1. Can Multiple Intelligence be an Effective Tool in the Classroom? The MI theory can help the teacher cater to the students’ individual learning needs.

2. The Human Brain The brain works differently for different people. That brain is split into two hemispheres –Left and Right have different responsibilities

3. There is a process that the brain follows to make a memories. The Creb cycle is an important subsection of the memory process.

4. Emotional events- memories last Learning needs a good environment Nutrition is important to learning Teaching strategies

5. Multiple Intelligence Theory (MI Theory)  The standard definition of intelligence “Intelligence is the capacity that allowed for success in school; the linguistic and logic-mathematical skills needed in a traditional classroom”  Howard Gardner challenges and creates a new definition of what intelligence actually is: “Intelligence is…the capacity to solve problems or to fashion products that are valued in one or more cultural settings”  The Eight Areas of Intelligence

6. The Core Components and Occupations Associated With Each of the Intelligences Intelligence Core Components Occupations Logical-mathematicalSensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning Scientist, Mathematician LinguisticSensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language. Poet, Journalist MusicalAbilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness. Composer, Violinist SpatialCapacities to perceive the visual-spatial world accurately and to perform transformations on one's initial perceptions. Navigator, Sculptor Bodily-KinestheticAbilities to control one's body movements and to handle objects skillfully Dancer, Athlete InterpersonalCapacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people Therapist, Salesman IntrapersonalAccess to one's own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one's own strength, weaknesses, desires, and intelligences. Person with detailed accurate self-knowledge/ understanding NaturalistThe ability to discriminate among living things and to see patterns; also, sensitivity to features of the natural world Animal Trainer, Florist, Farmer

7. MI AS A CLASSROOM TOOL The Multiple Intelligences Theory should augment traditional methods of teaching, not replace them.

8. MI AS A CLASSROOM TOOL Incorporate MI related activities into lesson plans Use centers to focus on MI activities Focus on career education and MI

9. Common games and activities to promote different intelligences. IntrapersonalInterpersonalNaturalistLogicalSpatialLinguisticBodilyMusical Body tracingGroup gamesClimbing trees SortingDrawingBooksDancingNursery rhymes Role playing Sand and water CountingBowling JokesSportsMusical instruments “missing person” Cooperative learning HikingConcentrationPaintingPoetryBall gamesMusical chairs Different occupations Family style snacks Planting seedsCookingSculptureNursery rhymes Climbing trees Finger plays Body part games Card gamesTaking care of pets Hide and seekArranging furniture in a doll house CookingYogaListening to music YogaCreating cartoons Nature scavenger hunt “Simon Says”PuzzlesBean bag tossdancing Making an “I Can” list Thematic playCookingSome computer games Easel paintingDodge ballMaking simple rhythm instruments (Rettig, 2005 p. 257)

10. Brain Hemispheres: Fiction and Fact. (1994-2006). Encyclopedia of Educational Technology. Retrieved October 5, 2006, from http://coe.sdsu.edu/eet/articles/brainhemisphere/index.htmhttp://coe.sdsu.edu/eet/articles/brainhemisphere/index.htm Collins, J. (1998, October 19). Seven kinds of smart [Electronic version]. Time, 152 (16), 94- 97. Dwyer, B. (2001). Successful training strategies for the twenty-first century: Using recent research on learning to provide effective training strategies. [Electronic version]. The International Journal of Educational Management, 15, (6/7), 312. Gardner, H. (1995, December). "Multiple Intelligences" as a catalyst. [Electronic version]. The English Journal, 84(8), 16-18. Gardner, H. (1997, September). Multiple intelligences as a partner in school improvement [Electronic version]. Educational Leadership, 55 (1), 20-21. Gardner, H., & Hatch, T. (1989, November). Multiple intelligences go to school: educational implications of the Theory of Multiple Intelligences. [Electronic version]. Educational Researcher, 18(8), 4-10. Gardner, H. & Raedurn, P. (1999, December 20). Intelligence Reframed. [Electronic version]. Business Week, 3660, 36. Full text coverage: Mar 18, 1996 (Issue 3467) – current, September 21, 2006 Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple intelligences. Educational Leadership, 64 (1), 22-27. Retting, M. (2005, February). Using the multiple intelligences to enhance instruction for young children and young children with disabilities [Electronic version]. Early Childhood Education Journal, 32, 255-259. Traub, J. (1998, October 26). MULTIPLE INTELLIGENCE DISORDER.(Howard Gardner's revolutionary theories of multiple intelligences). [Electronic version]. The New Republic, 20. Walbolt K. (1997, September 21). How the Brain Learns, [Electronic version]. Fort Lauderdale News/Sun-Sentinel, p. H6. September 21, 2006. References