Multiple Intelligences for Differentiated Learning: (In A Nutshell Series)

There is an intricate literacy to Gardner's multiple intelligences theory that unlocks key entry points for differentiated learning. Using a well-articulated framework, rich with graphic representations, Williams provides a comprehensive discussion of multiple intelligences. He moves the teacher and students from curiosity, to confidence, to competence in understanding and using the multiple intelligences theory in the most practical ways in curriculum, instruction and assessment.

Table of Contents:
Introduction Part One: Introducing Multiple Intelligences (Getting Acquainted with the Theory) The Beginning: Founder and Theory Gardner's Criteria for Distinguishing an Intelligence Proponents for Application of the Theory Implications for Differentiation Part Two: Multiple Entries to Differentiation Brain Theory Curriculum/Standards--Any Subject Instruction--Calling for Attention--Curiosity Assessing Active Engagement Conclusion Part Three: Multiple Connections for Differentiation Constructivist Theory Curriculum/Standards--Focus On Concepts Instruction--Memory, Confidence Assessing Conceptual Grasp Part Four: Multiple Representations in Differentiation Transfer Theory Curriculum/Standards--Focus on Details Instruction--Depth Understanding--Competence Assessing Performance and Application Conclusion Bibliography

About the Author :
Bruce Williams has more than thirty five years of international consulting experience, and is noted for his expertise in group facilitation and in planning and team building methodologies. Williams' specialty is facilitating participative, interactive group workshops whether they are focused on strategic planning and consensus building or instructional methodologies for the classroom. He has conducted successful workshops on brain compatible learning and school change facilitation, and he frequently presents in the areas of cooperative learning, higher order thinking skills, and authentic assessment. With seven years' experience in teaching English as a second language in Japan and Korea, Williams is highly experienced in working with diverse populations. Thirty-six years' experience in adult training also make him a valuable resource in facilitating school change. In addition to conference workshops in 2002 in Australia and New Zealand, he has been invited three times to present workshops for teachers in Singapore. In April of 2004, Williams was the keynote speaker for 400 principals and teachers in Beijing.