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Multiple Intelligences andInstructional Technology
Walter McKenzie
Gloucester County Public SchoolsSummer 2006
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The Animal SchoolBy George H. Reavis
Once upon a time, the animals decided they must do something heroic to meet the problems of "a new world." So they organized a school.
They adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects.
The duck was excellent in swimming, in fact better than his instructor, but he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school, so nobody worried about that except the duck.
The rabbit started at the top of the class in running, but had a nervous breakdown because of so much make-up work in swimming.
The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of from the treetop down. He also developed a "charlie horse" from overexertion and then got a C in climbing and a "D" in running.
The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top of the tree, but insisted on using his own way to get there.
At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb and fly a little, had the highest average and was valedictorian.
The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school.
Does this fable have a moral?
Used with permission.
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IT'S NOT HOW SMART YOU ARE -IT'S HOW YOU ARE SMART!
Howard Gardner's Theory of Multiple Intelligences
What parent can not see gleaming rays of genius in their child? And yet, how many children come to school and demonstrate their own unique genius? There was a time when it might have been a joke to suggest "Every parent thinks their kid's a genius." But research on human intelligence is suggesting that the joke may be on educators! There is a constant flow of new information on how the human brain operates, how it differs in function between genders, how emotions impact on intellectual acuity, even on how genetics and environment each impact our childrens' cognitive abilities. While each area of study has its merits, Howard Gardner of Harvard University has identified different KINDS of intelligence we possess. This has particularly strong ramifications in the classroom, because if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning.
Thus far Gardner has identified nine intelligences. He speculates that there may be many more yet to be identified. Time will tell. These are the paths to children's learning teachers can address in their classrooms right now. They are:
VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes - anything eye catching.
VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching.
MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem solving. This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform.
BODILY/KINESTHETIC - children who experience learning best through activity: games, movement, hands-on tasks, building. These
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children were often labeled "overly active" in traditional classrooms where they were told to sit and be still!
MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning cooperatively in groups or with a partner. These children may have typically been identified as "talkative" or " too concerned about being social" in a traditional setting.
NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these students love to pick up on subtle differences in meanings. The traditional classroom has not been accommodating to these children.
EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the discipline of philosophy.
Teachers are now working on assimilating this knowledge into their strategies for helping children learn. While it is too early to tell all the ramifications for this research, it is clear that the day is past where educators teach the text book and it is the dawn of educators teaching each child according to their orientation to the world.
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The Intelligences: A Pneumonic Device
The “Skill in Me”:SpatialKinestheticIntrapersonalLinguisticLogical
InterpersonalNaturalist
MusicalExistential
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Multiple Intelligences Surveyã 1999 Walter McKenzie, Surfaquarium Consulting
Part I
Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section.Section 1_____ I enjoy categorizing things by common traits_____ Ecological issues are important to me_____ Hiking and camping are enjoyable activities_____ I enjoy working on a garden_____ I believe preserving our National Parks is important_____ Putting things in hierarchies makes sense to me_____ Animals are important in my life_____ My home has a recycling system in place_____ I enjoy studying biology, botany and/or zoology_____ I spend a great deal of time outdoors
_____ TOTAL for Section 1
Section 2_____ I easily pick up on patterns_____ I focus in on noise and sounds_____ Moving to a beat is easy for me_____ I’ve always been interested in playing an instrument_____ The cadence of poetry intrigues me_____ I remember things by putting them in a rhyme_____ Concentration is difficult while listening to a radio or television_____ I enjoy many kinds of music_____ Musicals are more interesting than dramatic plays_____ Remembering song lyrics is easy for me
_____ TOTAL for Section 2
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Section 3_____ I keep my things neat and orderly_____ Step-by-step directions are a big help_____ Solving problems comes easily to me_____ I get easily frustrated with disorganized people_____ I can complete calculations quickly in my head_____ Puzzles requiring reasoning are fun_____ I can’t begin an assignment until all my questions are answered_____ Structure helps me be successful_____ I find working on a computer spreadsheet or database rewarding_____ Things have to make sense to me or I am dissatisfied
_____ TOTAL for Section 3
Section 4_____ It is important to see my role in the “big picture” of things_____ I enjoy discussing questions about life_____ Religion is important to me_____ I enjoy viewing art masterpieces_____ Relaxation and meditation exercises are rewarding_____ I like visiting breathtaking sites in nature_____ I enjoy reading ancient and modern philosophers_____ Learning new things is easier when I understand their value_____ I wonder if there are other forms of intelligent life in the universe_____ Studying history and ancient culture helps give me perspective
_____ TOTAL for Section 4
Section 5_____ I learn best interacting with others_____ The more the merrier_____ Study groups are very productive for me_____ I enjoy chat rooms_____ Participating in politics is important_____ Television and radio talk shows are enjoyable_____ I am a “team player”_____ I dislike working alone_____ Clubs and extracurricular activities are fun_____ I pay attention to social issues and causes
_____ TOTAL for Section 5
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Section 6_____ I enjoy making things with my hands_____ Sitting still for long periods of time is difficult for me_____ I enjoy outdoor games and sports_____ I value non-verbal communication such as sign language_____ A fit body is important for a fit mind_____ Arts and crafts are enjoyable pastimes_____ Expression through dance is beautiful_____ I like working with tools_____ I live an active lifestyle_____ I learn by doing
_____ TOTAL for Section 6
Section 7_____ I enjoy reading all kinds of materials_____ Taking notes helps me remember and understand_____ I faithfully contact friends through letters and/or e-mail_____ It is easy for me to explain my ideas to others_____ I keep a journal_____ Word puzzles like crosswords and jumbles are fun_____ I write for pleasure_____ I enjoy playing with words like puns, anagrams and spoonerisms_____ Foreign languages interest me_____ Debates and public speaking are activities I like to participate in
_____ TOTAL for Section 7
Section 8_____ I am keenly aware of my moral beliefs_____ I learn best when I have an emotional attachment to the subject_____ Fairness is important to me_____ My attitude effects how I learn_____ Social justice issues concern me_____ Working alone can be just as productive as working in a group_____ I need to know why I should do something before I agree to do it_____ When I believe in something I will give 100% effort to it_____ I like to be involved in causes that help others_____ I am willing to protest or sign a petition to right a wrong
_____ TOTAL for Section 8
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Section 9_____ I can imagine ideas in my mind_____ Rearranging a room is fun for me_____ I enjoy creating art using varied media_____ I remember well using graphic organizers_____ Performance art can be very gratifying_____ Spreadsheets are great for making charts, graphs and tables_____ Three dimensional puzzles bring me much enjoyment_____ Music videos are very stimulating_____ I can recall things in mental pictures_____ I am good at reading maps and blueprints
_____ TOTAL for Section 9
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Part II
Now carry forward your total from each section and multiply by 10 below:
Section
Total Forward
Multiply Score
1 X102 X103 X104 X105 X106 X107 X108 X109 X10
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Part III
Now plot your scores on the bar graph provided:100
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10
0Sec 1
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Part IV
Key:
Section 1 – This reflects your Naturalist strengthSection 2 – This suggests your Musical strengthSection 3 – This indicates your Logical strengthSection 4 – This illustrates your Existential strengthSection 5 – This shows your Interpersonal strengthSection 6 – This tells your Kinesthetic strengthSection 7 – This indicates your Verbal strengthSection 8 – This reflects your Intrapersonal strengthSection 9 – This suggests your Visual strength
Remember: Everyone has all the intelligences! You can strengthen an intelligence! This inventory is meant as a snapshot in time – it
can change! M.I. is meant to empower, not label people!
ã 1999 Walter McKenzie, Surfaquarium ConsultingThis survey may be printed, used and/or modified by educators as long as the copyright tag remains in tact.
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Technologies by Intelligence
Intelligence TechnologiesVerbal Textbook, pencil, worksheet, newspaper, magazine,
word processing, electronic mail, desk top publishing, web-based publishing, keyboard, speech recognition devices, text bridges
Logical Lecture, cuisenaire rods, unifix cubes, tangrams, measuring cups, measuring scales, ruler/yardstick, slide rule, graphing calculators, spreadsheet, search engine, directory, FTP clients, gophers, webquests, problem solving tasks, programming languages
Visual Overhead projector, television, video, picture books, art supplies, chalkboard, dry erase board, slide shows, charting and graphing, monitor, digital camera/camcorder, scanner graphics editor, html editor, digital animation/movies
Kinesthetic Construction tools, kitchen utensils screw, lever, wheel and axle, inclined plane, pulley, wedge, physical education equipment, manipulative materials, mouse, joystick, simulations that require eye-hand coordination, assistive technologies, digital probes
Musical Pattern blocks, puzzles, musical instruments, phonograph, headphones, tape player/recorder, digital sounds, online pattern games, multimedia presentations, speakers, CD ROM disks, CD ROM player
Intrapersonal Journals, diaries, surveys, voting machines, learning centers, children’s literature, class debate, real time projects, online surveys, online forms, digital portfolios with self-assessments
Interpersonal Class discussion, post-it notes, greeting cards, laboratory, telephone, walkie-talkie, intercom, board games, costumes collaborative projects, chat, message boards, instant messenger
Naturalist Magnifying glass, microscope, telescope, bug box,
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scrap book, sandwich bag, plastic container database, laserdisc, floppy drive, file manager, semantic mapping tools
Existential Art replica, planetarium, stage drama, classic literature, classic philosophy, symbols of world religions, virtual communities, virtual art exhibits, virtual field trips, MUDs, blogs, wikis, virtual reality, simulations
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Software by IntelligenceIntelligence
Application
Purchasing Information
Kinesthetic CyberStretch http://www.cyberstretch.com/
IntelliTools http://www.intellitools.com/
Lego Mind Storms
http://www.pldstore.com/pld/catalog.cfm?dest=dir&linkid=9&linkon=section
Mavis Beacon
http://www.broderbund.com/Product.asp?OID=4148830&SC=0190594095&CID=249
Probeware http://www.teamlabs.com/Existential ArtSpace http://www.mprojects.wiu.edu/artspace.shtml
Geodesy http://www.bgrg.com/geodesy/
Neighborhood Map Machine
http://www.tomsnyder.com/products/product.asp?SKU=NEIV20
SimCity http://simcity.ea.com/Trudy’s Time
and Place House
http://www.riverdeep.net/products/edmark_house_series/trudys_time_place.jhtml
Interpersonal
Dreamweaver
http://www.macromedia.com/software/dreamweaver/
ICQ http://web.icq.com/
Instant Messenger
http://www.aim.com/index.adp
MMPI http://www.psychscreen.com/singletest/mmpia.html
Net Meeting http://www.microsoft.com/windows/netmeeting/
Intrapersonal
Choices, Choices
http://www.tomsnyder.com/products/product.asp?SKU=CHOCHO
Decisions, Decisions
http://www.tomsnyder.com/products/product.asp?SKU=DECDEC
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Feelings http://www.cdgarden.com/main/software/mw/feelings.htm
Forrest Center Stage
http://www.orcca.com/MMProd.htm#Forrest
Perseus http://www.perseus.com/
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Logical Graph Club http://www.tomsnyder.com/products/product.asp?SKU=GRPV20
Microsoft Excel
http://office.microsoft.com/home/office.aspx?assetid=FX01085800&CTT=6&Origin=EC010963431033
Millie’s Math House
http://www.riverdeep.net/products/early_learning/millies_mh.jhtml
Math Realm http://www.cogtech.com/
Prime Time Math
http://www.sheppardsoftware.com/pmath1.htm
Musical Cubase http://www.steinberg.net/ProductPage_sb.asp?Product_ID=2014&Langue_ID=7
Finale http://www.finalemusic.com/
Introduction to Patterns
http://sunburst-store.com/cgi-bin/sunburst.storefront/40e691b60c7f9a7b2717d00b8932072e/Product/View/8772
Sibelius http://www.sibelius.com/cgi-bin/home/home.pl
Thinkin’ Things
http://www.riverdeep.net/products/thinkin_things/index.jhtml
Naturalist Chime Pro and ChemScape
http://www.mdli.com/products/framework/chimepro/index.jsp
FileMaker Pro
http://www.filemaker.com/
IHMC Concept Map Software
http://cmap.ihmc.us/
Inspiration/Kidspiration
http://www.inspiration.com/
Stella http://www.iseesystems.com/(iedszc45hzv1yp45d0fb4c55)/index.aspx
TimeLiner http://www.tomsnyder.com/products/productdetail.asp?PS=TIMV50
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Verbal Bailey’s Book House
http://www.riverdeep.net/products/early_learning/baileys_bh.jhtml
Clicker http://www.cricksoft.com/us/products/clicker/default.asp
Co:Writer http://www.donjohnston.com/catalog/cow4000d.htm
Write: Out Loud
http://www.donjohnston.com/catalog/writoutd.htm
Microsoft Word
http://office.microsoft.com/home/office.aspx?assetid=FX01085799
Visual Flash http://www.macromedia.com/software/flash/
Golly Gee Blocks
http://www.gollygee.com/
KidPix http://www.kidpix.com/
Microsoft PowerPoint
http://office.microsoft.com/home/office.aspx?assetid=FX01085797
NIH Image http://rsb.info.nih.gov/nih-image/index.html
AdobePhotoshop
http://www.adobe.com/products/photoshop/
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To meet Gardner’s definition, technology must:•be flexible for all intelligences•be adaptable to multiple objectives•be transferable to different disciplines•be used in rich and varied contexts•offer real world applications
Tools can be used:•to create•to solve problems•by students with different approaches•across all disciplines•to meet varied objectives•to immerse students in rich, real world tasks
Resources can be used:
•to simulate real world applications•to target objectives by subject area•to structure a scope and sequence of student learning
•to track and document student progress
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Tools Resources
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Wheel of Domains
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PEP ChartPre-Software Experience Post-Software
OPP ChartObjective Procedure Product
Intelligences
Bloom
POMAT ChartPOMAT V
LML
VS
BK
MR
IE IA
NT
EX
Notes
Procedure
Objective
Materials
Assessment
Technology
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VL=Verbal/Linguistic ML=Mathematical/Logical VS=Visual/SpatialBK=Bodily/Kinesthetic MR=Musical IE=InterpersonalIA=Intrapersonal NT=Naturalist EX=Existentialist
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Lesson TemplateLesson Title: Teacher:
Subject(s): Date: Time:
Objective(s): Standard:
Technology:
Intelligence:
Materials: Intelligence:
Procedure: Intelligence:
Assessment: Intelligence:
Reflection:How did the technologies used accommodate the intelligences you identified?
If the technologies used were not effective, what can you recommend as an alternate application to use with this lesson the next time it is taught?
How did the intelligences identified improve student mastery of the objective(s)?
Did you observe other intelligences that came into play during the lesson? What were they and how did they aid in student learning?
What other intelligences could be included in this lesson?
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Levels of Technology Integration, Multiple Intelligences and BloomChris MoerschUsed with permission
Level 0Non-Use –
the lack of digital technologies Traditional technology Technology is not necessary to successfully implement
lessons Lower levels of Blooms Taxonomy Verbal and Logical paths to learning emphasized Typically one - no more than any two - paths to learning
addressed
Level 1Awareness –
technology-centered level in which the intended instruction is actually controlled by the technology.
Technology-centered lessons Focuses on technology skills and literacy Lower levels of Bloom’s Taxonomy Verbal and Logical paths to learning emphasized Typically one - no more than any two - paths to learning
addressed
Level 2Exploration –
teacher-centered, teacher-directed level in which technology is used to master content at the lower levels of Bloom’s Taxonomy.
Teacher-centered lessons Technology used to extend or enrich of learning that has
taken place Cookie-cutter approach to technology Lower levels of Bloom’s Taxonomy Up to three paths to learning addressed
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Level 3Infusion –
second teacher-centered level of integration, in which content software and Internet resources are utilized to modify lessons which were taught using traditional media in the past.
Teacher-centered lessons Makes use of digital productivity tools Little variation in the ways technology is used for
instruction Mid levels of Bloom’s Taxonomy Up to three paths to learning addressed
Level 4Integration –
student-centered level in which students engage in higher order thinking activities through inquiry, problem solving and product making in response to a specific task.
Student-centered lessons Sophisticated productivity tools Inquiry, problem solving and product making in response
to a specific task Higher levels of Bloom’s Taxonomy Three to five paths to learning addressed
Levels 5 & 6Expansion and Refinement - students select technologies to
investigate topics, create original products, communicate knowledge, and demonstrate mastery
Constructivist methodology Authentic problem solving tasks based in real world
experiences Students have access to all kinds of technology Higher levels of Bloom’s Taxonomy All nine paths to learning addressed
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Multiple Intelligences for Multiple TechnologiesUnit Design
Gardner – Multiple Intelligences Jacobs – Conceptual Design Wiggins & McTighe – Backward Design Taylor – Curriculum Integration
Standards - Destinations to which your unit will map:
NationalNational Council of Teachers of Mathematicshttp://standards.nctm.org/document/chapter3/index.htm
National Council of Teachers of English http://www.ncte.org/about/over/standards/110846.htm
National Academy of Sciences http://www.nap.edu/readingroom/books/nses/html/3.html
National Council for the Social Studieshttp://www.socialstudies.org/standards/teachers/vol1/
home.shtml
StateStandards of Learninghttp://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml
LocalDistrict Curriculum
Theme - Big picture concept that ties unit together:
• Cycles• Frontiers• Networks• Change• Decisions• Goals• Construction• Patterns• Heroes• Choices
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• Solutions• Standards• Communities• Tools• Boundaries• Conflict• Predictions• Journeys• Senses• Communication
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Big Idea - Banner-worthy slogan that sets the unit tone:
• Heroes are defined by their circumstances.• Change is constant.• Asking the question requires curiosity; answering the question requires courage.• On a journey, you must know where you’ve been and where you’re going.• The best solution saves you time and resources.• One choice is not as good as another; your criteria determine what is best.• Building understanding is the key to building community.
See http://www.bartleby.com/100/ for quote ideas
Need to Know Questions - Questions you will revisit again and again throughout the unit:
• What are the frontiers in our lives?• Are there frontiers left to explore here on Earth?• What character traits does it take to explore a frontier?• Why are we afraid of the unknown?• What are the rewards of conquering our fears and exploring the unknown?
The Mission - The “hook”:
• solving a problem • creating a work product which addresses a specific need • stimulates the imagination and curiosity • rich, real world in nature • open-ended task that students will not be able to easily address in a short span of time• a purpose for learning• a climate for learning• a context for learning
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Mapping to the Mind - Mapping to Intelligences should be:
• Task-oriented• Process-based• Natural (not forced)• Promoting higher levels of Bloom’s Taxonomy• Adding to the big idea
Learning through:
• Language – Verbal• Problem Solving – Logical• Seeing and Imagining – Visual• Patterns – Musical• Interaction with the Environment – Kinesthetic• Interaction with Others – Interpersonal• Feelings, Values and Attitudes – Intrapersonal• Categories and Hierarchies – Naturalist• Larger Understandings – Existential
Culminating Event - A logical extension of the mission:
• allows learners to share responses to mission• a celebration of learning • showcase student understanding • an interactive social event • transform your classroom into another world as it takes on the characteristics of your unit of study• optimal opportunity for authentic assessment
Assessment - Authentic assessment for authentic tasks:
• task-based• process-oriented • intelligence-centered• authentic• portfolio• rubric • checklist
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Teacher Resources for Unit Development
Books
Surfaquarium Literature Linkshttp://surfaquarium.com/IT/CONTENT/literature.htm
Carol Hurst’s Children’s Literature Web Sitehttp://www.carolhurst.com/index.html
Children’s Literature Web Guidehttp://www.acs.ucalgary.ca/~dkbrown/index.html
Vandergrift’s Children’s Literature Pagehttp://www.scils.rutgers.edu/%7Ekvander/ChildrenLit/
Amazon Book Searchhttp://www.amazon.com/exec/obidos/tg/browse/-/1000/
ref=b_tn_bh_br/102-4063336-2733740
Songs
Rock and Roll Libraryhttp://www.rocklibrary.com/Education/_teachers.cfm
Lyrics.comhttp://www.lyrics.com/(use “Search by Artist” feature across the top)
Lyrics Search Enginehttp://lyrics.astraweb.com/(search by artist name or song title, or use the directory of artists)
Web Resources
Walter’s Surfaquariumhttp://surfaquarium.com
Googlehttp://www.google.com/
Yahooliganshttp://yahooligans.yahoo.com/
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Links for Further Study
Sample MI & Technology Unitshttp://www.surfaquarium.com/MI/units/
Standards-based Lessons for Tech-Savvy Students: A Multiple Intelligences Approach
http://surfaquarium.com/MI/book2.htm
Multiple Intelligences and Instructional Technology: A Manual for Every Mindhttp://www.iste.org/eseries/source/Orders/isteProductDetail.cfm?product_code=multi2
Famous Quoteshttp://www.bartleby.com/100/
Rubistarhttp://rubistar.4teachers.org/index.php
Teacher Rubric Makershttp://www.teach-nology.com/web_tools/rubrics/
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ResourcesWalter McKenzie’s Multiple Intelligences Pages
http://surfaquarium.com/MI/
Multiple Intelligences Discussion Grouphttp://groups.yahoo.com/group/M-I/
Thomas Armstrong’s Multiple Intelligence Pageshttp://www.thomasarmstrong.com/
MI Smart!http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.htm
Concept to Classroom: Tapping into Multiple Intelligenceshttp://www.thirteen.org/edonline/concept2class/month1/index.html
Technology and Multiple Intelligenceshttp://www.newhorizons.org/strategies/mi/hoerr.htm
Multiple Intelligences and technology: A Winning Combinationhttp://www.ri.net/RITTI_Fellows/Carlson-Pickering/MI_Tech.htm
Multimedia and Multiple Intelligenceshttp://www.prospect.org/print/V7/29/veenema-s.html
Multiple Intelligences and Literacyhttp://literacyworks.org/mi/flash.html
Multiple Intelligences and Mathhttp://www.newhorizons.org/strategies/mi/wahl.htm
Multiple Intelligences and the Artshttp://www.newhorizons.org/strategies/arts/cabc/oddleifson3.htm
Multiple Intelligences in High Schoolhttp://www.newhorizons.org/strategies/mi/mi_review_weber.htm
New Horizons Recommended Reading Listhttp://www.newhorizons.org/strategies/mi/front_mi.htm
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