KDE Dropout Prevention Resource Guide

SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1a There is evidence that the curriculum is aligned with the academic expectations, core content for assessment, transformation, and the program of studies; in orders to eliminate unnecessary overlaps and close gaps.
1.1d There is evidence of vertical communication with an intentional focus on key curriculum transition points within grade configuration from primary to middle, and high.
1.1e The school curriculum provides specific links to continue education life and career options.

Standard 2 - Academic Performance - Classroom Evaluation/Assessment
2.1c Students can articulate the academic expectations in each class and know what is required to be proficient.
2.1d Test scores are used to identify curriculum gaps.
2.1e Multiple assessments are specifically designed to provide meaningful feedback to student learning for instructional purposes.
2.1f Performance standards are clearly communicated, evident in classrooms and observable in student work.
2.1h Samples of student work are analyzed to inform instruction, revise curriculum and pedagogy, and obtain information on student progress.
Standard 3 - Academic Performance - Instruction
3.1a There is evidence that effective and varied instructional strategies are used in all classrooms.
3.1c Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.
3.1d Teachers demonstrate the content knowledge necessary to challenge and motivate students to high levels of learning.

Scenario

Fred Jones, a high school social studies teacher, sat quietly at his desk observing his students taking a test. As he watched, he was struck by the different ways each student had of mastering the material.

Shantell seemed to love words. She actually liked listening to lectures and reading the text. She seems to be uncomfortable when asked to speak in class, but her writing was alive and animated. She could probably be a good journalist or writer someday.

Marcus, however, was different. In class, he would sketch the scenes the class was discussing. His pencil depiction of the Continental Congress was really good. While most students have a notebook full of words, Marcus’ was a series of sketches with captions! His tests’ scores were so-so. Mr. Jones felt Marcus had a sense for what was going on in American History, but he was not communicating it very well on his exams.

Alex always wanted to make up some theatrical production or role-play. She was at her best performing in front of others. She had a good idea about staging a court scene in which King George III was being tried for his treatment of the colonies. She cast herself in the role of the prosecuting attorney—naturally. Even in class, she used her hands and her facial expressions to convey what she was trying to say. She didn’t need a stage to be dramatic!

These kids are the lucky ones. They have found a style and can capitalize on it. There were 26 other kids in that class, Mr. Jones thought, all with different ways of “getting it.” ‘How can I reach them all?” “How can I arrange my classroom where more students can play to their strengths?” “What about the students who never find their voice in a classroom and are allowed to quietly blend in or disappear?”

Introduction

The three students in the scenario are, indeed, the lucky ones. They seem to have a found a style of learning that works for them and have developed coping strategies to make school meaningful for them. Not all students are that lucky. Some never find their place, and they feel consequently feel out of place in school. Their motivation drops off. They can mark time until they graduate or just dropout. Their teachers may say, “Well, we taught them; they just didn’t learn.”

Thankfully, an alternative view is stated in Senge, Kleiner, Roberts, Ross, Roth, and Smith (1999): Our assembly line thinking forces us to treat the natural variety of human being as somehow aberrant because they do not fit the needs of the machine. Edward Joyner of the Yale School Development Program says, "Those of us who have taught know that you can know the subject matter well and not be able to deliver it if you don’t know the children". (p.10)

What do we need to know about the children? Schargel and Smink (2001) make the case for varying instruction to capitalize on different learning styles when they write:

Effective teachers recognize that not all students learn in the same way. Some learn best when the material is presented visually; others need to hear the information or recite it aloud. Some flourish when instruction involves hands-on manipulation; others prefer far more active pursuits. Some do well in small groups in which students teach one another; others would rather work on their own. Some thrive for stimulation and high-energy activities; others need time for reflection. The best classroom instruction includes a variety of activities and empowers all students, no matter what their learning style (p.152).

A very promising approach used by many educators to take into account different learning styles and provide children with greater opportunities has been the theory of “multiple intelligences” (MI) expounded by Howard Gardner (1983, 1993, and 1999).

Gardner defines intelligence as the ability to solve problems or to create products that are valued in one or more cultural settings. Gardner and many others challenge the notion of only verbal and quantitative intelligences that limit and label. Researcher, educators, and parents contend that these tests merely demonstrate that one is or is not good at standardized tests. Instead, students should not be judged by what they can do and education should focus on bring out the individual’s potential.

Gardner has described nine intelligences that all normal human beings possess. He uses eight different criteria to judge whether a candidate ability can be counted as an intelligence:

potential isolation by brain damage
existence of savants, prodigies, and other exceptional individuals
an identifiable core set of operations--basic kind of information-processing operations or mechanisms that deal with one specific kind of input
a distinctive developmental history, along with a definite set of "end-state" performances
an evolutionary history and evolutionary plausibility
support from experimental and psychological tasks
support from psychometric findings
susceptibility to encoding from a symbol system (Harvard Project Zero, 1999)

These intelligences are sets of abilities, talents, or mental skills. Most people can develop each of these intelligences. They tend to work together in complex ways, and there are many ways to be smart in each of the intelligences. This new theory of learning and intelligence, the Theory of Multiple Intelligence, is forcing educators and policy makers to reconsider the pedagogical methods of the last century. (Schargel & Smink, 2001; Carvin)

The nine intelligences are briefly explained below with links to more in depth descriptions.

Verbal-Linguistic Intelligence – (word smart) This individual has a well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words.

Mathematical-Logical Intelligence – (number/reasoning smart) This individual possesses the ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns.

Musical Intelligence – (music smart) This individual possesses the ability to produce and appreciate rhythm, pitch and timber.

Visual-Spatial Intelligence – (picure smart) This individual possesses the capacity to think in images and pictures, and to visualize accurately and abstractly.

Bodily-Kinesthetic Intelligence – (body smart) This individual possesses the ability to control their body movements and to handle objects skillfully.

Interpersonal Intelligence – (people smart) This individual possesses the capacity to detect and respond appropriately to the moods, motivations, and desires of others.

Intrapersonal Intelligence – (self smart) This individual possesses the capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes.

Naturalist Intelligence – (nature smart) This individual possesses the ability to recognize and categorize plants, animals and other objects in nature.

Existential Intelligence – (wondering smart) This individual possesses the sensitivity and capacity to tackle deep questions about ultimate realities and human existence, such as the meaning of life, why do we die, and how did we get here. While included here, Gardner has not yet determined that this intelligence meets the criteria described above (Wilson, 2003). (Armstrong, Thomas, 2000; Thirteen Ed Online and Disney Learning Partnership; Carvin; Carlson-Pickering, 1994)

With these in mind, it is important to understand that all children have these intelligences in varying degrees and combinations. McKenzie (2002) gives us these important insights: While each of these intelligences has its own distinct characteristics, we must remember that in Gardner’s model the intelligences act in consort, and are not mutually exclusive. Everyone has all the intelligences.

Therefore, it is incorrect to label a child as a ‘kinesthetic learner’ or a ‘verbal learner.’ Rather, the model allows us as teachers to identify the strengths in certain children and provide instructional opportunities that promote the development of all the intelligences in our students. MI theory was not developed to label or exclude individuals but to allow all learners to be successful through the different paths to the learning Gardner has identified" (p.10).

Schargel and Smink (2001) make the case for using multiple intelligences theory by citing the following advantages:

Allows each learner to be recognized and rewarded for special strengths
Provides opportunities for learners to develop skills and abilities in intelligences that are less developed
Reduces the chance of boredom by offering a variety of activities
Provides a teaching/learning methodology that works for all ages (p.155)

Armstrong advises, "You don’t have to teach or learn something in all eight [nine] ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools".

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Strategies

There is a wealth of information available on how to incorporate MI theory into the classroom. Below you will find links to MI assessments, and a strategy (mindmapping) for incorporating MI into your own activities followed by examples for brainstorming. Check the Resource Section for a wealth of annotated web sites and print resources devoted to MI theory. These resources include implementation strategies, lesson plans, and more in depth information on MI theory.

MI Assessment

The Multiple Intelligences Survey (McKenzie, 1999) is a tool for assessment that may be used to determine MI strengths. Educators may print the assessment for use in the classroom. The Multiple Intelligence Inventory (Adaptive Technology Resource Center, 2002) can be used as a component in an instructional module on multiple intelligences, providing students with instant feedback, and the tools to explore how multiple intelligences vary from person to person. A printable version is available or the inventory may be taken online.

Mindmapping

Mindmapping is a strategy to develop a lesson plan or unit that exercises some or all of the intelligences. The mindmap is a graphic organizer with the center being the unit, theme, skill, or concept to be taught. From the center, draw eight or nine lines, radiating out, representing each of the intelligences. Brainstorm and write down ideas for teaching the topic that are related to each of the intelligences. (Armstrong; Schargel and Smink, 2001) Armstrong points out that this is a spatial-linguistic approach to brainstorming. Teachers or learners should choose a way of brainstorming that fits their learning style.

The lists below provide examples of teaching and learning activities associated with each of the intelligences:

Verbal/linguistic

Teaching Activities:

lectures, discussions, word games, storytelling, choral reading, journal writing

Learning Activities:

Create a class newsletter
Make up word puzzles
Conduct interviews
Compare/Discuss a Story
Conduct an Interview
Create a Booklet
Create a Slogan
Develop a Dictionary of new terms
Develop a Petition
Lead a Class Discussion
Lead a Press Conference
Participate in a Debate
Write and/or Tell a Story
Write a creative Advertisement
Write a Poem
Write a Script to a TV Production
Write Text for a Power Point Presentation
Write Text for a Web page

Logical/Mathematical

Teaching Activities: brain teasers, problem solving, science experiments, mental calculations, number games, critical thinking

Learning Activities:

Develop spreadsheets
Categorize Information and facts about your topic
Compare and/or contrast a topic using Graphs
Create a Venn Diagram Create a Pamphlet of info
Create and conduct an Experiment
Create Word Puzzles for your classmates
Create a Timeline
Develop a Fact file
Develop a Game about your topic
Develop a Memory System based on numbers/patterns
Interpret data from your topic area
Keep a Journal on your topic
Produce a Document in Excel
Translate data from a variety of sources
Make a Calendar related to your topic
Develop and Present a Database
Use your deductive reasoning skills
Write a computer program or modify an existing one
Write a Guided Visual Imagery
Write a Poem or an Essay
Write an Editorial Essay

Visual/Spatial

Teaching Activities: visual presentation, art activities, imagination games, mind-mapping, metaphors, visualization

Learning Activities:

Build a Sculpture
Color Code a Process or Flowchart
Create a Comic Strip
Create a Bulletin Board for your topic
Create a Colorful Mural
Create a Power Point Presentation
Create an Animated film
Create a Photo Essay
Create a Video Production
Create Graphics for a Multi-Media Presentation
Create Costumes for a Production
Draw Illustrations
Draw a Map or Chart
Create a Comic Strip/Book
Outline and Build a Web page
Make a Video or Visual Collage
Make a Project Cube
Use multi-media equipment to present info
Write a Guided Visual Imagery
Write a Picture Book on your topic
Write a Rebus Storybook
Use a Digital Camera
Design Graphs and Charts
Use Clip Art to Develop Vocabulary/Spelling Quizzes

Body/Kinesthetic

Teacher Activities: hands-on-learning, drama, dance, sports that teach, tactile activities, relaxation exercises

Learning Activities:

• Build or Construct a Model
Choreograph a dance to explain something
Conduct a class demonstration • Conduct an Experiment
Create a Board game
Develop a Memory System based on Movements
Devise a scavenger hunt on your topic of study • Develop a television program • Explain something using only movement
Invent a floor game for your class
Perform a Skit
Present your info using sign language
Role Play an interpretation of your topic
Perform native dances unique to a specific culture

Musical/Rhythmic

Teaching Activities: writing songs to fit specific units of study, emphasize the role of music in history, discuss use of mood music in films and theatre productions

Learning Activities:

Change words to an existing song so that it teaches something about your topic
Create a Musical Game
Create a Music Collage
Create a Radio Program
Find a new use for Music Technology
Lead a Choral Reading
Make an Audio Tape
Sing or Rap a song that explains your topic
Write a short musical about your topic
Write song lyrics for your content area

Interpersonal

Teaching Activities: e-mail exchanges with students from far away, teleconferences, analysis of characters in literature, cooperative learning

Learning Activities:

Contact group members via email/snail mail
Conduct a Press Conference
Create Classroom Learning Centers
Create a Culture gram
Develop and Implement Group Rules
Lead a Press Conference
Run a Debate
Set up an email listserv
Solve a problem with a partner
Use Conflict Management skills
Use email to contact others about your topic

Intrapersonal

Teaching Activities: provide for quiet time to think and reflect, journal writing, explore personal values Learning Activities:

Create a Bulletin Board
Create a collection
Create a Comic Strip
Create a personal analogy for...
Create a timeline
Describe qualities you have that would help you...
Explain why you want to study...
Evaluate your own work on...
Explore Career Opportunities in the field of...
Pretend you are...
Set a Goal for yourself about
Use Self Directed learning to help yourself...
Work on a problem by yourself
Write a Journal about ...

Naturalistic

Teacher Activities: exploration of nature, use of digital and video-camera, field trip in nature settings, collecting data from nature experiments

Learner Activities:

Create a display/visual with objects from Nature
Find problems in nature related to you subject
Find examples of things in Nature related to your topic
Observe and/or categorize a species of
Observe and/or categorize the behaviors of
Plan an Outdoor Classroom • Teach your classmates about a scientific tool
Find Global Concerns related to your topic (Carlson-Pickering, 1994)

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Barriers

The barriers to implementing an MI program include a lack of commitment for funds, time and energy. Teachers are asked to do more and more with fewer resources. Class sizes keep increasing. Teachers are pressured by demands to become more involved with families and communities. In order to implement MI strategies, principals will have to provide encouragement, time and funds for training, and outreach into the community to implement some of the MI strategies with citizen volunteers.
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Resources

Material Specific to High School Learning and Curricula

Alick, D. (1999). Integrating multimedia and multiple intelligences to ensure quality learning in a high school biology classroom. EDUC 685-Multimedia Literacy. Retrieved on August 22, 2003, from http://www.angelfire.com/de2/dalick/researchMI.htm The purpose of this paper is to explore the principles and usefulness of multimedia and Gardner's Theory of Multiple Intelligences in a high school biology classroom.

Fang, W. (1995). The case for more high school gardens. Retrieved on August 22, 2003, from the City Farmer Web site: http://www.cityfarmer.org/highschool77.html

This article describes how school gardens coincide with MI.

Gnadinger, N. (2000). Choice and learning styles in the high school classroom. Retrieved on August 22, 2003, from http://www.angelfire.com/electronic/lessonplans/frontpage.html

This site is dedicated to promoting choice in the high school classroom and increasing the use of learning styles theory to improve education. You will find lesson plans for math, science, English, foreign languages, humanities, social studies and art.

President and Fellows of Harvard College (2003). Adult multiple intelligences. Retrieved on August 22, 2003, from http://pzweb.harvard.edu/Research/AMI.htm

This site provides information about the Adult Multiple Intelligences (AMI) Study. This was initiated to develop and explore the use of MI theory in the primary contexts of adult literacy education: Adult Basic Education (ABE), General Education Development exam (GED), adult high school diploma, and English for Speakers of Other Languages (ESOL).

Seven Intelligences Checklist: Adult Version. Retrieved on August 22, 2003, from http://www.mitest.com/o7inte~1.htm

An MI assessment that may be computer or hand scored.

Weber, E., & McMaster, R. Multiple Intelligence Teaching Approach (MITA). Retrieved on August 22, 2003, from the Web site: http://www.acsu.buffalo.edu/~rom2/ellen.html

This site presents Weber’s MITA for high school and higher education.

Material Specific to Middle School Learning and Curricula

Beitzel, C.. Multiple intelligences:" Hey! What about me?" Retrieved on August 22, 2003, from the MiddleWeb Web site: http://www.middleweb.com/mw/msdiaries/02-03wklydiaries/CB07.html

A social studies teacher at the Beverly Hills Middle School in Upper Darby, Pennsylvania, describes her use of M.I in the classroom.

Campbell and Campbell (1999). Multiple Intelligences and Student Achievement: Success Stories from Six Schools. The authors describe MI programs at Skyview Junior High School in Bothell, Washington, and the Key Learning Community in Indianapolis, Indiana.

Carlson-Pickering, J., (1994). M. I. Smart! Retrieved on August 13, 2003 from the Charihio Middle School Web site: http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.htm

This site provides much ready-to-use information including a student “MI Project Contract”, and software suggestions.

Clark, D., & Manninio, G. (2001). Die like an Egyptian. Retrieved on August 22, 2003 from the Palos South Middle School Web site: http://www.d118.s-cook.k12.il.us/south/curriculum/team6c/Egypt/egypt2.htm

A study of the ancient Egyptian afterlife incorporating the multiple intelligences. Middleschool.Net. Learning Styles. Retrieved on August 22, 2003, from Association for Supervision and Curriculum Development Web site: http://www.middleschool.net/LearningStratagies/learning.htm

This site provides many good resources for the middle school teacher interested in MI theory. Nicholson-Nelson, K. (1999). Developing Students’ Multiple Intelligences. Scholastic Trade. Grades K-8 South View Middle School. Multiple Intelligences. Retrieved on August 22, 2003, from http://www.ccs.k12.nc.us/Choice/Middle%20Choice/multiple_intelligences.htm

The educational program at South View Middle School focuses on Gardner's Theory of Multiple Intelligences, i.e. "How are you smart?" rather than "How smart are you?" Students experience learning through a variety of instructional and coaching techniques that focus on MI. Web sites Adaptive Technology Resource Center (2002). Multiple intelligence inventory. Retrieved on August 14, 2003, from the LDRC Web site: http://www.ldrc.ca/projects/miinventory/miinventory.php

This site provides an inventory to assess MI and links to other MI information pertinent to educators. Armstrong, Thomas, (2000). Multiple intelligences. Retrieved on August 13, 2003 from http://www.thomasarmstrong.com/multiple_intelligences.htm

This site includes an overview of MI, many resources and additional links, and practical suggestions. Association for Supervision and Curriculum Development (ASCD)(1997, September). Teaching for multiple intelligences [Special Issue]. Educational Leadership22 (1). Retrieved on August 14, 2003, from the ASCD Web site: http://www.ascd.org/frameedlead.html

This issue contains a number of articles about MI, including examples of implementation of this theory in several school settings. Carvin, A. MI: The theory. Retrieved on August 13, 2003 from the EdWeb Web site: http://www.edwebproject.org/edref.mi.intro.html

This site describes MI Theory and provides a helpful overview of the intelligences. Chipongian, L. (2000, May). Multiple intelligences in the classroom. Retrieved on August 13, 2003 from the BrainConnection Web site: http://www.brainconnection.com/topics/?main=fa/mult-intelligence-class

This is a resource of scientific learning. This site provides an overview of Gardner’s theory and suggestions for teaching and assessing multiple intelligences in the classroom. Harvard Project Zero (1999). Theory of multiple intelligences. Schools Using Multiple Intelligence Theory. Retrieved on August 14, 2003, from the Project Sumit Web site: http://www.pz.harvard.edu/sumit/MISUMIT.HTM

This site outlines Gardner’s theory, provides examples of specific schools using this approach, and distributed resources to support efforts to implement MI theory in practical situations. There is also a section devoted to assessment and outcomes. Lazear, D. Eight way of knowing: Exploring multiple intelligences. Retrieved on August 22, 2003, from http://www.multi-intell.com/

This website offers special reports and a free e-zine with many teaching applications. McKenzie, W. (2003). Surfaquarium. Retrieved on August 14, 2003, from http://www.surfaquarium.com/theory/index.htm

McKenzie’s work on MI is featured in this site. A wealth of information is offered including MI Survey, MI and technology, websites associated with each intelligence, and more. McKenzie, W. (1999). Multiple intelligences survey. Retrieved on August 14, 2003, from the Surfaquarium Web site: http://surfaquarium.com/MIinvent.htm Survey to assess MI. Sousa, D. Making school brain compatible. Retrieved on August 22, 2003, from http://www.twblearn.com/rt3/rt3sousa.html

Presents information about Dr. Sousa’s Research. Thirteen Ed Online and Disney Learning Partnership. Tapping into multiple intelligences. Concept to Classroom. Retrieved on August 13, 2003 from http://www.thirteen.org/edonline/concept2class/month1/

This site provides an outstanding resource for teaching with an online overview of Gardner’s theory that includes practical suggestions, lesson plans and examples of its implementation, and excellent bibliography of resources. Vancouver Island Invisible Disability Association (2003). Learning styles and multiple intelligences. Retrieved on August 14, 2003, from the LD Pride Web site: http://www.ldpride.net/learningstyles.MI.htm

Among the resources provided are practical tips on identifying one’s own MI style using it to facilitate learning, and online, MI assessments. Wilson L., (2003). Theories of learning index. Retrieved on August 13, 2003 from http://www.uwsp.edu/education/lwilson/Learning/index.htm

This site provides a description of MI, lesson plans based on MI Theory, and other teaching tools are also available. Print References Armstrong, A. (2000). Multiple intelligences in the classroom (2nd ed.). Association for Supervision and Curriculum Development.

Campbell, L. & Campbell, B. (1999). Multiple intelligences and student achievement: Success stories from six schools. Association for Supervision and Curriculum Development.

Campbell, L, Campbell, B., & Dickinson, D. (1999). Teaching and Learning Through Multiple Intelligences (2nd ed.).

Allyn and Bacon. Gardner, H. ((1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.

Jensen, E. (1998). Teaching with the Brain in Mind. Association for Supervision and Curriculum Development.

Kagan, S. & Kagan, R. (1998). Multiple Intelligences: The Complete MI Book. Kagan Publishing Company.

McKenzie, W. (2002). Multiple intelligences and instructional technology: A manual for every mind. Eugene, OR: International Society for Technology in Education.

Schargel, F. & Smink, J. (2001). Strategies to help solve our school dropout problem. Larchmont, NY: Eye on Education.

Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. and Kleiner, A. (2000). Schools That Learn. A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday/Currency.

Sprenger, M. (2002). Becoming A “Wiz” at Brain-Based Education: How to Make Every Year Your Best Year. Corwin Press, Inc.

Sylwester, R. (1995). A Celebration of Neurons: An Educators Guide to the Human Brain. Association for Supervision and Curriculum Development.

Material Specific to High School Learning and Curricula

Alick, D. (1999). Integrating multimedia and multiple intelligences to ensure quality learning in a high school biology classroom. EDUC 685-Multimedia Literacy. Retrieved on August 22, 2003, from http://www.angelfire.com/de2/dalick/researchMI.htm

The purpose of this paper is to explore the principles and usefulness of multimedia and Gardner's Theory of Multiple Intelligences in a high school biology classroom. Fang, W. (1995). The case for more high school gardens. Retrieved on August 22, 2003, from the City Farmer Web site: http://www.cityfarmer.org/highschool77.html

This article describes how school gardens coincide with MI. Gnadinger, N. (2000). Choice and learning styles in the high school classroom. Retrieved on August 22, 2003, from http://www.angelfire.com/electronic/lessonplans/frontpage.html

This site is dedicated to promoting choice in the high school classroom and increasing the use of learning styles theory to improve education. You will find lesson plans for math, science, English, foreign languages, humanities, social studies and art. President and Fellows of Harvard College (2003). Adult multiple intelligences. Retrieved on August 22, 2003, from http://pzweb.harvard.edu/Research/AMI.htm

This site provides information about the Adult Multiple Intelligences (AMI) Study. This was initiated to develop and explore the use of MI theory in the primary contexts of adult literacy education: Adult Basic Education (ABE), General Education Development exam (GED), adult high school diploma, and English for Speakers of Other Languages (ESOL). Seven Intelligences Checklist: Adult Version. Retrieved on August 22, 2003, from http://www.mitest.com/o7inte~1.htm

An MI assessment that may be computer or hand scored. Weber, E., & McMaster, R. Multiple Intelligence Teaching Approach (MITA). Retrieved on August 22, 2003, from the Web site: http://www.acsu.buffalo.edu/~rom2/ellen.html

This site presents Weber’s MITA for high school and higher education. Material Specific to Middle School Learning and Curricula Beitzel, C.. Multiple intelligences:" Hey! What about me?" Retrieved on August 22, 2003, from the MiddleWeb Web site: http://www.middleweb.com/mw/msdiaries/02-03wklydiaries/CB07.html

A social studies teacher at the Beverly Hills Middle School in Upper Darby, Pennsylvania, describes her use of M.I in the classroom.

Campbell and Campbell (1999). Multiple Intelligences and Student Achievement: Success Stories from Six Schools. The authors describe MI programs at Skyview Junior High School in Bothell, Washington, and the Key Learning Community in Indianapolis, Indiana. Carlson-Pickering, J., (1994). M. I. Smart! Retrieved on August 13, 2003 from the Charihio Middle School Web site: http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.htm

This site provides much ready-to-use information including a student “MI Project Contract”, and software suggestions. Clark, D., & Manninio, G. (2001). Die like an Egyptian. Retrieved on August 22, 2003 from the Palos South Middle School Web site: http://www.d118.s-cook.k12.il.us/south/curriculum/team6c/Egypt/egypt2.htm