Interpersonal:_________________________________________________________
Domains: Community service, role playing, conflict resolution, leadership, teamwork.
- Create an "advice column" i.e., Dear Abby.....
- Write on a topic from 3 or more different perspectives.
- Explain how a conflict was resolved between two people or countries.
- Explain how a historical event pertains to your (or someone else's) family today.
Required:
Optional:
Logical-mathematical:_________________________________________________
Domains:
Calculations, problem-solving, logical reasoning and analysis, statistics.
- Calculations tests and quizzes.
- Math skills checklist
- Math journals and Problem Solving Logs
- Explain, discover or describe "a pattern and causal relationships between things / ideas"
Required:
Optional:
Linguistics:____________________________________________________________
Domains:
Reading, writing , speaking.
- First drafts, revisions and final writings.
- Letters: personal, business or "to the editor".
- Comprehension tests or essays.
- Audiotapes of dramatic reading, storytelling. convincing speech", sales routine, debate.
- Give an oral presentation on a topic
Required:
Optional:
RESOURCE 40 continued
What To Put In Your Portfolio?
Musical:_______________________________________________________________
Domains:
Appreciation, vocal, instrumental, composition & rhythm.
- Reviews of music and musical performances.
- Audiotaped musical collage related to topic or theme.
- Written song lyrics, rhymes or paradies pertaining to topic.
- Explain lyrics of a song as related to topic or the role of music in historical events.
Required:
Optional:
Spatial:________________________________________________________________
Domains; Art, crafts, maps, geometry, design.
- Videotape or photograph the stages of a project.
- Dioramas or other three-dimensional mockups.
- Movie reviews pertaining to a topic.
- Collages, drawings and paintings.
- Display of mind-maps and other visual organization schemes.
Required:
Optional:
Kinesthetic:___________________________________________________________
Domains:
Athletics, dance, acting, manual dexterity, exercise.
- Physical tests and checklist of physical skills.
- Role play, perform a skit, pantomime on a topic.
- "Act out" any problem-solving process or perform new information.
- Make a 3-D model or other construction project.
- Participate in a game or physical activity.
Required:
Optional:
Naturalist:_____________________________________________________________
Domains:
Animals, plants and the sciences.
- Journal of observations of animal behavior, survey a local habitat or natural resources.
- Descriptions of ecological systems.
- What is necessary for living being to thrive?
- Capture the essential nature of life in a work of art.
Required:
Optional:
Resources
`’RESOURCE 41
Resources
RESOURCE 42
Resources
RESOURCE 43
Personality, Cognitive, Learning Style and Multiple Intelligences
Personality Style: This term refers to personal preferences, attitudes, beliefs, emotional
termperment and behavior. There are a wide range of dimensions including but not
limited to those assessed by the MBTI (introversion-extroversion, thinking- feeling,
impulsive-reflective). Other personality inventories (MMPI, 16PF, Self Directed Search)
assess personality characteristics such as vocational interests, social relationships and
reality contacts. Marketing campaigns use personality style to target their products (i.e., a
person with a preference for high priced running shoes will be inclined to purchase
Nikes). The sports-minded person will prefer to attend a soccer game than the symphony.
Cognitive Style: This term generally refers to the content or quality of a person’s
dominant thought pattern. For example, an impulsive cognitive style implies a quick to
judgment style without consideration for the consequences. A runner who is paired
against a superior competitor may instantly decide that he must immediately get the lead
but then looses the race because he has expended too much energy early in the contest.
The impulsive style may also indicate “easily frustrated” so that if the competitor gains
the lead he immediately decides that he has lost the race and thus gives up trying.
Depending upon the strength of this thought pattern the impulsive style may or may not
be observed across different types of content. For example, a carpenter may display much
patience and reflectiveness when working with wood but be very impulsive when dealing
with an authoritarian boss.
Cognitive style can refer to the “content” of thought as well as the “process.” For
example, the dominant cognitive content of an athlete may involve images, actions or
language related to physical activities (e.g., jumping, hitting, kicking, etc.).
Learning Style: Specifically defined this term refers to how best a person is able to
memorize new information, come to understand concepts and develop skills and
competencies. This is usually described in the dimensions of “hear it, see it and do it” but
other activities are included including write it, say it, teach it, etc.
Intelligence: This term refers to the ability to solve a problem or create a product
(service) that is of value to a community. To follow our example, a athlete may have a
personality preference for expensive running shoes and his cognitive style indicates
impulsive action oriented learning is best but his overall athletic accomplish is usually
moderate at best. His kinesthetic strengths are at the moderate level in sprinting and short
relays and his weakness is in poll vault and distance running
Resources
RESOURCE 44
Principles of Brain-based Teaching
1. Stimulation is key to brain growth & development
- active, focused engagement on clear goals
- stretch capacity via challenging problems & creations. In the Flow Zone where the
difficulty level is calibrated to skills
- scaffold and support incremental progress via timely feedback, clear rules
- more areas of brain activated = more growth
- move from chaos/confusion to organization / understanding
2. Emotion influences attention, memory , risk taking & motivation
- provide variety, options, choices & independent opportunities
- provide challenges but not threat
- safe, tolerant environment
- "mistakes" = learning opportunities
- build in periods of rest & reflection opportunities
- teach emotional self regulation
- enthusiasm increases learning
- emphasize personal recognition
3. Patterns enhance recall & understanding
- connect new learning to previous knowledge/experience
- connect ideas across the curriculumand across the intelligences
- learning equals "meaning making"
4. Memory = emotion, attention, processing, organization, connections & long term
consolidation
- emotion
- attention
- processing (multiple pathways)
- shift to long term memory
- Why? put it to use
- patterns
5. Understanding is more powerful than mere memorization
- apply knowledge to solve novel & meaningful (to self and others) problems
- personal connection to topic
- reality consequences
- responsibility for own actions
- real world / community connections
Resources
RESOURCE 45
Careers Associated with the Multiple Intelligences
Musical:
-music teacher
-song writer
-sound engineer
-instrumentalist
-singer
-disc jockey
-music critic
-choir director -composer
-recording technician -manager / promoter
Kinesthetic:
-athlete
-actor
-magician
-stunt man
-sports trainer
-manual laborer
-rodeo rider
-clown
-craftsperson
-gymnast
-choreographer
-building trades
-acrobat
-jockey
-equestrian
-juggler
-dancer
-coach
-aerobics teacher
-drama coach
-surgeon
-assembler
-physical therapist
-journalist
-supervisor
-editor
-translator
-storyteller
-lawyer
-salesperson
-librarian
-records clerk
-inventory control
-biologist
-investment broker
-accountant -financial services
-systems analyst
-researcher
-computer programer
-pharmacist -mechanical engineer
-interior designer
-artist
-mechanic
-photographer
-urban planner
-makeup artist
-furniture restorer
-architect
-advertising
-craftsperson -seamstress, tailor
-builder
-engineer
-fashion designer
-surveyor
-cartographer -carpenter, builder
-hairdresser -commercial artist
-geographer -pilot
Linguistic:
-writer, poet
-manager
-playwright
-interpreter
-teacher
-public relations
-reporter
-proof-reader
Logical-mathematical:
-bookkeeper
-lawyer, paralegal
-statistician
-chemist
Spatial:
-landscape designer
-navigator
-drafting
-graphic design
-set designer
-film editor
-sign painter
Interpersonal / Intrapersonal:
-teacher
-salesperson
-coach
-homemaker
-receptionist
-counselor
-politician
-social worker
-probation officer
-clergy
-P.R./promoter
-child care
-secretary
-nurse
-consumer services -bartender
-recreation aide
-manager
-psychologist
-waiter/waitress
-farmer
-culinary science
-biologist
-guide/tracker
fisherman
-forester
-veterinarian
-physicist
Naturalist:
-animal trainer
-astronomer
-scientist
-naturalist
-hunter
-doctor
-meteorologist
-greenhouse
Resources
RESOURCE 46
Teacher Survey
1. My knowledge of the multiple intelligences (background, theory,
brain-basis, relationship to IQ & learning styles, etc.) is. . .
0
None
1
A little
2
3
Moderate
4
5
Extensive
2. I believe MI to be an accurate description of how the brain works
and how we learn.
0
1
2
Strongly Disagree Disagree Skeptical
3
Unsure
4
5
Agree Strongly Agree
3. I believe that MI provides a valuable basis for education and that
we should work together to design effective implementation
strategies.
0
1
2
Strongly Disagree Disagree Skeptical
3
Unsure
4
5
Agree Strongly Agree
4. I use MI strategies and ideas (beyond lecture-notes-text-test) is…
0
Not at all
1
Rarely
2
A little
3
Sometimes
4
Often
5
Very often
5. I actively help students use their MI strengths for learning, class
projects and to promote lifelong learning?
0
1
2
3
4
5
Not at all
Rarely
A little
Sometimes
Often
Very often
5a) I could do this more if . . . . .
6) I find ways to connect my curriculum and student strengths to
community roles, careers and values?
0
1
2
3
4
5
Not at all
Rarely
A little
Sometimes
Often
Very often
6a) I could do this more if …
Resources
RESOURCE 46
Continued
7) I am willing to participate in regular professional development
activities to further my understanding and use of MI yes___ no___
maybe, if________
- after-school
- Saturdays
- Delayed start
- Summer credit
Course
Other
8 ) I would like to participate in an MI study group with colleagues
to discuss these ideas / activities?
Yes_____ No_____ Maybe,
if_____________________________________________________
With whom?
My dept______
My grade level _______
Specific others_______
Please nominate a colleague (or yourself) who would be a good leader or
presenter of his/her MIinspired work
Resources
RESOURCE 47
Interpreting The MIDAS Profile as Part of a Psychological
Evaluation
The MIDAS Profile can contribute useful information for a psychological
report in several important ways. You can use the Profile to gather
information for creating teaching and learning plans, cognitive remediation
plans, behavioral interventions, and answering questions about curriculum /
vocational planning.
The MIDAS Profile can give you the following kinds of information.
1. You can gain the student's perspective on his /her intellectual abilities and
involvements.
2. You can obtain the parent's view of the child's profile of abilities and
activities.
3. You can ask teachers to provide information related to each intelligence in
the form of work samples or a brief questionnaire.
4. The Profile is a good source for understanding a student's specific areas of
strength that are often overlooked or minimized. These specific activities can
be used as part of a "strengths vs. weaknesses" remedial or compensatory
learning plan.
5. Curriculum and vocational planning can be enhanced by matching the
students' MI strengths with course electives and vocational options
Resources
RESOURCE 47
Continued
Interpretation Process
1. Referral Question(s)
Learning / Memory__
Behavioral__
Emotional__
Interpersonal / Peer__
Attitudinal__
Family Issues__
Mental Status__
Curriculum / Vocational Planning__
2. Background Information
3. Data Collection:
Testing:
Teacher / Classroom:
Child Interview:
Parent:
4. Profile of Intellectual Strengths / Limitations
5. Recommendations:
For Teachers:
For Students:
For Parents:
Activities / strategies to build weaknesses and solve problems:
Activities / strategies to develop and maximize strengths:
6. Summary: Next steps and follow-up.
Resources
RESOURCE 47
Continued
Guiding Questions
1. Does MIDAS Profile agree with other sources of information….
Tests:
Grades:
Teacher reports:
Child reports:
Parent reports:
2. What are specific areas of strength?
3. What are specific areas of limitation?
4. What is the relationship between MI limitations and the referral questionthe problem?
5. What strength activities / strategies can be pursued to remediate or
compensate for problems/ limitations?
6. What would be good activities / classes to develop MI strengths