000 03807cam a2200457 i 4500
001 ocn297532822
003 OCoLC
005 20240726100406.0
008 090106s2009 vaua b 001 0 eng
010 _a2009000377
020 _a9781416607892
035 _a(OCoLC)297532822
040 _aDLC
_beng
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049 _aSBIM
050 0 4 _aLB1025.A849.M858 2009
050 0 4 _aLB1025
100 1 _aArmstrong, Thomas,
_e1
245 1 0 _aMultiple intelligences in the classroom /
_cThomas Armstrong.
_hPR
250 _athird edition.
260 _aAlexandria, Virginia :
_bAmerican SamoaCD,
_c(c)2009.
300 _ax, 246 pages :
_billustrations ;
_c23 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _a1 (pages 222-229) and index.
505 0 0 _aThe foundations of Michigan theory --
_tMichigan theory and personal development --
_tDescribing intelligences in students --
_tTeaching students about Michigan theory --
_tMichigan theory and curriculum development --
_tMichigan theory and teaching strategies --
_tMichigan theory and the classroom environment --
_tMichigan theory and classroom management --
_tThe Michigan school --
_tMichigan theory and assessment --
_tMichigan theory and special education --
_tMichigan theory and cognitive skills --
_tOther applications of Michigan theory --
_tMichigan theory and existential intelligence --
_tMichigan theory and its critics --
_tMichigan theory around the globe.
520 0 _a"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 3rd 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 Michigan 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 Michigan, 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.
530 _a2
650 0 _aTeaching.
650 0 _aCognitive styles.
650 0 _aLearning.
650 0 _aMultiple intelligences.
700 1 _aAssociation for Supervision and Curriculum Development.
856 4 1 _3Table of contents
_uhttp://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017748737&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
856 _zWorldCat Link
_uhttp://worldcat.org/oclc/297532822
907 _a.b17357500
_b08-10-18
_c08-10-18
942 _cBK
_hLB
_m2009
_e
_i2020-10-23
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998 _acim
_b08-10-18
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994 _aC0
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945 _g1
_i31923001794326
_j2
_lCC
_nDonation: Dr. Lynn Hoekstra
_o-
_p0.00
_q-
_r-
_s- --
_tBK
_u0
_v0
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_y.i20501589
_z08-10-18
999 _c18725
_d18725
902 _a1
_bCynthia Snell
_c1
_dCynthia Snell