An Annotated Bibliography on the topic of Multiple Intelligences

An Annotated Bibliography on the topic of quadruplex cognizancesCampbell, L., Campbell, B. (1999). treble In nameigences and Student Achievement Success Stories from Six Schools. Alexandria, VA. Association for inspection and Curriculum Development. end-to-end this book Campbell and Campbell sh atomic number 18 stories about six conditions ( ii elementary, two middle, and two high schools) that incorporated doubled Intelligences into their computer program. The authors outline how MI is applied, its role, and its outlet on learner achievement. Campbell and Campbell provide examples of how a quaternary Intelligence curriculum enables disciples to use their strengths to improve their academic weaknesses.Campbell, L., Campbell, B., Dickinson, D. (2004). Teaching and Learning Through six-fold Intelligences. (3rd ed.). Boston Montreal Pearson/A and B.This book is introduced by explaining what the original seven intelligences are in detail. It continues on to describe how te achers can begin to integrate twofold Intelligences into their classrooms. The authors of this book give specific examples of how an educator can plan their lessons or projects and give assessments using the MI system.Gardner, H. (1993). Choice Points as Multiple Intelligences read the School. David Lazear Group Multiple Intelligences. Retrieved December 12, 2010, from http//www.davidlazeargroup.com/multi-intell/ holds/ChoicePoints.htmIn this short essay written by Howard Gardner, he describes seven purposes of which Multiple Intelligence has been applied. He discusses that the theory of MI has been used to support a range of educational goals. Gardner describes the family of curriculum, instruction, assessment, targeted audiences and students in relation to Multiple Intelligences.Gardner, H. (1993). Frames of Mind The Theory of Multiple Intelligences (10th anniversary ed.). New York, NY BasicBooks.This is the tenth anniversary of the original book that outlined Multiple Int elligences. Gardner broke this book up into three sections Background of MI, The Theory itself, and Implications and Applications. In Frames of Mind Gardner describes the idea of Multiple Intelligence and how he came up with it he discusses the nature and characteristic of each intelligence as well as how MI could potentially help our educational system.Gardner, H. (2002). Multiple Intelligences The Theory in Practice (29. printing. ed.). New York BasicBooks.Gardners Multiple Intelligences The Theory in Practice is a collection of essays written about how Multiple Intelligence has been apply in schools since the first book, Frames of Mind was published. In the Assessment and Beyond section of the book, Gardner outlines evaluations and gives an alternate form of assessment to standardized exams a student portfolio to demonstrate strengths.Garnder, H. (2003, April 21). Multiple Intelligences After Twenty Years. American Education Research Association. Retrieved December 10, 2010, fr om www.pz.harvard.edu/PIs/HG_MI_after_2sss0_years.pdfThroughout this hold, Gardner explains how he came up with the idea of MI and how it has evolved in twenty years. Gardner gives examples of colleagues and studies that obligate implemented the theory and how it enabled student achievement. He also describes and corrects some misconceptions that he has come across over the years.Mettetal G.,Cheryl J.,Sheryll H.(1997). Attitudes toward a multiple intelligences curriculum.The Journal of educational Research,91(2),115. Retrieved December 12, 2010, from ABI/INFORM Global. (Document ID29295806).This article is about a small school that adopted the Theory of Multiple Intelligence into their school district. Considering the school went from existence a traditional school to a school that fully implemented MI into its classrooms, there were many research activities and studies done to evaluate student assessment. Some activities include surveys to parents, observations, interviews, and classroom assessments.Hatch, T. (1997). Getting Specific About Multiple Intelligences. How Children Learn, 54(6), 26- 29. Retrieved December 10, 2010, from http//www.ascd.org/publications/educational- leadership/mar97/vol54/num06/Getting-Specific-About-Multiple-Intelligences.aspxThis article describes how each student is smart in their own way. Hatch describes each intelligence in relation to professions. For example, a person with a linguistic intelligence may be a reporter. Hatch proposes that educators teach to the students strengths opposed to the intelligence itself. The main purpose of this article is to try to get educators to avoid labeling their students to a specific intelligence.Lazear, D. (2000). Multiple Intelligence Approaches to Assessment Solving The Assessment Conundrum. Global Learning Communities. Retrieved December 10, 2010, from www.julieboyd.com.au/ILF/pages/members/cats/bkovervus/t_and_learn_pdfs/mi_approa ch_to_assessment.pdfThis article goes into detail abou t assessments and how they can be conducted. According to Lazear, any student who performs successfully on a given outpouring does not of necessity demonstrategenuine learning or understanding it may tell us only who is good at taking that type oftest (Lazear 2000). He feels as though students need to demonstrate their knowledge in various ways to show genuine learning and understanding. In his article he outlines Brain-Based and Research-Based Assessment procedures.McClaskey, J. (1995). Assessing student learning through multiple intelligences.side Journal,84(8),56. Retrieved December 12, 2010, from Research Library. (Document ID9081119).McClaskey feels as though students need to have opportunities to determine and build on their strengths.