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 1-2x 3-4x Daily
Linguistic:
● reading ......
● writing ......
● public / persuasive speaking ......
● other ______
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.