ERIC Number: ED477885
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
The Intelligent Curriculum: Using Multiple Intelligences To Develop Your Students' Full Potential.
This guide offers teaching models based on the theory of multiple intelligences (MI) and applies these models to the design of lessons that address the unique learning needs of all students. The first chapter makes the case for integrating MI into the curriculum. The second chapter describes the capacities of the various intelligences. Chapters 3 through 6 presents four practical models for integrating MI into the curriculum. These are: (1) the year-long curriculum journey (which embeds capacities of all the intelligences into the existing curriculum); (2) unit stretching (which passes an existing unit of study through a multiple intelligence analytic screen); (3) MI stations or learning centers (which provides students with opportunities to process information in a variety of ways); and (4) MI as a schoolwide focus (which provides teachers and students with time for development of capacities for targeted intelligences in a given unit). The chapter on each model provides full instructions and a blank template; an example of the model's application at elementary, middle school, and high school levels; academic objectives and outcomes for each example at each level; an evaluation of strengths and weaknesses for each model; and an overview or commentary. (Contains approximately 100 references.) (DB)
Descriptors: Academically Gifted, Curriculum Based Assessment, Curriculum Development, Elementary Secondary Education, Individual Differences, Integrated Curriculum, Lesson Plans, Metacognition, Multiple Intelligences, Teaching Models
Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006 ($39.95). Tel: 800-232-2187 (Toll Free); e-mail: email@example.com; Web site: http://www.zephyrpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Note: Foreword by Thomas R. Hoerr.