Multiple Intelligences in the Classroom, 2nd edition (Paperback)

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Editorial Reviews

Product Description

"To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd edition of "Multiple Intelligences in the Classroom," Thomas Armstrong has updated his best-selling practical guide for educators, to incorporate new research from Gardner and others. Gardner's original studies suggested that the mind comprises seven intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal.

This new edition includes information on the eighth intelligence (the naturalist), a chapter on a possible ninth intelligence (the existential), and updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more. The book includes dozens of practical tips, strategies, and examples from real schools and districts--as well as solid outcomes of MI, including improved test scores and discipline. Armstrong provides tools, resources, and ideas that educators can immediately use to help students of all ages achieve their fullest potential in life.

Thomas Armstrong, an educator and psychologist from Sonoma County, California, has more than 27 years of teaching experience, from the primary through the doctoral level. He is the author of two other ASCD books, "Awakening Genius in the Classroom" and "ADD/ADHD Alternatives in the Classroom."

Book Description

“To respect the many differences between people”—this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI) theory, which holds that the human mind is composed of eight intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic—plus a possible ninth (existential). This updated 3rd edition of Multiple Intelligences in the Classroom, Thomas Armstrong’s bestselling practical guide for educators, includes two new chapters that address the worldwide reach of MI and rebut some common criticisms of the theory. This new edition includes updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more. The book includes dozens of practical tips, strategies, and examples from real schools and districts. Armstrong provides tools, resources, and ideas that educators can immediately use to help students of all ages achieve their fullest potential in life. --This text refers to an alternate Paperback edition.

Product Details

• Paperback: 144 pages
• Publisher: Association for Supervision & Curriculum Deve; 2 edition (May 15, 2000)
• Language: English
• ISBN-10: 0871203766
• ISBN-13: 978-0871203762
• Product Dimensions: 9.8 x 7.8 x 0.5 inches
• Shipping Weight: 12 ounces
• Average Customer Review: 4.2 out of 5 stars  See all reviews (12 customer reviews)
• Amazon.com Sales Rank: #151,792 in Books (See Bestsellers in Books)

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Customer Reviews

Most Helpful Customer Reviews

35 of 35 people found the following review helpful:

4.0 out of 5 stars Multiple Intelligences can be APPLIED, July 24, 1999

By A Customer

This review is from: Multiple Intelligences in the Classroom (Paperback)

I have been fascinated with the idea of multiple intelligences since I first learned of Howard Gardner's theory. Thomas Armstrong provides a review of the basics of that theory, but then takes it a step further. Armstrong provides countless examples of how each intelligence can be used in the classroom as well as how those intelligences can be assessed. Armstrong also provides ideas on what to include in a M.I. portfolio and how to assess each student's learning through their unique intellectual proclivities. Finally, Armstrong shows us how the traditional paradigm of special education can change and benefit from the application of M.I. theory. This book is well organized, an easy read, and one meant to be read again and again.

37 of 38 people found the following review helpful:

5.0 out of 5 stars A new view on how we learn, February 11, 2001

By	Sorella's Mom "Laura" (Winthrop, ME United States) - See all my reviews

Did you know that a child who misbehaves in class is unconsciously telling you how he/she needs to approach learning? As a special education teacher and devotee of multiple intelligence theory, this book satisfied my thirst for knowledge on how to recognize and honor children for who they are, not simply who and what we want them to be. Armstrong covers MI theory not only in relation to learning academic subjects, but behavior, classroom management, and life in general. You will never look at education the same way!

30 of 30 people found the following review helpful:

5.0 out of 5 stars Six New Windows into our Minds: Improving Classroom Learning, July 24, 2000

By	Clifford Morris (Kanata, Ontario, Canada) - See all my reviews

Have you considered restructuring your 2000-2001 teaching program or, if you are a school administrator, your entire school program around Dr. Howard Earl Gardner's Theory of Multiple Intelligences (MI)? If you answered that important question in the affirmative, then Thomas Armstrong's "Multiple Intelligences in the Classroom 2nd Edition" is a must read.

In "Multiple Intelligences in the Classroom 2nd Edition", Armstrong reinforces Gardner's (1983) MI theory as a confirmed classroom application. This revised and expanded book encourages all types of teachers, be they special education teachers, regular classroom teachers, or teachers of students identified as intellectually exceptional, to show a more holistic view that validates students for who they truly are.

The 156 pages of this book outline innovative strategies for integrating an eighth intelligence, the naturalist, into a classroom/school program. Moreover, Armstrong presents new outlooks, including three potential predicaments, about the possibility of a ninth intelligence--the existential--the intelligence of concern with ultimate life issues and its potential.

Armstrong's insights for teaching and learning, recent case studies and research on the effective uses of MI theory represents a welcomed update to his initial 1994 book of the same title.

Armstrong is to be commended for his comprehensive comments on nurturing students' intelligence strengths. He suggests practical strategies for reducing or (even possibly) eliminating achievement gaps between all types of learners. Moreover, he provides (those busy) classroom teachers and school administrators with new insights for developing a MI learning environment. This 2000 revised book is a necessary read for all who are interested in MI forms of schooling.