In this invaluable book, Tom Hoerr relates a decade's worth of MI experiences at St. Louis's New City School. We learn about the staff's initial exposure to MI theory, the many activities (some more successful than others) that were undertaken by faculty and staff in teaching, curriculum, adult development, and assessment; the challenges that the leader faces in attempting to bring about significant and lasting change. Especially compelling are the continuing efforts to develop the personal intelligences during a period when issues of diversity, multiculturalism, and standards loom so large. Hoerr underscores the centrality of collegiality, the problems posed by transient students and faculty, the complimentary role played by public exhibitions and standardized test scores, the role of friends in determining the activities (and intelligences) favored by the children the delicate line between support and challenge that the leader must walk, the tension between excellence and perfection. I value the concrete examples, as well as the ties to important conceptual work, such as that undertaken by Roland Barth on collegiality, Peter Salovey on emotional intelligence, and Peter Senge on the learning organization. Achieving excellence has always been a process. Hoerr makes it abundantly clear that the effort to use MI ideas effectively must remain on the agenda. Still, I can testify that, over a 10-year period, clear, palpable, impressive progress can be made. We can improve schools significantly, but only if we take the long view and do not settle for patch work fixes. Thomas R. Hoerr is the director of the New City School in St. Louis, Missouri. Under Hoerr's leadership, the faculty began implementing the theory of multiple intelligences in 1988.Fourth graders at New City School culminate their unit on the states, for example, by selecting a state, studying it, and ... The 6th graders prepare narrative autobiographies that also include photos, drawings, bar and line graphs, survey results, ... The next two pages contain rubrics for both the linguistic and logical- mathematical intelligences and also include narrative reports about the studenta#39;s progress.
|Title||:||Becoming a Multiple Intelligences School|
|Author||:||Thomas R. Hoerr|
|Publisher||:||ASCD - 2004-10-01|