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This book provides a collection of practical secondary- and college-level classroom applications of the Theory of Multiple Intelligences to free students' learning potential and enhance creative expression.

The core theme of this book is to help teachers to develop and use a practical, five-step approach to engage students' strengths for deeper understanding in vibrant classroom communities. This book will be of interest to any middle, secondary or higher education faculty who wish to foster brain-compatible curricula and learning.

This book introduces practical lesson ideas from MITA's (Multiple Intelligences to Achievement) brain-based tools that help students to accomplish things they'd never accomplished before, by using parts of their brain that they never used before. The author devotes each chapter to one different and unique roundtable/cooperative setting that is marked by challenge and satisfaction. Each chapter also describes different approaches where doable brain- based strategies help teachers and students benefit from learning renewal in their classes. Knowledge in these interactive roundtables adds value to understanding, through inquiry, self-reflection, collaborative learning, problem-solving, and integration of skills and ideas. To further extend MITA's roundtable practices, the final chapters focus on curriculum and assessment tools that build on teachers' own best practices, for higher achievement and motivation.

• Demonstrates straightforward plans and strategies that help students and teachers accomplish new outcomes by using parts of their brains that have been neglected.

• Suggests active explorations and assessment techniques for any secondary classroom that relate lesson topics to students' interests and abilities to learn and achieve better results so that teachers can readily use MITA to further learning.

• Provides secondary and college lessons and examples from Howard Gardner's MI Theory which are then integrated with brain-based insights to create authentic and practical guidance to assist teachers in their classrooms.

• Illustrates barriers teachers face as they attempt to integrate current learning theories and suggests troubleshooting alternatives that enhance improved practices.

• Offers updated tools and tips for uncovering hidden or unused intelligences and optimizing what teachers already do well, by creating brain-compatible curriculum.

Introduction.

Learning Theory / Cognition & Instruction  (Ed Psych / Tests & Measurements)
General Methods (K-12)  [SUPPLEMENTS]   (Curriculum & Instruction)
Introduction to Educational Psychology  (Ed Psych / Tests & Measurements)

This book will help teachers develop and use Multiple Intelligences strategies. Material is presented in a practical five-step approach to engage students' strengths for deeper understanding in vibrant classroom communities. This book will be of interest to any middle, secondary, or higher education faculty who wish to foster brain compatible curriculums and learning.

“The book is well-written. The content is accurate and provides information that is useful to both classroom teachers and pre-service teachers.... I would definitely use this book as a required text in my class. This is the first book that I can say that about.”
Dr. Michelle Scribner-MacLean, University of Massachusetts-Lowell

“Weber effectively integrates her personal teaching and learning experiences throughout the text. This integration provides authenticity and practicality to her work.... Her work on multiple intelligences goes beyond the work of similar types of books.”
Dianne V'Marie, University of Phoenix

“Teachers will find this both provocative and useful. The author gives many concrete and useful ideas while at the same time extending our vision and thinking.”
Tom Hoerr, New City School

“I certainly will use this text in my theory course, and I plan to incorporate some of the suggestions and activities into my own teaching.”
Rick Gay, Davidson College

“The concrete lesson plan and activity ideas are very creative and exciting, and can stimulate much more thought.”
Elizabeth Aaronsohn, Central Connecticut State University

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