Integrating Curricula With Multiple Intelligences

Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies.She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classroomsRobin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL.  She is known as the teachers’ teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.

"Teachers are held accountable for designing instruction and assessing standards-based outcomes. They are also asked to teach for retention, cooperative learning, and individual differences. This book provides a wealth of delightful, creative, and compelling strategies and lessons, with techniques for integrating these diverse objectives."

• Foreword by Howard GardnerAcknowledgmentsIntroductionThe Why′s and Wherefore′sA Look at the Book1. TheoriesCaine and Caine′s Twelve PrinciplesFrom the Tower: Gardner′s Theory of Multiple IntelligencesFrom the Field: Multiple IntelligencesFrom the Tower: Fogarty′s Models of Curriculum IntegrationFrom the Field: Curriculum IntegrationDifferentiated InstructionFrames of Mind - Grid Talk2. TeamsTeams RapList of Words (Bombardment)Jagged Profile ActivitiesJagged Profile ImplicationsCollaborative Teams in Professional Learning CommunitiesForming Teams: Top Down or Bottom Up?Beginning the Conversation: It′s a Start!Teaming ConferenceTeam MeetingsGuide on the Side: Facilitating the Team or PLC3. ThemesThemes as Organizing CentersThemes as CatalystsThematic Teaching TheoristsT-H-E-M-E-SBasic ModelsIntroduction to Tandems - ThemesElementary Lesson: "Miss Mary Mack"Middle School Lesson: Africa - South of the SaharaHigh School Lesson: Medieval Europe During the Black DeathMatrix Mixer4. ThreadsReform for the Twenty-First CenturyProblem Solving Becomes the ThreadLife SkillsBasic ModelsIntroduction to Tandems - ThreadedElementary Lesson: Threaded Model: PredictionMiddle School Lesson: Threaded Model: Cause and EffectHigh School Lesson: Threaded Model: CommunicationKids Incorporated and the Cemetery StudyAuthors′ NoteThe Tri-Assessment ModelRubric for Integrating LearningUsing the Tri-Assessment ModelSpeech Fugue: ElementaryAppendix: Miscellaneous ToolsBibliographyIndex