Multiple Intelligences in the Classroom, 2nd edition

170 Pages·2000·0.99 MB·English

by  Thomas Armstrong

MulipleIntelligences
Education
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$22.95 U.S. ND EDITION
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Preface by Howard Gardner E
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“To respect the many differences between people”—this is what Howard Gardner E
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says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd

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edition of Multiple Intelligences in the Classroom, Thomas Armstrong has updated his N

best-selling practical guide for educators, to incorporate new research from Gardner T
and others. Gardner’s original studies suggested that the human mind is composed H
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of seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic,

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musical, interpersonal, and intrapersonal.
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This new edition includes information on the eighth intelligence (the naturalist), a S
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chapter on a possible ninth intelligence (the existential), and updated information R
and resources throughout the text to help educators at all levels apply MI theory to O
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curriculum development, lesson planning, assessment, special education, cognitive
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skills, educational technology, career development, educational policy, and more. The
book includes dozens of practical tips, strategies, and examples from real schools and
districts. Armstrong provides tools, resources, and ideas that educators can immedi-
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ately use to help students of all ages achieve their fullest potential in life.
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Thomas Armstrong, an educator and psychologist from Sonoma County, California, D
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has more than 27 years of teaching experience, from the primary through the doctoral I
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level. He is the author of two other ASCD books, Awakening Genius in the Classroom N
and ADD/ADHD Alternatives in the Classroom.
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VISIT US ON THE WORLD WIDE WEB
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http://www.ascd.org T
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Association for Supervision and Curriculum Development
Alexandria, Virginia USA
T A
HOMAS RM STRONG
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ND DITION
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HOMAS RMSTRONG
Association for Supervision
and Curriculum Development
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Library of Congress Cataloging-in-Publication Data (for paperback book)
Armstrong,Thomas.
Multiple intelligences in the classroom / Thomas Armstrong.—2nd ed.
p. cm.
Includesbibliographicalreferences(p. )andindex.
“ASCDstocknumber100041”—T.p.verso.
ISBN0-87120-376-6(pbk.)
1.Teaching. 2.Cognitivestyles. 3.Learning. 4.Multiple
intelligences. I.AssociationforSupervisionandCurriculum
Development. II.Title.
LB1025.2 .A762000
370.15’23—dc21
00-008421
Multiple Intelligences in the Classroom
2nd Edition
ListofFigures ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ iv
PrefacebyHowardGardner ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ v
Introductiontothe2ndEdition~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ vii
1 TheFoundations oftheTheoryofMultipleIntelligences ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 1
2 MIandPersonalDevelopment ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 12
3 DescribingIntelligences inStudents ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 21
4 TeachingStudents AboutMITheory ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 31
5 MIandCurriculumDevelopment ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 38
6 MIandTeachingStrategies~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 51
7 MIandtheClassroomEnvironment ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 67
8 MIandClassroomManagement~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 75
9 TheMISchool ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 82
10 MIandAssessment ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 88
11 MIandSpecialEducation ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 103
12 MIandCognitiveSkills ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 112
13 OtherApplications ofMITheory ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 121
14 MIandExistentialIntelligence ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 127
Appendixes
A:Resources onMultipleIntelligences~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 132
B:RelatedBooks onMITeaching ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 135
C:Examples ofMILessons andPrograms ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 137
References ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 141
Index ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 145
AbouttheAuthor ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 155
List of Figures
1.1. MITheorySummaryChart ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 4
2.1. AnMIInventoryforAdults ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 13
3.1. EightWays ofLearning ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 22
3.2. ChecklistforAssessingStudents’MultipleIntelligences ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 24
4.1. MIPizza ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 33
4.2. HumanIntelligenceHunt ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 36
5.1. SummaryoftheEightWays ofTeaching~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 41
5.2. MIPlanningQuestions ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 45
5.3. MIPlanningSheet ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 46
5.4. CompletedMIPlanningSheetonPunctuation ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 47
5.5. SampleEight-DayMILessonPlan ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 48
5.6. MIandThematicInstruction ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 49
7.1. Types ofActivityCenters ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 70
8.1. MIStrategies forManagingIndividualBehaviors~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 80
9.1. MIinTraditionalSchoolPrograms ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 84
10.1. StandardizedTestingVersus AuthenticAssessment~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 90
10.2. Examples oftheEightWays Students CanShow
TheirKnowledgeAboutSpecificTopics ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 94
10.3. “CelebrationofLearning”StudentSign-upSheet~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 95
10.4. 56MIAssessmentContexts ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 96
10.5. WhattoPutinanMIPortfolio ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 99
10.6. MIPortfolioChecklist ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 100
11.1. TheDeficitParadigmVersus theGrowthParadigminSpecialEducation ~ ~ ~ ~ ~ ~ 104
11.2. High-AchievingPeopleFacingPersonalChallenges ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 106
11.3. Strategies andTools forEmpoweringIntelligences inAreas ofDifficulty ~ ~ ~ ~ ~ ~ 107
11.4. Examples ofMIRemedialStrategies forSpecificTopics~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 108
11.5. SampleMIPlans forIndividualizedEducationPrograms (IEPs)~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 110
12.1. MITheoryandBloom’s Taxonomy ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 118
13.1. SoftwareThatActivates theMultipleIntelligences~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 122
13.2. ProminentIndividuals fromMinorityCultures ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ 125
Preface
By Howard Gardner
Inadditiontomyownwritings,therearenow suggestions abouthowtoinvolveyoungsters in
anumberofguides tothetheoryofmultiplein- anexaminationoftheirownintelligences and
telligences,writtenbymyownassociates atHar- howtomanageone’s classroominanMIway.He
vardProjectZeroandbycolleagues inother has includedseveralrough-and-readytools that
parts ofthecountry.Comingfromabackground canallowonetoassess one’s ownintellectual
inspecialeducation,Thomas Armstrongwas one profile,togetahandleonthestrengths andpro-
ofthefirsteducators towriteaboutthetheory. clivities ofyoungsters underone’s charge,andto
Hehas always stoodoutinmymindbecauseof involveyoungsters ingames builtaroundMI
theaccuracyofhis accounts,theclarityofhis ideas.Heconveys avividideaofwhatMI
prose,thebroadrangeofhis references,andthe classes,teachingmoves,curricula,andassess-
teacher-friendliness ofhis tone. ments canbelike.Eachchapterconcludes witha
Nowhehas preparedthebookthatyouhold setofexercises tohelponebuildontheideas
inyourhands formembers oftheAssociationfor andpractices thatonehas justreadabout.
SupervisionandCurriculumDevelopment.Dis- As Armstrongpoints outinhis introduction,
playingtheArmstrongvirtues thatIhavecome Idonotbelievethatthereis asingleroyalroad
toexpect,this volumeis areliableandreadable toanimplementationofMIideas intheclass-
accountofmywork,directedparticularlyto room.Ihavebeenencouragedandedifiedbythe
teachers,administrators,andothereducators. widevarietyofways inwhicheducators around
Armstronghas alsoaddedsomenicetouches of thecountryhavemadeuseofmyideas,andI
his own:thenotionofa“paralyzingexperience,” havenoprobleminsaying“Let100MIschools
tocomplementJosephWalters’andmyconcept bloom.”Frommyperspective,theessenceofthe
ofa“crystallizingexperience”;thesuggestionto theoryis torespectthemanydifferences among
attendtothewaythatyoungsters misbehaveas a people,themultiplevariations intheways that
cluetotheirintelligences;someinformal theylearn,theseveralmodes bywhichtheycan
HowardGardnerisHobbsProfessorofCognitionandEducationandCo-DirectorofProjectZeroattheHarvardGradu-
ateSchoolofEducation,andadjunctprofessorofneurologyattheBostonUniversitySchoolofMedicine.Heistheauthorof
FramesofMind:TheTheoryofMultipleIntelligences(BasicBooks,1983/1993),MultipleIntelligences:TheTheoryinPractice(Basic
Books,1993),andIntelligenceReframed:MultipleIntelligencesforthe21stCentury(BasicBooks,1999).
v
MULTIPLEINTELLIGENCESINTHECLASSROOM
beassessed,andthealmostinfinitenumberof opportunitytopresenttheseideas toyou;andI
ways inwhichtheycanleaveamarkonthe hopethatyouinturnwillbestimulatedtoex-
world.BecauseThomas Armstrongshares this tendtheminways thatbearyourownparticular
vision,Iampleasedthathehas hadthe stamp.
vi
Introduction to the 2nd Edition
Thisbookemergedfrommyworkover the markedtheeffectivebirthdateof“MI”theory.
pastfourteenyears inapplyingHoward Sincethattime,awareness amongeducators
Gardner’s theoryofmultipleintelligences tothe aboutthetheoryofmultipleintelligences has
nuts-and-bolts issues ofclassroomteaching continuedtogrowsteadily.Fromamodelthat
(Armstrong,1987b,1988,1993).Iwas initially was originallypopularmostlyinthefieldof
attractedtoMItheoryin1985whenIsawthatit giftededucationandamongisolatedschools and
providedalanguagefortalkingabouttheinner teachers aroundtheUnitedStates inthe1980s,
gifts ofchildren,especiallythosestudents who MItheoryduringthe1990s expandedits reach
toincludehundreds ofschooldistricts,thou-
haveaccumulatedlabels suchas “LD”and
sands ofschools,andtens ofthousands ofteach-
“ADD”duringtheirschoolcareers (Armstrong,
ers intheUnitedStates andinnumerous
1987a).Itwas as alearningdisabilities specialist
countries across theglobe.Educators haveap-
duringthelate1970s andearly1980s thatIbe-
pliedmultipleintelligences concepts toawide
gantofeeltheneedtodepartfromwhatIcon-
rangeofsettings fromearlychildhoodprograms
sideredadeficit-orientedparadigminspecial
(Merrefield,1997)tocommunitycolleges
education.Iwantedtoforgeanewmodelbased
(Diaz-Lefebvre&Finnegan,1997)andcenters
onwhatIplainlysawwerethemanygifts of
forhomeless adults (Taylor-King,1997).
theseso-called“disabled”children.
Inthis book,Ipresentmyownparticular
Ididn’thavetocreateanewmodel.Howard
adaptationofGardner’s modelforteachers and
Gardnerhadalreadydoneitforme.In1979,as
othereducators.Myhopeis thatpeoplecanuse
aHarvardresearcher,hewas askedbyaDutch
thebookinseveralways tohelpstimulatecon-
philanthropicgroup,theBernardVanLeerFoun-
tinuedreforms ineducation:
dation,toinvestigatehumanpotential.This invi-
tationledtothefoundingofHarvardProject (cid:127)as apracticalintroductiontothetheoryof
Zero,whichhas servedas theinstitutionalmid- multipleintelligences forindividuals newtothe
wifeforthetheoryofmultipleintelligences.Al- model;
thoughGardnerhadbeenthinkingaboutthe (cid:127)as asupplementarytextforteachers in
notionof“manykinds ofminds”sinceatleast traininginschools ofeducation;
themid-1970s (seeGardner,1989,p.96),the (cid:127)as astudyguideforgroups ofteachers and
publicationin1983ofhis bookFramesofMind administrators workinginschools thatare
vii
MULTIPLEINTELLIGENCESINTHECLASSROOM
implementingreforms;and Finally,therehas beenadramaticincreasein
(cid:127)as aresourcebookforteachers andother thenumberofbooks,manuals,trainingpro-
educators lookingfornewideas toenhancetheir grams,audio-andvideotapes,CD-ROMs,and
teachingexperience. otherresources relatedtothetheoryofmultiple
intelligences,andtheexpandedresources guide
Eachchapterconcludes withasectioncalled (pp.132–134)reflects this exponentialgrowth.
“ForFurtherStudy”thatcanhelpreaders inte- Increasingly,examples ofschools thathave
gratethematerialintotheirinstructionalprac- successfullyfollowedtheseprinciples havebeen
tice.Severalappendixes andalistofreferences appearingontheeducationalscene.Hoerr
alertreaders toothermaterials relatedtoMIthe- (2000),forexample,details inhis ASCDbook
orythatcanenrichandextendtheirunderstand- BecomingaMultiple IntelligencesSchooltheprocess
ingofthemodel. heandhis colleagues wentthroughtoimple-
Sincethepublicationofthe1steditionof menttheprinciples ofMItheoryattheNewCity
Multiple Intelligencesinthe Classroomin1994, SchoolinSt.Louis,Missouri,whereheis head-
severalnewdevelopments inMItheoryhave master.Similarly,CampbellandCampbell
warrantedits revisionandexpansioninthis 2nd (2000),intheirASCDbookMultiple Intelligences
edition.First,andmostimportant,is Howard andStudentAchievement:SuccessStoriesfromSix
Gardner’s additionofaneighthintelligencetohis Schools,chronicletheapplicationofMItheoryat
originallistofsevenintelligences:thenaturalist severalschools—bothelementaryandsecon-
(Gardner,1999b).Thecoreofthis intelligence dary—inKentucky,Minnesota,Washington,In-
includes acapacitytodiscriminateorclassifydif- diana,andCalifornia.Perhaps mostsignificantly,
ferentkinds offaunaandfloraornaturalforma-
HarvardProjectZerohas beenengagedinProject
tions suchas mountains orclouds.Gardner
SUMIT(Schools UsingMultipleIntelligence
addedittothetheoryafterconcludingthatit
Theory),whichis examining41schools nation-
metthesamecriteriaforanintelligenceas the
widethathavebeenincorporatingmultipleintel-
originalseven(seepages 3–8ofthis textforade-
ligences intotheircurriculum.Outcomes thus
scriptionofthegeneralcriteria,andGardner,
farincludeimprovedtestscores,improveddisci-
1999b,pp.48–52,foranapplicationofthecri-
pline,improvedparentparticipation,andim-
teriatothenaturalistintelligence).Ihaveinte-
provements forstudents withthe“learning
gratedthenaturalistintelligenceintoallrelevant
disability”label(Kornhaber,1999).
text,strategies,activities,figures,charts,re-
sources,andotheraspects ofthis 2ndeditionof ❦ ❦ ❦
Multiple Intelligencesinthe Classroom.
Second,Gardnerhas alsobegunspeaking Manypeoplehavehelpedmakethis bookpossi-
aboutthepossibilityofaninthintelligence—the ble.First,IthankHowardGardner,whosesup-
existential—ortheintelligenceofconcernwith portofmyworkovertheyears has helpedfuel
ultimatelifeissues (Gardner,1999b,pp.60–64). mycontinuedinvolvementinMItheory.Ialso
Ihavenotintegratedtheexistentialintelligence thankMertHanley,directoroftheTeach-
intothebodyofthis revisedtext,buthavewrit- ing/LearningCenterintheWestIrondequoit
tenaspecialchapterforthis 2ndedition(Chap- SchoolDistrictinupstateNewYork,forprovid-
ter14,pp.127–131)thatdiscusses this ingmewiththeopportunitytoworkwithsev-
candidateforaninthintelligenceandits poten- eralschooldistricts intheRochesterarea.Overa
tialapplications totheclassroom. periodoffouryears inthosedistricts,Itriedout
viii
Introduction
manyoftheideas inthis book.Thanks alsoto inthe Classroompossible.Finally,myspecialap-
thefollowingindividuals whohelpedindifferent preciationgoes tothethousands ofteachers,ad-
ways togiveformtoMultiple Intelligencesinthe ministrators,andstudents whorespondedtothe
Classroom:RonBrandt,SueTeele,DavidThorn- ideas andstrategies presentedinthesepages:
berg,JoGusman,JeanSimeone,PatKyle,DeLee This bookhas beencreatedinrecognitionofthe
Lanz,PeggyBuzanski,DeeDickinson,andmy richpotentialthatexists ineachofyou.
wife,BarbaraTurner.Ialsowanttothankthe
editors,designers,andothermembers ofthe THOMASARMSTRONG
programdevelopmentworkgroupofASCDfor SonomaCounty,California
makingthis 2ndeditionofMultiple Intelligences May2000
ix