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Integrating Curricula With Multiple Intelligences
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Integrating Curricula With Multiple Intelligences
Teams, Themes, and Threads

Second Edition

Foreword by Howard Gardner



© 2008 | 232 pages | Corwin

"The authors are sensitive to the constraints that operate on teachers even as they are open to ways in which teachers can refashion their classes and curricula to reach more children in more effective ways. This book will help teachers enliven and enrich their classrooms and forge new connections across concepts and curricula."
—From the Foreword by Howard Gardner

"On the one hand, teachers and other curriculum workers are held accountable for understanding, organizing, implementing, and designing instruction and assessing standards-based outcomes. On the other hand, they are also being admonished to teach for understanding, thinking skills, enduring learning, cooperative learning, multiple intelligences, individual differences, and developmental levels. This book provides a wealth of delightful, creative, and compelling strategies, lessons, and techniques for making sense of these many diverse theories."
—Arthur L. Costa, Professor Emeritus
California State University, Sacramento

Develop powerful instructional tools that target diverse learning needs!

In this unique and practical book, authors Robin Fogarty and Judy Stoehr demonstrate an approach for creating integrated curricula that develop higher-order thinking, mindful decision making, and productive problem-solving skills in all students. This second edition provides planning methods for interactive lessons and strategies for implementing "big ideas" or themes. Offering voices from academia and the classroom, this research-based volume:

  • Provides strategies for building collaborative teacher teams
  • Presents a six-step process for developing thematic learning units
  • Highlights ways to thread life skills throughout the curriculum
  • Describes types of assessments for integrated curricula

This insightful handbook emphasizes a learner-centered, interdisciplinary approach and holistic, experiential learning that leads to lifelong skills and equal opportunities for all children to succeed.

 
Foreword by Howard Gardner
 
Acknowledgments
 
Introduction
 
The Why's and Wherefore's
 
A Look at the Book
 
1. Theories
Caine and Caine's Twelve Principles  
From the Tower: Gardner's Theory of Multiple Intelligences  
From the Field: Multiple Intelligences  
From the Tower: Fogarty's Models of Curriculum Integration  
From the Field: Curriculum Integration  
Differentiated Instruction  
Frames of Mind - Grid Talk  
 
2. Teams
Teams Rap  
List of Words (Bombardment)  
Jagged Profile Activities  
Jagged Profile Implications  
Collaborative Teams in Professional Learning Communities  
Forming Teams: Top Down or Bottom Up?  
Beginning the Conversation: It's a Start!  
Teaming Conference  
Team Meetings  
Guide on the Side: Facilitating the Team or PLC  
 
3. Themes
Themes as Organizing Centers  
Themes as Catalysts  
Thematic Teaching Theorists  
T-H-E-M-E-S  
Basic Models  
Introduction to Tandems - Themes  
Elementary Lesson: "Miss Mary Mack"  
Middle School Lesson: Africa - South of the Sahara  
High School Lesson: Medieval Europe During the Black Death  
Matrix Mixer  
 
4. Threads
Reform for the Twenty-First Century  
Problem Solving Becomes the Thread  
Life Skills  
Basic Models  
Introduction to Tandems - Threaded  
Elementary Lesson: Threaded Model: Prediction  
Middle School Lesson: Threaded Model: Cause and Effect  
High School Lesson: Threaded Model: Communication  
Kids Incorporated and the Cemetery Study  
 
Authors' Note
The Tri-Assessment Model  
Rubric for Integrating Learning  
Using the Tri-Assessment Model  
Speech Fugue: Elementary  
 
Appendix: Miscellaneous Tools
 
Bibliography
 
Index

"Teachers are held accountable for designing instruction and assessing standards-based outcomes. They are also asked to teach for retention, cooperative learning, and individual differences. This book provides a wealth of delightful, creative, and compelling strategies and lessons, with techniques for integrating these diverse objectives."

Arthur L. Costa, Professor Emeritus
California State University, Sacramento

"Has great merit in providing connections and a strong learning environment for students. The authors provide excellent charts, templates, graphic organizers, and resources for educators to use and examine."

Rosemarie Young, Principal
Watson Lane Elementary School, Louisville, KY

"In this concrete book with a multitude of examples, the authors offer specific suggestions for merging curriculum with recent multiple intelligences experience and research. The tone is upbeat and the style is practical and well organized, making it appealing to teachers."

Renee Peoples, Teacher
Swain West Elementary, Bryson City, NC

"Well written, user-friendly, and has great examples that educators will relate to."

Brigitte Tennis, Headmistress and Seventh-Grade Teacher
Stella Schola Middle School, Redmond, WA

"Clear, concise, and with outstanding illustrative material. The book adds to the discussion on integrating curriculum with multiple intelligences."

Linda Eisinger, Third-Grade Teacher
West Elementary School, Jefferson City, NC

"The authors are sensitive to the constraints that operate on teachers even as they are open to ways in which teachers can refashion their classes and curricula to reach more children in more effective ways. This book will help teachers to enliven and enrich their classrooms and to forge new connections across concepts and curricula."

From the Foreword by Howard Gardner
Key features
• Caine and Caine's Twelve Principles
• Howard Gardner's Nine Intelligences Chart
• Qualifying questions at the end of each chapter help teachers focus concepts
• Integrated MI assessment models throughout
• Subject-area and grade-specific lessons: Chapter 3 (Themes: Africa, Medieval Europe) & (Threads: Cause and Effect, Communication)
• Student assessment models and rubrics

Sample Materials & Chapters

Foreword by Howard Gardner

Introduction

Chapter 1: Theories


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