ERIC Number: ED422064
Record Type: RIE
Publication Date: 1997
Square Pegs: Building Success in School and Life through MI.
Bowen, Jean; Hawkins, Marianne; King, Carol
Based on the theory of multiple intelligences, this guide is designed for teachers as they assist students through a progression from understanding multiple intelligences and their own intelligence strengths to developing strategies to set clear educational goals, discover their passions, and develop self-advocacy. The guide's units, each of which may contain several activities, are: (1) "Introducing the Concept of Multiple Intelligences"; (2) "Developing Personal Learning Strategies Using Multiple Intelligences"; (3) "Setting Goals"; (4) "Practice Positive Thinking"; (5) "Discovering a Passion"; and (6) "Developing Self-Advocacy." These teaching units are designed to be integrated into an existing academic curriculum. The concepts introduced by each unit are meant to be taught in the classroom and are cumulative, with each new concept building upon those preceding. As concepts are introduced, the ideas, behaviors, vocabulary, and language are designed to be incorporated into daily activities. Each unit consists of the following elements: (1) "Rationale," the topic and purpose of the unit and its evolution; (2) "Teaching the Activity," specific directions for teaching each activity; (3) "Guided Questionings," suggested dialogue for introducing each new concept; and (4) "Student Activity Sheets," reproducible work sheets. (Contains 14 references.) (EV)
Descriptors: Cognitive Style, Elementary Education, Individual Differences, Individual Needs, Individualized Instruction, Learning Strategies, Multiple Intelligences, Student Empowerment, Student Improvement, Student Needs
Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006; phone: 520-322-5090; fax: 520-323-9402; World Wide Web: http://www.zephyrpress.com ($36).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Grant or Contract Numbers: N/A