ERIC Number: ED449130
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
So Each May Learn: Integrating Learning Styles and Multiple Intelligences.
Silver, Harvey F.; Strong, Richard W.; Perini, Matthew J.
This book shows educators at all grade levels and in all content areas how to implement a holistic learning program that seamlessly integrates learning styles and multiple intelligences into instruction, curriculum, and assessment. It is designed to assist teachers in helping students become more reflective, self-aware learners. The book includes: rationales and research-based principles of learning that support integrated learning; classroom examples, activities, and organizers to help educators process ideas and analyze their current practices; instruments for readers to identify their own style and intelligence profiles; and planning templates for designing integrated lessons, assessments, and curriculum. The six chapters focus on: (1) "An Introduction to Multiple Intelligences"; (2) "An Introduction to Learning Styles"; (3) "Connecting the Models: Background"; (4) "Integrated Curriculum, Integrated Instruction"; (5) "Designing Integrated Performance Assessments"; and (6) "Teaching Learning Styles and Multiple Intelligences to Students." Appended are: the Multiple Intelligences Indicator for Adults; the Learning Styles Inventory for Adults: sample pages; and the Teaching Strategy Index. (Contains 52 references.) (SM)
Descriptors: Case Studies, Cognitive Style, Curriculum Development, Diversity (Student), Elementary Secondary Education, Integrated Curriculum, Multiple Intelligences, Performance Based Assessment, Student Evaluation
Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714; Tel: 703-575-5400 or 800-933-2723 (toll-free); e-mail: email@example.com; Web site: http://www.ascd.org (members, $17.95; nonmembers, $21.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A