Multiple+Intelligences

**Elizabeth Stavis ** **Spring 2011**
 * Multiple Intelligences **

**What are multiple intelligences?** Multiple intelligences theory or MI theory was first developed by Howard Gardner in 1983 in his book //Frames of Mind// (Gardner, 2003). Howard Gardner, a psychologist and Harvard University graduate, was not satisfied with a single measure of intelligence based on an IQ test. Instead, Gardner thought that intelligence was one’s ability to problem solve or create products that are valued in one or more cultural setting (Smith, 2008).

In 1995, Gardner (2003) declared that intelligence is a characteristic that every human has, is a way in which all human beings differ from one another, and is the way a person completes an activity in virtue of their personal goals. Every person is a mixture of all of the multiple intelligences, but typically score high in one or more areas (Gardner, 2003).

In his book //Frames of Mind,// Gardner initially outline seven multiple intelligences including linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, and intrapersonal intelligence (Smith, 2008). In 1999, Gardner added an eighth intelligence to his original list after much research and reflection by Gardner and his colleagues. Two other intelligences were analyzed and acknowledged including a spiritual intelligence and an existential intelligence, however they were found to be too complex to add at that time (Smith, 2008)

Although there is no empirically designed assessment to identify a person’s multiple intelligences, there are many resources including worksheets and tests that provide insight into possible MI scores (Smith, 2008). Gardner himself feels that several measures would be need to be developed and given for each multiple intelligence in order to accurately measure each intelligence (Smith, 2008). It is important for teachers to indentify students’ MI’s through the usage of online or printable tests, observations, and questioning of students’ preferences and skill sets.

**Examples of Multiple Intelligence Tests ** Some examples of multiple intelligence tests and worksheets can be found at the websites listed below. · Excerpted from Armstrong, T. //Multiple Intelligences In The Classroom//. Alexandria, VA: Association for Supervision and Curriculum Development (1994): []

· Birmingham’s City Council’s Grid for Learning: []

· Abiator’s Online Multiple Intelligence Assessment: []

1. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Linguistic intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;"> involves a person’s ability to accomplish tasks and goals using their sensitivity to spoken and written language (Smith, 2008). People who have high linguistic intelligence are able to effectively use language to express themselves in writing, and can use language to help them recall and memorize information (Smith, 2008).
 * <span style="color: black; font-family: 'Cambria','serif';">Description of Gardner’s Eight Multiple Intelligences (Smith, 2008) **

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">2. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Logical-mathematical intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;"> involves a person’s ability to analyze problems in a logical manner, usually using mathematical operations and/or scientific investigations (Smith, 2008). People who have high logical-mathematical intelligence are able to recognize and solve patterns, think and reason in a logical manner. In Howard Gardner's words, it entails the ability to detect patterns, think logically and reason from the general to the particular (Smith, 2008).

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">3. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Musical intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">involves a person’s ability to perform, compose, or appreciate musical patterns (Smith, 2008). People who have high musical intelligence are able to recognize and compose various pitches, tones, and rhythms (Smith, 2008).

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">4. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Bodily-kinesthetic intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">involves a person’s ability to use their body or body parts to solve problems (Smith, 2008). People who have high bodily-kinesthetic intelligence use their mental abilities to coordinate bodily movements. In MI theory, mental and physical activities are related (Smith, 2008).

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">5. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Spatial intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">involves a person’s ability to use their mental ability to recognize and use the patterns of both wide spaces and small areas (Smith, 2008).

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">6. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Interpersonal intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;"> involves a person’s ability to understand other people’s intentions, motivations and desires (Smith, 2008). People who have high interpersonal intelligence are able to work effectively with others (Smith, 2008).

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">7. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Intrapersonal intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;"> involves a person’s ability to understand their inner thoughts, feelings, and motivations (Smith, 2008). People who have high intrapersonal intelligence are able to regulate their lives by having a clear understanding of their inner workings (Smith, 2008).

<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">8. **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">Naturalist intelligence **<span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt;">involves a person’s ability to recognize, categorize and draw upon features in their environment (Smith, 2008). People who have high naturalist intelligence are sensitive to changes in the environment and nature (Smith, 2008).

**<span style="font-family: 'Cambria','serif'; font-size: 14pt;">What are the Benefits of Designing Lessons that Incorporate Multiple Intelligences? ** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">There are many benefits for teachers and students when multiple intelligences are incorporated into lessons. Primarily, using multiple intelligence theory in teaching allows for teachers to meet the emotional needs of the students. According to Tomlinson (2003), students whose emotions and affect is attended to are more successful and engaged in the learning process. Part of dealing with a student’s affect is to meet their needs as a unique learner, including matching content, process, and product to each student’s multiple intelligence. By creating lessons that meet various MI profiles, students’ affects are being attended to and recognized.

<span style="font-family: 'Cambria','serif';">After students are engaged in learning, they must be kept motivated to participate and remain engaged in the learning process. In order to maintain student engagement, lessons, activities, and assessments must be differentiated to meet the students where they are. Multiple intelligences provide a means of differentiation that meets the current needs of the students. According to Kagan (2009), multiple intelligences are “the type of stimuli we are attracted to and skilled with” (p. 4.17). Every student has a learning profile that describes the unique nature of each student’s learning needs by listing all of the factors that affect their education both positively and negatively (Wormelli, 2007). How a student learns best and prefers to learn, their multiple intelligence is part of their learning profile. By better understanding students’ learning profiles, including their multiple intelligences, teachers can design lessons, activities, and assessments that are differentiated to meet each student’s needs. By also teaching to students’ learning profiles, teachers can assess student knowledge using students’ multiple intelligences. Students can be smart in other ways than the traditional pencil-paper tasks and by using multiple intelligence assessments, teachers can better gauge student learning and assess students true knowledge.

<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">There are many activities available that incorporate students’ multiple intelligences. The activities can be further differentiated for individual student abilities, interests, and course content. Multiple intelligences are a good place to meet the students’ affect, engage them in the learning process, and maintain their engagement throughout learning.

**<span style="font-family: 'Cambria','serif'; font-size: 14pt; line-height: 115%;">Sample Lesson Plan ** · <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Sally Balm’s (1995) lesson plans that focus on using MI theory to teach Kindergarten students about body parts, their five senses, using their five senses, communicating observations about similarities and differences among animals, animals interactions with their environments, animal structures, characteristics of sand and water, experimenting if objects with float or sink, and describing where to find sand and water in the environment ([]). · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A Social Studies lesson written for 4th and 5th graders which focuses on the settlement of Plymouth but also compares and contrasts it to the previously learned settlements. The students will begin with a review of the class’ sensory figures flipchart and notes sheet. To learn about Plymouth, the students will work in small-groups to complete learning activities in a center with differentiated materials. After the center activity is complete, the students will return to the whole group to complete learning and review activities with teacher guidance that incorporate multiple learning modalities. As an assessment tool of the students’ knowledge of the three early English settlements, the students will complete an alternative assessment tool of their choice. The students’ will have a choice in their alternative assessment and will be able to best match their assessment choice to their multiple intelligences.

**<span style="font-family: 'Cambria','serif'; font-size: 14pt; line-height: 115%;">Strategy Match to Student Needs ** **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Activities for the Multiple Intelligences ** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Using multiple intelligences offers an array of activities and assessment types to be able to better differentiate instruction, motivate unmotivated students, extend for high achievers, gifted and talented students, and meet the needs of special education students. Below are some of the activities that align with the multiple intelligences. **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">1. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Verbal/Linguistic: __** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">lectures and debates, group discussions, books on tape/CD, using a word processor **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">2. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Logical/Mathematical: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> classification activities, scientific experiments, solving math problems on the board **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">3. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Musical/Rhythmic: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> mood music, using chants, rhymes, songs, and raps, using musical or rhythmic signals for answering such as whistling, clapping your hands, or stomping your feet **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">4. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Bodily/Kinesthetic: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> field trips, using hands-on manipulatives, tactile experiences and materials **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">5. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Visual/Spatial: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> charts, graphs, graphic organizers, and maps, picturing literary experiences, optical illusions **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">6. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Interpersonal/Social: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> cooperative learning structures and activities, interactive online activities, board games **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">7. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Intrapersonal/Introspective: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> self-paced instruction, private work areas, journal writing **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">8. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Naturalist: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> photographing the environment, using microscopes, telescopes, and hand lens, creating observational notebooks

<span style="font-family: 'Cambria','serif';">Nina Greenwald (1995) <span style="color: black; font-family: 'Cambria','serif';">developed a resource that matches students’ thinking language and their multiple intelligences. According to Greenwald (1995), students need to use the unique problem solving intelligence to better understand themselves, their strengths, and learn to apply those strengths to think and problem solve. Greenwald’s (1995) //Multiple Intelligences and Associated Thinking Language// <span style="font-family: 'Cambria','serif';">wheel can be used to identify the thinking language for the various multiple intelligences. Teachers can use the wheel to help them write objectives for lessons, design learning activities and assessments, and vary questioning within the classroom that matches up to the students’ multiple intelligences. **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Cooperative Learning Structures Matched to Each Multiple Intelligence ** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">In his book, Kagan (2009) recognizes that different cooperative learning structures appeal to different multiple intelligences. Below is a list of cooperative learning structures matched to the multiple intelligences (Kagan, 2009). **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">1. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Verbal/Linguistic: __** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">debates, Talking Chips, Team Interview **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">2. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Logical/Mathematical: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Who Am I?, Jigsaw Problem Solving, Find My Rule **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">3. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Musical/Rhythmic: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Team Chants, Songs for Two Voices, Poems for Two Voices **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">4. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Bodily/Kinesthetic: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Team Charades, Kinesthetic Symbols, Line-Ups **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">5. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Visual/Spatial: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Mind Mapping, Draw It!, Visualization **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">6. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Interpersonal/Social: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Jigsaw, Numbered Heads Together, Think-Pair-Share **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">7. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Intrapersonal/Introspective: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Agreement Circles, Corners, Proactive Prioritizing **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">8. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Naturalist: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Observe-Draw-RallyRobin, Categorizing, Same-Different
 * <span style="font-family: 'Cambria','serif';">Thinking Language **

**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Ideas for Practical Application of Multiple Intelligences ** **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">1. **__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Fostering Creativity: __<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> Using multiple intelligences can foster student creativity. During assessment or instruction, teachers can provide a choice of activities or tasks for students to complete. Students can choose activities based on their multiple intelligences. They will be more engaged in learning due to the choice and learning profile match, but they will also be able to use their unique problem solving intelligence (Greenwald, 1995).

**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">2. **__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Authentic Assessments __<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">: Teachers are able to assess students’ learning, progress, and growth without having to use formal assessments. Students learn in different ways and “teachers need to explore how each student may be “smart” in different ways” (Burke, 2009, p. 30). Effective teachers use multiple strategies for learning and assessment, and give students tasks that allow them to apply their skills and knowledge to authentic tasks in life (Burke, 2009). Authentic assessments provide meaningful, engaging tasks for students that foster higher level thinking and metacognitive strategies. When tasks utilize or match up to a students’ multiple intelligence, students are more engaged and can show how they are uniquely smart. Authentic assessments include teacher-made tests, rubrics, graphic organizers, questionnaires, interviews, conferences, learning logs, interactive notebooks, journals, and portfolios (Burke, 2009). Teachers need to use a balanced assessment model in which a variety of assessment types and multiple intelligences are used. Authentic assessments provide meaning data for teachers in how effective instruction is and to have student-driven instruction.

**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">3. **__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Cooperative Learning Role and Resource Assignments: __<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> In cooperative learning structures, often times students are assigned roles. Team projects such as Jigsaw, Group Investigation, and Co-op Co-Op requires the teacher to assign roles and resources (Kagan, 2009). In cooperative learning, the teacher structures every part of teamwork. In order to assign the roles and resources, teachers need to look at learner profiles including multiple intelligences. Groups can be formed with a homogeneous multiple intelligence with materials provided to match their preferred learning style. For example, a group of kinesthetic learners may provide manipulatives, cut-and-paste activities, and act-it-outs for an assessment. Within a heterogeneous group of multiple intelligences, students’ roles can align with their multiple intelligences. The intrapersonal intelligence person can be the note taker or timekeeper, the interpersonal intelligence person can be the captain or motivator, and the musical intelligence person can create a team logo or motivate students with a chant.

**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">4. **__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Identifying Meaningful Reinforcements __<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">: Teachers are always looking for reinforcers to use with students to help increase on-task, desirable behavior. Interest surveys at the beginning of the year can focus on identifying students’ multiple intelligences. Once students’ multiple intelligences are identified, a reinforcement menu can be created focusing on the eight multiple intelligences. Possible reinforcers for each multiple intelligence categories are listed below. **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">1. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Verbal/Linguistic: __** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">earning talk time with a peer, earning lunch with the teacher, earning show-and-tell time **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">2. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Logical/Mathematical: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> earning a maze or mental exercise worksheet, earning science lab time **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">3. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Musical/Rhythmic: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> earning music listening time, earning an audio book center, earning time to play on class instruments (maracas, small drums, tambourines). **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">4. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Bodily/Kinesthetic: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> earning dance time, earning football time **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">5. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Visual/Spatial: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> earning time playing a board game, earning time drawing, earning opportunity to decorate the classroom bulletin board **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">6. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Interpersonal/Social: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> earning talk time with a peer, earning bring a friend to lunch, earning bring a parent to school for the day, earning pen pal time or book pal time **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">7. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Intrapersonal/Introspective: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> earning journal time, earning time to blog, earning “alone time” (similar to a time out area but it is self-chosen as a positive reinforcer) **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">8. ****__<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Naturalist: __**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> earning playtime outside, earning class lesson to be taught outside, earning a field trip, earning a school “field trip” where they are given a pass to wonder around the school with a pass and timer

**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Other applications include using **<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">MI theory to assign classroom jobs and to make take home projects more meaningful by providing a choice. A Tic-Tac-Toe method of student selection of various assessments and activities linked to different multiple intelligences would be simple ways to implement MI theory in the classroom.

**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Resources: ** · <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;">Learn more about Multiples Intelligences with this Slideshare presentation: []

**<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%;">References ** <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%;">Balm, S. (19995). //<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%;">Kindergarten science objectives: Lesson plans from a multiple intelligences perspective //<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%;">. []. Retrieved April 6, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 38.5pt; text-indent: -38.5pt;">Burke, K. (2009). //How to assess authentic learning// (5th ed.). Thousand Oaks, CA: Corwin Press. <span style="color: black; font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">Greenwald, N. (1998). Songs the dinosaurs sang!: A model for teaching thinking through multiple intelligences. //Gifted Child Today//, //21//(6). <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.5in;">Kagan, S. (2009). //Kagan Cooperative Learning.// San Clements, CA: Kagan Publishing. <span style="color: black; font-family: 'Cambria','serif';">Smith, Mark K. (2002, 2008). Howard Gardner and multiple intelligences. //The Encyclopedia of Informal Education//, <span style="font-family: 'Cambria','serif';">[] <span style="color: black; font-family: 'Cambria','serif';">. Retrieved April 3, 2011. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.5in;">Tomlinson, C.A. (2003). //Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching.// Alexandria, VA: Association for Supervision and Curriculum Development. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.5in;">Wormeli, R. (2007). //Differentiation: From planning to practice Grades 6-12.// Portland, ME: Stenhouse Publishers.