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ERIC Number: ED447117
Record Type: Non-Journal
Publication Date: 2001
Pages: 210
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7619-7692-2
The Personal Intelligences: Promoting Social and Emotional Learning.
Ellison, Launa
This book blends two of the multiple intelligences (intrapersonal and interpersonal) with current research on the brain and learning to create a new foundation for K-8 classrooms. It shares a teacher's classroom practices linking brain functions with the development of interpersonal and intrapersonal intelligence. Nine chapters include (1) "In the Beginning" (the brain, the first days of school, and shapers of the teacher's thoughts); (2) "Learning and Stress" (e.g., play, identifying stress, soothing oneself, teaching emotional vocabulary, and reading nonverbals); (3) "Emotions Affect Learning" (e.g., intrapersonal more than emotions, developmental issues, the biology of emotions, and reflective and reflexive); (4) "Personal Intelligences Across Curriculum" (e.g., symbolic messages, 2-hour work blocks, class record book, body systems, and research reports); (5) "Reflection, Goals, and Portfolios" (e.g., student reflection, end of the day reflection, goal setting, homework, and portfolios); (6) "Children in My Life" (students the teacher has worked with); (7) "Our Diversity" (e.g., diversity of perceptual strengths graphing diversity, and mindfulness); (8) "Nurturing Independence" (rubrics; content, collaboration, and choice; and empathy); and (9) "Expectations and Resources." Resources include: books connecting to personal intelligences; powerful learning; and a list of emotional vocabulary. (Contains 92 references.) (SM)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218; Tel: 805-499-9774; Fax: 800-4-1-SCHOOL; E-mail:; Web site: (hardbound: ISBN-0-7619-7691-4, $61.95; paperbound: ISBN-0-7619-7692-2, $27.95).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A