Active Learning Handbook for the Multiple Intelligences Classroom.

Active Learning Handbook for the Multiple Intelligences Classroom James Bellanca 1997 Arlington Heights, IL: IRI Skylight Training and Publishing, Inc. 464pp. $29.95 ISBN 1-57517-071-X

This book presents "200 practical, `ready to wear' active learning strategies that can be implemented immediately in the K-12 classroom." The author brings together Gardner's Multiple Intelligences (MI) model, active learning, and teaching for transfer through strategies that can be applied across multiple disciplines. The book is divided into eight sections, each describing approximately 25 strategies addressing one of the multiple intelligences. Strategies are described in two or three pages, with a consistent, clear format that includes purpose, when to use, what you'll need, what to do, (sometimes) an example, and variations. The book also includes a brief (~150 words each) explanation of the multiple intelligences, rationale for active learning, how to use the strategies, glossary, 22 blackline masters, chart of activities grouped by strategy (assessment tools, graphic organizers,, etc.) and brief bibliography.

I appreciate the rationale and explanation of research supporting active learning, teaching for transfer, and Feuerstein's challenge principle as well as the descriptions of the eight MI's. The writing, organization, and graphics throughout the book are reader-friendly and communicate the essence of each strategy concisely. Most of the strategies are generic, making them usable across the curriculum.

Another benefit of the book is that active, MI-based instruction may allow previously unidentified gifted students to "show their stuff' in ways they couldn't or didn't in a traditional classroom. While the author didn't have gifted education as an intended audience, some of the strategies would extend students' skills and/or knowledge, while others would allow students to use the existing talents they bring to the class.

My concern is the mixed message sent by the book. If used by someone familiar with MI, it can be a valuable resource for lesson planning. However the overall design and marketing seem to encourage the "cookbook" use the author tries to discourage in the How to Use the Book section, where he says these strategies are most potent when used consistently, with a specific learning purpose, in the context of overall curriculum and instruction. The brevity of entries, energetic graphics, and limited explanation of the multiple intelligences themselves could lead to superficial use of the strategies. This is particularly true if the user is not familiar with MI and thus not able to see or develop the MI aspects of the lesson.

The author dedicates the book to "all teachers who are striving to make learning an active, rewarding experience for their students." Those familiar with MI theory will benefit most from the book, as prior knowledge would be necessary to use the strategies in the substantive way the author desires. With respect to gifted education, use of these strategies would help classroom teachers become better "talent spotters" and would support gifted specialists in addressing such areas as visual/performing arts and leadership.

Compared to the other books intended to help teachers implement MI in the classroom, this one is broader (200 strategies) while others are deeper (fewer strategy ideas but more depth of explanation). Whether that is a plus or minus depends on the prior knowledge and desired learning outcomes of the reader. It is one of the first books to address the naturalist intelligence.

Reviewed by Gina Schack, an Associate Professor in the School of Education at the University of Louisville where she is involved in gifted education, talent development, middle school teacher preparation, and Professional Development Schools.