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| Introduction: Many Kinds of Intelligence | |
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| A Word about the Third Edition | |
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| A Definition of Human Intelligence | |
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| A Description of the Eight Intelligences | |
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| About the Authors | |
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| A Multiple Intelligences Inventory | |
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| Intelligent Environments | |
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| What This Book Offers | |
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| A Way With Words: Verbal-Linguistic Intelligence | |
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| Writing through a Lifetime | |
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| Definition: Understanding Verbal-Linguistic Intelligence | |
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| Checklist: Verbal-Linguistic Intelligence Qualities | |
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| Verbal-Linguistic Learning Processes | |
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| Establishing a Verbal-Linguistic Learning Environment | |
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| Listening to Learn | |
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| Keys to Effective Listening | |
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| Listening to Stories and Reading Aloud | |
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| Listening to Poetry | |
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| Teachers as Storytellers | |
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| Listening to Lectures | |
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| Speaking | |
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| Students as Storytellers | |
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| Classroom Discussions | |
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| Memorizing | |
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| Reports | |
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| Interviews | |
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| Reading | |
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| Finding Materials | |
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| Words in the Classroom | |
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| Reading Across the Curriculum | |
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| Reading for Understanding | |
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| Writing | |
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| Categories of Writing | |
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| Writing Across the Curriculum | |
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| Writing Options for all Content Areas | |
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| Getting Started with Writing | |
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| The Real Work of Writing | |
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| Writing Groups | |
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| Technology That Enhances Verbal-Linguistic Intelligence | |
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| Summary | |
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| Verbal-Linguistic References | |
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| The Calculating Mind: Logical-Mathematical Intelligence | |
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| For the Love of Numbers | |
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| Definition: Understanding Logical-Mathematical Intelligence | |
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| Checklist: Logical-Mathematical Intelligence Qualities | |
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| Logical-Mathematical Learning Processes | |
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| Establishing a Logical-Mathematical Learning Environment | |
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| The Teaching of Logic | |
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| The Scientific Method | |
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| Thinking Scientifically Across the Curriculum | |
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| Deductive Logic | |
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| Syllogisms | |
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| Venn Diagrams | |
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| Inductive Logic | |
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| Analogies | |
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| Enhancing Thinking and Learning | |
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| Mediating Learning | |
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| Questioning Strategies | |
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| Mathematical Thinking Processes | |
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| Patterning | |
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| Graphs | |
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| Working with Numbers | |
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| Averages and Percentages | |
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| Measurement | |
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| Calculation | |
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| Probability | |
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| Geometry | |
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| Story Problems Across the Curriculum | |
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| Sequencing | |
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| Math Themes for All Subject Areas | |
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| Technology That Enhances Logical-Mathematical Intelligence | |
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| Summary | |
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| Logical-Mathematical References | |
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| Moving to Learn: Kinesthetic Intelligence | |
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| Paula's Dance | |
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| Definition: Understanding Kinesthetic Intelligence | |
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| Checklist: Tactile-Kinesthetic Qualities | |
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| Tactile-Kinesthetic Learning Processes | |
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| Establishing the Physical Learning Environment | |
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| Classroom Zones | |
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| Drama | |
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| Formal Theatre | |
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| Role Playing | |
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| Creative Drama | |
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| Simulations | |
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| Creative Movement | |
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| Understanding Bodily-Knowing | |
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| Introducing Creative Movement Activities | |
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| Applying Creative Movement to the Basic Skills | |
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| Dance | |
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| Elements of Dance Warm-Ups | |
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| A Sequence for Learning through Dance | |
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| Manipulatives | |
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| Task Cards | |
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| Task Card Puzzles | |
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| Junk Drawer Manipulatives | |
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| Stamps | |
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| Classroom Games | |
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| Scavenger Hunts | |
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| Large Floor Games | |
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| Total Physical Response Games | |
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| A Generic Review Game | |
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| Physical Education | |
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| Characteristics of a Physically Educated Person | |
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| Expeditionary Learning | |
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| Exercise Breaks | |
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| Quick Energizers | |
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| Ten Shin Go So | |
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| The Eight Treasures | |
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| Eye Exercises | |
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| Waking Up | |
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| Calming Down | |
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| Field Trips | |
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| Field Trip Guidelines | |
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| Technology That Enhances Kinesthetic Intelligence | |
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| Summary | |
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| Kinesthetic References | |
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| Everyone Is an Artist: Visual-Spatial Intelligence | |
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| Sarah's Story | |
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| Definition: Understanding Visual-Spatial Intelligence | |
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| Checklist: Visual-Spatial Qualities | |
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| Visual-Spatial Learning Processes | |
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| Establishing a Visual Learning Environment | |
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| Visual Tools | |
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| Intentional Display Areas | |
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| Peripheral Stimuli | |
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| Changing Perspective through Rotating Seating | |
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| Nonverbal Communication | |
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| Pictorial Representation | |
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| Flow Charts | |
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| Visual Outlines | |
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| Unit Charts | |
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| Visual Chart Starters | |
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| Visual Notetaking and Brainstorming Tools | |
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| Concept Mapping | |
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| Mindmapping | |
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| Clustering | |
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| Mindscaping | |
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| Visualization | |
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| Classroom Imagery | |
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| Visual Memory Techniques | |
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| Visual Variety in Learning Materials | |
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| Highlighting with Color | |
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| Varying Shapes | |
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| Visual Accompaniment for Lectures, Discussions, or Readings | |
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| Board and Card Games | |
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| Guidelines for Making Board Games | |
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| Card Games | |
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| Architecture | |
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| Learning to Think Like an Architect | |
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| Getting Started with Architecture in the Classroom | |
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| The Visual Arts | |
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| Art as an Instructional Tool | |
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| Blending the Visual and Language Arts | |
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| Integrating Art and Math | |
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| Integrating the Arts at the High School Level | |
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| Art Across the Curriculum | |
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| Technology That Enhances Visual-Spatial Intelligence | |
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| Summary | |
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| Visual-Spatial References | |
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| Tuning In: Musical Intelligence | |
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| Danny's Song | |
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| Definition: Understanding Musical Intelligence | |
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| Checklist: Musical Qualities | |
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| Musical Learning Processes | |
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| Establishing a Musical Learning Environment | |
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| Introducing Music into the Classroom | |
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| Listening to Music | |
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| Songs in the Content Areas | |
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| Music for Skill Building | |
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| Musical Spelling | |
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| Music and Learning Skills | |
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| Teaching Reading Musically | |
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| Improving Language Skills with Music | |
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| Music Across the Curriculum | |
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| Warming Up to Singing | |
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| Nonsense Sounds | |
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| Choral Reading | |
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| Musical Notation | |
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| Introducing the Concept of Musical Notation | |
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| Creating Curriculum Songs | |
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| Jump-Starting Creativity with Music | |
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| Making Musical Instruments in the Classroom | |
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| Using Instruments Creatively | |
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| Technology That Enhances Musical Intelligence | |
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| Summary | |
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| Musical References | |
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| Understanding One Another: Interpersonal Intelligence | |
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| Working Together to Accomplish the Impossible | |
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| Definition: Understanding Interpersonal Intelligence | |
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| Checklist: Interpersonal Qualities | |
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| Interpersonal Learning Processes | |
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| Establishing a Positive Interpersonal Environment | |
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| Criteria for Effective Groups | |
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| Determining Class Values and Rules | |
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| Determining Schoolwide Values | |
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| Class Meetings | |
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| Collaborative Learning | |
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| Collaborative Grouping Considerations | |
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| Student Roles | |
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| Social Skills | |
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| Cooperative Learning Activities | |
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| Conflict Management | |
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| Common Causes of Conflict | |
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| Learning through Service | |
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| Incorporating Service into a School Program | |
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| Reflecting on Service Learning | |
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| Service Resources | |
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| Appreciating Differences | |
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| Teaching Students about Learning Styles | |
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| Developing Multiple Perspectives | |
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| Who Are We? | |
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| Understanding Diverse Points of View | |
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| Role Playing Current Events from Diverse Perspectives | |
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| Global Perspectives in the Curriculum | |
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| Systems Wheel | |
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| Local and Global Problem-Solving | |
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| Multicultural Education | |
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| Teaching with a Multicultural Perspective | |
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| Understanding Cultural Diversity through the Arts | |
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| Culturgrams | |
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| Technology That Enhances Interpersonal Intelligence | |
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| Summary | |
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| Interpersonal References | |
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| The World Within: Intrapersonal Intelligence | |
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| Bill's Inner World | |
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| Definition: Understanding Intrapersonal Intelligence | |
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| Checklist: Intrapersonal Qualities | |
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| Intrapersonal Learning Processes | |
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| Establishing an Environment to Nurture the Sense of Self | |
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| Characteristics of Schools That Enhance Self-Esteem | |
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| Self-Esteem Enhancers: Learning to Love Oneself | |
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| Compliment Circles | |
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| Individual Acknowledgement | |
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| Peer Support | |
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| Guidelines for Enhancing Self-Esteem | |
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| Setting and Achieving Goals | |
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| Challenging Students to Learn | |
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| Olympian Goal-Setting | |
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| Thinking Skills | |
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| Metacognition | |
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| Emotionally Intelligent Education | |
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| Engaging Feelings in the Classroom | |
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| Establishing an Environment that Permits Emotional Expression | |
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| Identifying Feelings | |
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| Expressing Emotions | |
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| Educating for Human Values | |
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| Journal Writing | |
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| Suggestions for Classroom Journal Writing | |
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| Journals for Personal Insight | |
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| Getting to Know Oneself through Others | |
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| Gaining Intrapersonal Insights through Interpersonal Feedback | |
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| Reflecting on the Wonder and Purpose of Life | |
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| Classroom Activities to Nurture a Sense of Wonder | |
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| Finding Purpose in School and Life | |
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| Self-Directed Learning: An Intrapersonal Approach | |
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| Suggestions for Implementing Self-Directed Learning | |
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| Technology That Enhances Intrapersonal Intelligence | |
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| Summary | |
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| Intrapersonal References | |
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| The World around Us: Naturalist Intelligence | |
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| Rachel Carson's Legacy | |
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| Definition: Understanding Naturalist Intelligence | |
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| Checklist: Naturalist Intelligence Qualities | |
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| Naturalist Learning Processes | |
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| Establishing a Naturalist Learning Environment | |
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| The Big Picture | |
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| Classroom Museums | |
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| Naturalist Curriculum Themes | |
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| Natural Science Themes | |
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| Nature as Curriculum | |
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| Supradisciplinary Themes | |
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| Improving Observation | |
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| Sightless Observations | |
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| Looking Closely | |
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| Drawing as Close Observation | |
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| Field Logs | |
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| Perceiving Relationships | |
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| Noting Distinctions among Similar Items | |
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| It's Classified! | |
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| Making Collections | |
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| More Classifying Suggestions | |
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| Understanding Interdependence | |
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| Forging Community Relationships | |
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| Hypothesizing and Experimenting | |
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| Developing a Questioning Frame of Mind | |
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| Naturalist Learning Centers | |
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| Equipping Naturalist Centers | |
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| Naturalist Center Activities | |
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| Outdoor Naturalist Activities | |
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| Learning Naturally | |
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| Technology That Enhances Naturalist Intelligence | |
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| Summary | |
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| Naturalist References | |
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| Curriculum Development through the Multiple Intelligences | |
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| The Art in Science | |
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| Implications of the Theory of Multiple Intelligences for Curriculum | |
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| Lesson Planning through the Multiple Intelligences | |
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| A Lesson Planning Matrix | |
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| Interdisciplinary Units | |
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| Interdisciplinary Planning with Developmental Sequences | |
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| Interdisciplinary Schoolwide Approaches at the Secondary Level | |
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| Intelligence Teams | |
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| The Benefits of Teaming | |
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| Curriculum Development for Intelligence Development | |
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| A Learning Center's Instructional Format | |
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| Project Spectrum | |
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| Curriculum Bias | |
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| Project-Based Curriculums | |
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| Guidelines for Effective Projects | |
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| Apprenticeships | |
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| Sample Programs That Are Part of the Regular School Day | |
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| Extracurricular Apprenticeships | |
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| Apprenticeship Possibilities | |
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| Teaching for Understanding | |
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| Principles of Teaching for Understanding | |
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| A Rubric for Education for Understanding | |
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| Education for Understanding Curriculum Development Rubric | |
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| Summary | |
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| Curriculum Development References | |
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| Dissolving the Boundaries: Assessment That Enhances Learning | |
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| Assessing Success | |
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| A Nation Assesses | |
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| Principles to Guide Classroom Assessment | |
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| Assessment Captures Growth over Time | |
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| Assessment Is Multidimensional | |
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| Assessment Informs Instruction | |
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| Informal Assessment Is Important | |
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| Students Are Active Self-Assessors | |
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| Assessment of the Intelligences | |
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| Measuring Intelligence at Project Spectrum | |
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| Working Styles | |
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| Spectrum Reports | |
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| Perceiving Student Strengths | |
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| Assessment through the Multiple Intelligences | |
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| Sample Verbal-Linguistic Assessment Approaches | |
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| Sample Logical-Mathematical Assessment Approaches | |
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| Sample Visual-Spatial Assessment Approaches | |
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| Sample Bodily-Kinesthetic Assessment Approaches | |
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| Sample Musical Assessment Approaches | |
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| Sample Interpersonal Assessment Approaches | |
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| Sample Intrapersonal Assessment Approaches | |
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| Sample Naturalist Assessment Approaches | |
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| Processfolios | |
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| Processfolio Guidelines | |
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| An Assessment Schedule | |
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| Schoolwide Assessment Processes | |
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| Multiple Intelligences Report Cards | |
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| Summary | |
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| Assessment References | |
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| Lessons Learned | |
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| Educating for Intelligence | |
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| Linking Students and Their Talents | |
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| Lessons Learned from MI Programs | |
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| Students Are Multi-Talented | |
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| Instructional Repertoires Expand | |
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| MI School Curriculums Differ | |
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| Assessment Transforms | |
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| Professional Practice Appears to Transform Developmentally | |
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| Similarities in Multiple Intelligence Schools | |
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| What Are Our Next Steps? | |
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| Lessons Learned References | |
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| Name Index | |
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| Subject Index | |
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| Credits | |