Secondary / High School

Intelligence Reframed: Multiple Intelligences for the 21st Century

In this book, Howard Gardner describes how the theory of multiple intelligences has evolved and been revised since its introduction in 1983. He introduces here the possibility of three new intelligences and argues that the concept of intelligence should be broadened, but not so much that it includes every human faculty or encompasses specific value systems. As well as responding to some of the critiques of the theory, he offers practical guidance on its educational uses in schools and museums and speculates about the relationship between multiple intelligences and the future world of work. ISBN-13: 978-0465026111

Schools Need to Pay More Attention to "Intelligence in the Wild"

Traditional schools usually emphasize the kind of intelligence students need to solve clearly defined problems. By stressing this kind of "laboratory intelligence," schools typically ask students to engage in focused, systematic tasks that have unambiguous goals and a clear choice of answers: learn this list of words and how to spell them, learn who the presidents were. The tasks may be challenging, but they are challenging in a predictable way. The attention paid to standards and assessments often works to increase the emphasis on this laboratory intelligence.

The Project Zero Classroom: Views on Understanding

What do Project Zero's ideas look like in practice? This book offers perspectives by teachers and researchers, including Howard Gardner and David Perkins, on several strands of Project Zero's research. Approaching the instructional goal of teaching for understanding, this volume is filled with examples that practitioners seek to help close the idea/action gap. Any of the articles provides a basis for reflective conversations among teachers and administrators working toward using Project Zero's ideas in their own schools. ASIN: B004S69940

Teaching for Understanding: Linking Research with Practice

This book describes an innovative approach to teaching that helps take students beyond the rote memorization of facts and figures to levels of understanding that will serve them well throughout their lives. The book is filled with rich examples gathered during six years of collaboration between reflective classroom teachers and researchers from the Harvard Graduate School of Education. At the heart of the approach is a framework that transforms traditional teaching by providing clear and coherent guidance in: choosing curriculum topics; defining explicit goals; designing learning activities; fostering student understanding; and assessing students' performance. ISBN: 978-0787910020

The Teaching for Understanding Guide

The Teaching for Understanding Guide: What does it mean to understand something? How do students develop understanding? How can teachers know how well they understand and support the development of understanding? Teaching for Understanding describes an approach to teaching that requires students to think, analyze, problem solve, and make meaning of what they have learned. Teaching for Understanding: Linking Research with Practice introduced the approach and the research that supports it. Now this companion workbook shows teachers how to use the four critical components of the Teaching for Understanding Framework.

Based on extensive research conducted by Project Zero and the Harvard Graduate School of Education, The Teaching for Understanding Guide offers teachers a practical way to apply the concepts of the Teaching for Understanding framework—both in the classroom and in curriculum planning. Using classroom examples from science, mathematics, language arts and social sciences, and reflecting the input of practicing teachers, the workbook shows how teachers can:

• Choose topics that engage student interest and connect readily to other subjects.
• Set coherent unit and course goals.
• Create activities that develop an demonstrate students' understanding.
• Improve student performance by providing continual feedback.

Brief case studies of teachers using this approach illustrate the process in action. Simple planning sheets and teaching units make this guide a useful resource for developing curriculum. Reflection sections at the end of each chapter suggest related activities, issues, and questions to facilitate further exploration of the chapter's ideas. The challenging process of rethinking classroom practice can lead to a new level of student understanding and learning. This how-to guide gives teachers the practical tools for making understanding more achievable in the classroom. ISBN-13: 978-0787909932