Problem-Based Learning and Other Curriculum Models for the Multiple Intelligences Classroom.

Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. (160 pp., pb ISBN 1-57517-067-1)

The thoughtful teacher seeking to enrich his/her teaching repertoire by exploring the richness of pedagogical techniques grounded in one of the most influential theories of human cognition in recent times will find much of interest in this book.

Howard Gardner's theory of multiple intelligences provides the intellectual underpinning of the many analyses and approaches discussed in this eminently practical manual. And among the many "practical" manuals available on how to apply a particular theory to the general classroom, this compact volume is noteworthy in that it supplies tools to the teacher interested in modifying his/her practice, pays attention to such a teacher's need to reference other in-depth coverage, and subtly instructs by example in how to use those tools to craft lessons.

Six curriculum models for encouraging self-directed learning are presented in authentic, complex situations, which, particularly at the high school level, evoke the highest levels of inquiry, critical analysis, and reflection. At the highest level, students in effect assume the role of teacher, while the teacher becomes the coach, facilitator, and even the learner. This ideal is in accord with much of the emphasis of current models of schooling that embrace more learner-centered structures.

Curricular decisions also embrace the determination of valued learner qualities and content and, by emphasizing reasoning over recall, guide both instruction and assessment into synchrony. Upon this premise, the author presents six curricular frameworks or models for learning, each using multidimensional strategies and versatile tools to operationalize Howard Gardner's conception of the eight multiple intelligences (the recently discussed "intelligence of the physical world" is also taken into account): problem-based learning, case studies, thematic learning, project learning, service learning, and performance learning. The six chapters each discuss one of the models, following the same logical pattern of definition, rationale, roles, applications, extensions and reflections.

The author's claim that the models presented in this book are appropriate to shape learning and assessment in K-college classrooms is illustrated by example. In all there are 18 instances presented, three instances for each of the six models. Of the three instances provided for each model, one is particularly appropriate for each of elementary school, middle school and high school. While the title of the book emphasizes the problem-based learning approach, many examples are provided from other models as well. One finds an elementary unit on Thematic Learning: It's a Seed of an Idea-about family trees, growth, and roots; a middle school unit on Service Learning: Violence: How Can We Kill It?-students work with police to set up a neighborhood watch program; and a high school unit on Case Study: Who Says?-censorship, bias ad rights.

The strength of this book lies in the accessibility of its examples and the way they are related to the underlying theoretical foundations. Clearly the examples are just that. The thoughtful teacher would need to glean methodology, decide if he/she subscribed to the underlying theory and then consider the application of the methodology to his/her curriculum. Some teachers would be capable of doing this. Many would need greater assistance than provided in this concise resource guide.

For teachers of the academically gifted, this book could well be used as a checklist of teaching techniques. In this case, the clear implication is that a teacher's failure to explore a large proportion of the techniques across a variety of models would indicate a constricted teaching style out of place in an advanced academic environment and unlikely to promote student development across the broad range of intelligences likely to be encountered in such a setting. The author, who has extensive experience in training teachers nationally and internationally, has distilled the essence of many hours of inservice training into this invaluable guide to teaching toward students' multiple intelligences.

Martin Reardon is a doctoral student in Educational Policy Planning and Leadership, and a Graduate Assistant at the Center for Gifted Education, The College of William and Mary, Williamsburg, VA.