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Pool, Jonelle; Dittrich, Charles; Pool, Kenneth – Journal for Learning through the Arts, 2011
This classroom study focused on modeling a hands-on approach for understanding classroom applications of multiple intelligence theory through arts-based integration. Thirty-five preservice teachers enrolled in Educational Psychology classes participated in an interdisciplinary geometry lesson modeling Artful Learning[TM], experiencing an…
Descriptors: Teaching Methods, Geometric Concepts, Multiple Intelligences, Preservice Teachers
Connell, J. Diane – Educational Horizons, 2009
Brain-Based Learning (BBL) can be viewed as techniques gleaned from research in neurology and cognitive science used to enhance teacher instruction. These strategies can also be used to enhance students' ability to learn using ways in which they feel most comfortable, neurologically speaking. Jensen (1995/2000) defines BBL as "learning in…
Descriptors: Multiple Intelligences, Brain, Educational Strategies, Learning Strategies

Haley, Marjorie Hall – Foreign Language Annals, 2001
Describes a pilot study that investigated applications of the theory of multiple intelligences (MI) to shape and inform teaching practices and instructional strategies. The study identified, documented, and promoted effective real world applications of MI theory in foreign and second language classrooms. (Author/VWL)
Descriptors: Classroom Techniques, Multiple Intelligences, Second Language Instruction, Second Language Learning
Berghoff, Beth; Egawa, Kathryn A.; Harste, Jerome C.; Hoonan, Barry T. – 2000
This book is based on the belief that learners who are making meaning draw simultaneously on different dimensions of knowing--different forms of expression, different kinds of ideas, and different cultural frameworks. When honored and recognized in the classroom these differences create a richer way to explore the path to knowledge, according to…
Descriptors: Classroom Techniques, Cognitive Style, Elementary Education, Language Arts

Torff, Bruce – NAMTA Journal, 1996
Claims that each educator must discover the potentials of the learner and build on the individual's specific assortment of strengths. Presents Howard Gardner's theory of multiple intelligences, with practical implications, emphasizing that the intelligences are integrated at the application level by activities and remain separate only at the…
Descriptors: Academic Achievement, Classroom Techniques, Cognitive Style, Educational Objectives
Collins, James – Time Magazine, 1998
Describes the application of Howard Gardner's theory of Multiple Intelligences (MI) in classroom instruction. Notes lack of research supporting effectiveness of MI; includes Gardner's responses to criticisms. Notes that the most common misapplication is to present a topic from seven directions to incorporate the intelligences, rather than present…
Descriptors: Classroom Techniques, Cognitive Style, Educational Theories, Elementary Secondary Education
Schaller, Kristi A.; Callison, Marybeth G. – 1996
This paper discusses the theory of multiple intelligences (H. Gardner, 1983) as it applies to the basic public speaking course. According to the paper, the multiple intelligences theory (MI) suggests that intelligence should not be viewed as a single dimension, but rather as a composite of several aptitudes and talents. The paper states that…
Descriptors: Classroom Techniques, Higher Education, Intelligence Differences, Introductory Courses
Kallenbach, Silja; Viens, Julie – 2002
The Adult Multiple Intelligences (AMI) Study investigated how multiple intelligences (MI) theory can support instruction and assessment in adult literacy education across different adult learning contexts. Two interwoven qualitative research projects focused on applying MI theory in practice. One involved 10 teacher-conducted and AMI…
Descriptors: Adult Basic Education, Adult Literacy, Classroom Techniques, Educational Research
Florida Community Coll., Jacksonville. – 1998
This workbook, one of six professional development manuals for adult education (AE) teachers, explores instructional methodologies to promote student success, the theories behind them, and their applications in the self-paced, open-entry/open-exit AE classroom. The pretest and posttest appear first. Each of the seven units begins with a list of…
Descriptors: Acceleration (Education), Adult Education, Adult Educators, Adult Learning
Costanzo, Meg Ryback – 2001
In the Adult Multiple Intelligences (AMI) study, 10 teachers of adults from the northeastern region of the United States explored for 18 months the ways that multiple intelligences (MI) theory could support instruction and assessment in various adult learning contexts. The results of this research were published in a book by Julie Viens called MI…
Descriptors: Adult Basic Education, Adult Education, Adult Learning, Adult Students
Kallenbach, Silja; Viens, Julie – 2002
The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The study's findings regarding MI theory served as the foundation for a study of MI theory's implications for adult literacy practice, policy, and research. The study was conducted across 10 different…
Descriptors: Adoption (Ideas), Adult Basic Education, Adult Learning, Adult Literacy

Reiff, Judith C. – Childhood Education, 1997
Examines the application of Howard Gardner's theory of multiple intelligences at the middle school level. Suggests that planning, teaching and assessment should be based upon learner's individual needs and intelligences, aiming to help develop particular intelligences and strengthen the existing ones. Proposes several learning activities for…
Descriptors: Adolescent Development, Class Activities, Classroom Techniques, Cognitive Style
Novick, Rebecca – 1996
The key to developmentally appropriate practices is to let a child construct his or her own knowledge through interactions with the social and physical environment. Because the child is viewed as intrinsically motivated and self-directed, effective teaching capitalizes on the child's motivation to explore, experiment, and to make sense of his or…
Descriptors: At Risk Persons, Classroom Techniques, Cognitive Style, Constructivism (Learning)
Kallenbach, Silja, Ed.; Viens, Julie, Ed. – 2001
This document contains nine papers from a systematic, classroom-based study of multiple intelligences (MI) theory in different adult learning contexts during which adult educators from rural and urban areas throughout the United States conducted independent inquiries into the question of how MI theory can support instruction and assessment in…
Descriptors: Adoption (Ideas), Adult Education, Attention Deficit Disorders, Career Choice