It is difficult to grasp multiple-intelligences theory and implement its implications effectively. MI is not a quick fix. However, educators who thoughtfully use the theory to support their larger educational goals find it a worthy partner in school improvement. The author praises the efforts of several researchers and practitioners in this…

Intelligence in everyday life requires a broader range of abilities than those measured by conventional tests of academic achievement. Creative and practical skills can be more important than analytic skills. The Sternberg Triarchic Abilities Test, which measures all three abilities, helps teachers obtain more complete picture of child's…

Muses about Howard Gardner's theory of "multiple intelligences." Finds that, although learning should be defined broadly enough so that everyone can succeed at it, Gardner's theory does not teach educators much about talent that was not already known through common experience. (PA)

When children feel threatened by environmental factors (abuse, poverty, malnourishment, family violence, or the traditional schooling system), they downshift their thinking and limit their behavior choices. To think critically, children must feel safe to take risks. They learn best when immersed in complex experiences and when allowed to process…

Notes that Howard Gardner's theory of Multiple Intelligences (MI) has afforded support to educators and parents who want to see their children as equals no matter in what area of ability they develop competence. Explains the usefulness of Gardner's approach, based on Kantian notions of the power of mind to give order to the world. Discusses the…

Reviews Gardner's theory of multiple intelligences. Shows how Maria Montessori and Howard Gardner drew similar conclusions regarding human capacity and potential. Examines how Gardner's eight intelligences and underlying core operations lie at the heart of the Montessori exercises and activities. (KB)

Examines the influence of project activities based on multiple intelligences on the science achievement of elementary school children. Explains the proportions of variance of science achievement by General Intelligence (GI), analyzes Multiple Intelligences (MI), and investigates the influence of project activities that used various aspects of MI.…

Applies Howard Gardner's theory of multiple intelligences (linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, and intrapersonal) to designing time-telling exercises for young learners. The idea is to link instructional objectives to words, numbers or logic, pictures, music, the body, social interaction, or…

Howard Gardner's multiple-intelligences theory stresses that all humans possess the various intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist) to differing degrees, and most people can attain adequate competency levels. This article provides a sample checklist for…

This article is designed to spark some ideas regarding the ways in which teachers can help students more effectively and successfully communicate all the things they have learned in a physical education program, suggesting that one approach to improving communication with teachers is to use multiple intelligences when creating assessment options.…

This article illustrates the usefulness of higher order factor analysis in demonstrating the presence of general intelligence as the factor underlying performance on 13 indicators of four identified multiple intelligences. Data are reanalyzed using maximum likelihood extraction with oblique rotation and indicate a general intelligence factor…

This article responds to a previous article that illustrated the usefulness of higher order factor analysis in demonstrating the presence of general intelligence as the factor underlying performance on 13 indicators of four identified multiple intelligences. Conceptual areas of difference and agreement are delineated. (Contains ten references.)…

Reports on the experiences of a high school science teacher as he explored multiple intelligences (MI) theory within the context of an action research group. Provides insight into the nature of MI theory and how its framework can be used to make science accessible to students and assist them in achieving high levels of scientific literacy.…

Demonstrates how students' metacognitive skill may be enhanced through writing learning statements. Uses a framework of multiple intelligences and learning style theories to describe how teachers can guide students through reflective writing exercises to help them understand how they learn. (SR)

Discusses the theory of multiple intelligences and what it tells English teachers about students' writing processes. Discusses results of a study of the writing processes of 10 high school juniors whose cognitive profile featured visual-spatial intelligence and subordinated linguistic aspects. Discusses the importance of matching instructional…