ERIC Number: ED411081
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Active Learning Handbook for the Multiple Intelligences Classroom. Shoebox Curriculum. K-12.
Helping students develop multiple intelligences and achieve content mastery requires teachers to design meaningful active learning experiences. Active learning uses the active engagement of the students' thinking processes in learning and applying knowledge. By designing active strategies that engage each student's strongest learning skills, a teacher evens out the learning field. This handbook contains 200 practical active learning strategies that can be implemented immediately in the kindergarten through twelfth grade classrooms. The active learning activities are organized by the eight intelligences of verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. Each activity description lists the purpose, when to use, the necessary materials, and how to do the activity. Variations of each activity provide ways to adapt a strategy to different content areas or to integrate multiple intelligences. Twenty-two blackline masters are provided in a separate section for specific handouts referenced in activities. As many of these handouts are used in a variety of activities, they are organized alphabetically by their title rather than in relation to the chapter in which they appear. Contains 23 references and an index. (KB)
Descriptors: Active Learning, Activity Units, Class Activities, Cognitive Style, Creative Activities, Discovery Learning, Elementary Secondary Education, Experiential Learning, Interpersonal Competence, Learning Activities, Learning Modules, Learning Processes, Mathematical Aptitude, Multiple Intelligences, Music Activities, Physical Activities, Resource Units, Science Activities, Student Participation, Teaching Methods, Thinking Skills, Verbal Ability, Visual Arts
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Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A