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Multiple Intelligences andInstructional Technology

Walter McKenzie

Gloucester County Public SchoolsSummer 2006

McKenzie Gloucester County 2006 1


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.



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



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.

http://surfaquarium.com/MI/overview.htm



The Intelligences: A Pneumonic Device

The “Skill in Me”:SpatialKinestheticIntrapersonalLinguisticLogical

InterpersonalNaturalist

MusicalExistential



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




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


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


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




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


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


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




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




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



Part III

Now plot your scores on the bar graph provided:100

90

80

70

60

50

40

30

20

10

0Sec 1

Sec 2

Sec 3

Sec 4

Sec 5

Sec 6

Sec 7

Sec 8

Sec 9



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.

http://surfaquarium.com/MI/inventory.htm



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,



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



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



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/



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



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/



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



Tools Resources



Wheel of Domains



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



VL=Verbal/Linguistic ML=Mathematical/Logical VS=Visual/SpatialBK=Bodily/Kinesthetic MR=Musical IE=InterpersonalIA=Intrapersonal NT=Naturalist EX=Existentialist



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?



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



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



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


• Solutions• Standards• Communities• Tools• Boundaries• Conflict• Predictions• Journeys• Senses• Communication

http://www.ncte.org/about/over/standards/110846.htm

http://www.socialstudies.org/standards/teachers/vol1/home.shtml

http://www.socialstudies.org/standards/teachers/vol1/home.shtml

http://www.nap.edu/readingroom/books/nses/html/3.html


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



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



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/


http://yahooligans.yahoo.com/

http://www.google.com/

http://surfaquarium.com/

http://lyrics.astraweb.com/

http://www.lyrics.com/

http://www.rocklibrary.com/Education/_teachers.cfm

http://www.scils.rutgers.edu/~kvander/ChildrenLit/

http://www.acs.ucalgary.ca/~dkbrown/index.html

http://www.carolhurst.com/index.html

http://surfaquarium.com/IT/CONTENT/literature.htm


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/



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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