Abstract
This paper researches the impact of computer technologies on kinesthetic learners, one of seven learning intelligences identified by Howard Gardner in 1983. Because the characteristics of the kinesthetic learner include learning through touching, moving, interacting with space and processing knowledge through bodily sensations, only highly interactive technologies that appeal to this group such as multimedia, hypermedia, visualization, and interactive computer programs are included in this research. The research results of eight studies covering education and technology are summarized and then analyzed for their impact on learning and the learning process itself. These studies include:
The Challenge 2000 Multimedia Project
The Collaborative Visualization (CoVis) Project
The Apple Classroom of Tomorrow (ACOT) Project
SchoolNet /Rescol Report: The emerging contribution of
Online resources and tools to classroom learning and teaching
The American Culture in Context: Enrichment for Secondary Schools (ACCESS) Project
The Lehrer HyperAuthor Study
The Highly Interactive Computing Environments (HI-CE) research
The Lego/Logo Project.

Table of Contents
1.0 Introduction
2.0 Statement of the Problem
3.0 Hypothesis with Operational Definitions
4.0 Literature Review
4.1 Background
4.2 Computers and Kinesthetic Learning
4.3 Existing Research
4.3.1 The Challenge 2000 Multimedia Project
4.3.2 Collaborative Visualization (CoVis) Project
4.3.3 Apple Classroom of Tomorrow Project
4.3.4 American Culture in Context: Enrichment for Secondary Schools
(ACCESS)
4.3.5 SchoolNet /Rescol Report: The Emerging Contribution of Online Resources and Tools to Classroom Learning and Teaching
4.3.6 Lehrer HyperAuthor Study
4.3.7 The Highly Interactive Computing Environments (HI-CE) Group
4.3.8 Lego/Logo Project
5.0 Methodology
6.0 Results
7.0 Discussion

From the Paper
"Interactive technologies that are appealing to kinesthetic learning such as multimedia, hypermedia, and visualization in virtual learning environments hold great promise for enhancing the learning experience. A variety of research studies have produced results ranging from the ability of interactive computing not only to enhance the student's ability to absorb complex information, but also to fundamentally reshape the learning process.

Interactive computing holds exciting potential to create student-controlled learning environments in which students are more responsible for their own instruction. And, interactive computing may change the learning behavior of students leading them to carry over the concept of information associations in multimedia and hypermedia into their own thought processes where they reach out to a broader range of external resources; form a greater consideration of who their information will be presented to; interact in longer-term projects with a broader context; and make stronger connections to subsequent learning and events."

Tags:movement, space, information

Abstract
This paper explains that there are eight distinct and independent intelligences: Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intra-personal and naturalist.
The author defines each distinct intelligence and gives an example of it application such as (1) linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish certain goals; therefore, (2) to develop this type of intelligence, a teacher must discusses metaphors and onomatopoeia. The paper states that classroom activities should be more varied, allowing students to learn use and to develop all the various intelligences.

From the Paper
"Naturalist intelligence is used in discerning patterns in natural, such as how differences species are related or what type of weather we might expect on different days. If I had a naturalist student, I would allow them to share their knowledge with other students. For example, during a science discussion about plants, I would allow the student to explain the evolution of plants in their own words because most teachers have the tendency to use words that most students do not understand. By allowing the student to explain it, the other students would understand it better."

Tags:distinct, individual, variety, intra-personal, kinesthetic

Abstract
This paper analyzes and review two psychological articles, each of which focuses on a specific theory of intelligence. The paper describes Gardner's theory of multiple intelligences and the Cattell-Horn Theory of Fluid and Crystallized Intelligence (Gf-Gc Theory). The paper explains that Gardner proposes the existences of intelligences that include spatial, logical-mathematical, linguistic, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic, musical, and existential, while the Cattell-Horn Theory of Fluid and Crystallized Intelligence has led to a better understanding of the importance of wisdom that improves with age. The paper notes that although there are many critics that illuminate the inherent problems with these and other intelligence theories, progress in the domain of intelligence and intelligence testing will continue. The paper concludes that poverty, poor health, environmental, and genetic issues are viewed as contributory factors of low intelligence and low testing scores, and how psychological science deals with these issues will be a key factor in the effectiveness of intelligence testing.

Outline:
Gardner's Theory of Intelligences
Theory of Fluid and Crystallized Intelligence (Gf-Gc Theory)
Evaluate the Effectiveness of Intelligence Testing
Conclusion
References

From the Paper
"The Stanford-Benet Intelligence Test followed the Benet-Simon Scale. The original theory and test developed by Benet was standardized by way of the use of American participants. In 1916 the Stanford-Binet Intelligence Scale rapidly became the prevailing intelligence test employed in the United States; however, the development of new theories concerning intelligence was soon introduced. According to article number one, the theory of multiple intelligences (Intelligence Testing, 2005), Gardner originally proposed that there were "seven components of intelligence" (University of Oregon, 2010, para. 13). Gardner went on to assert that the seven intelligences were quite distinct, and that each individual was equipped with varying levels of each intelligence (Intelligence Testing, 2005); however, Gardner did not claim that this list was complete and has since added two additional components to his list. Gardner composed a list of nine accepted components of intelligences that include spatial, logical-mathematical, linguistic, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic, musical, and existential (Visser, Ashton, & Vernon, 2006.). Gardner's work has been studied by many teachers who use the problem-based learning (PBL) technique. An example of the use of PBL is the team learning concept. Teams are selected by the team's collective talents that encompass as many of the areas of intelligences that Gardner proposed as possible. The use of PBL is employed in one of two ways. The team is encouraged to do specific tasks in line with their highest levels of intelligences or they may be asked to work on tasks outside their realm of intelligences. The latter method is used to encourage the development of the individual team member's knowledge of those areas of intelligence that are his or her weakest (Oregon Technology in Education Council, 2010). This style of teaching and learning can aid in the development of talents of each student in both his or her weakest areas of intelligence and his or her strongest levels of intelligence."

Tags:Stanford, Benet, fluid, crystallized

Abstract
This paper explains that, unlike the previous belief that defined a singular I.Q., the Multiple Intelligence Theory proposes that people use at least seven (7) relatively autonomous intellectual capacities which are linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intra-personal intelligences; these intelligences do not develop equally or at the same rate. The author points out that without the critical factor of acknowledgement of multiple intelligences in the first-grade classroom and that without this being acknowledged, the students in the first-grade classroom may be mislabeled and get off on their educational journey on the wrong foot thereby affecting them permanently in terms of their development. The paper relates that the four factors in educational reform within the theoretical base of multiple intelligences are (1) assessment (2) curriculum (3) teacher education and (4) community participation.

Table of Contents
Introduction
Purpose of the Study
Background of the Problem
Significance of the Study
Hypothesis and Research Questions
Limitations of the Study
Definitions and Terms
Literature Review
Summary

From the Paper
"Gaining an understanding in multiple intelligences assists students in gaining self-understanding as well as gaining an understanding of others personally, interpersonally, professionally and culturally. Another consideration is that the assignation of intelligence is different from one culture to another. For example while one culture holds that linguistic intelligence is more vital another culture may hold that logical or spatial intelligence is superior. Integration of learning styles is a challenge in the classroom and requires that the teacher assist the students in finding each his or her own identity through their own unique assets and strengths toward successful learning."

Tags:autonomous, best-fit, teacher, assessment, mislabel

Abstract
During the past two decades, Howard Gardner's work in developmental and educational psychology has offered teachers and educational psychologists the means of education, but, until recently, he has not made explicit his theory of the purpose of education (the ends of education). His description of the means of education has been based on his research establishing the seven, eight, or nine intelligences. His work in the 1980s and early 1990s demonstrated that nearly all humans, regardless of culture, have seven basic intelligences (linguistic, logical/mathematical, spatial, interpersonal, intrapersonal, musical, and bodily-kinesthetic). Since that time, he has added an eighth intelligence, the naturalistic and he is toying with the idea that there might be a ninth, the existential.

Abstract
This paper explains that Howard Gardner's multiple intelligence theory defines a person's intellectual capacity as eight different intelligences: Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intra-personal and naturalist intelligences. The author points out that one of the most powerful aspects of the multiple intelligence theory is how it provides eight different potential pathways to engage and stimulate children of all intelligence instead of a one-size-fits-all program. The paper relates that, because the act of learning involves a student using his or her own talents to engage with the material, non-standard, experiential and, hands-on activities such as storytelling, drama, dance, music, art, observation, experiment, constructing, problem-solving, discussion, reading and writing are all important.

Table of Contents
Introduction
Statement of the Problem
Literature Review

From the Paper
"Walter McKenzie's "Multiple Intelligences and Instructional Technology" also provides a wealth of ideas on the incorporation of Gardner's theory in the classroom setting, including at the Grammar School level. McKenzie brings together theory and tool for a practical implementation that might benefit all students in the class. He provides a detailed rationale for modifying standard lesson plans that exalt the reading, writing, and arithmetic so prevalent in established curriculum, and even helps teachers decide what intelligences are best incorporated into their unique learning environments. He hails the POMAT method in design, the theory of "backward planning" supported by Jay McTighe and Grant Wiggins."

Tags:pathways, modification, non-standard, one-size-fits-all, personalized

Abstract
This paper examines the classic Greeks and Athenian view on the world around them. It describes the concept of the body, mind and inner self that lead to philosophical inquiry and questioning of the human mind and the resulting societies it created.

From the Paper
"Athens during the fifth century B.C. is often identified as one of the main sources of Western values and standards. Later Europeans and Americans regarded the Athenians as the originators of democracy, drama, representational or realistic art, history, philosophy, and science. At different times over the last 2,500 years they also attempted to imitate the "Golden Age" of classical Athens in everything from buildings to literature. Many U.S. state capitols and government buildings are modeled on the Parthenon or other temples. We still divide drama into tragedy and comedy in the same way the Athenians did. During some historical periods, such as the Renaissance, thinkers and writers made conscious attempts to return to the classical ideals in all areas of life, combing the works of Athenians authors for previously overlooked material in the quest to draw guidance and learn everything possible from this unique flowering of culture."

Tags:ancient, athens, classical, greek, philosophy, plato, renaissance, socrates, classic, classics, western, society, fifth, century, b.c.

From the Paper
"Nonverbal communication consists of nonverbal behaviors that "acquire meaning as part of a communication process". These behaviors, which are characterized as channels of communication, include nonverbal vocalizations (paralanguage), facial expression, body movements (including gesture, posture and others), proximity and placement, and miscellaneous aspects of behavior such as clothing, decoration of the body and interactive rituals such as greeting by shaking hands. Nonverbal communication involves two basic processes: the processing of information and the management of impressions. The first process is interpretive in nature as messages are decoded in order to draw inferences from nonverbal behaviors about another person's intentions. The management of impressions is concerned with impact as it is the process of encoding messages ... "

Abstract
This paper addresses the ideas of gifted education and how it came about, starting with Alfred Binet and Lewis Terman's IQ test theories. Giftedness is defined in terms of both academic qualities and affective/social needs. Then, Howard Gardner's Multiple Intelligences and Benjamin Bloom's revised taxonomy are defined as ways of structuring questioning and learning in the classroom. Finally, several general teaching strategies are listed and described as ways for teachers to address the needs of the gifted.

Paper Outline:
Introduction to Gifted Students
General Differentiation Models and Theories
Differentiation Techniques
Conclusion
References

From the Paper
"In any subject area, teachers can differentiate for gifted students through the use of centers. In addition to whole-class instruction for topics most students are unfamiliar with, centers provide independent activities that each student can pursue at his or her own pace. Teachers differentiated the centers with books of various levels, different prompts to reading materials, modified assessments, multiple levels of questioning, and more or less time at individual centers (Johnsen, 2003)."

Tags:curriculum, elementary, bodily-kinesthetic, hierarchy