Course Description
The Personally Intelligent Teacher is a course designed to teach teachers about the interpersonal and intrapersonal intelligences. The Personally Intelligent Teacher course is based on the theoretical foundations of William James and Functional Psychology and Howard Gardner's theory of Multiple Intelligences, specifically the personal intelligences.

The model was developed from a research project at the University of Southern California in 1985. The project resulted in the development of an elementary and secondary curriculum to teach and develop personal intelligence in a classroom setting. The course adapts this curriculum to teach teachers how to recognize dynamics of the personality, how they apply to various aspects of personal intelligence and how to apply those dynamics in the classroom to enhance performance of themselves and their students.

Objectives
• Learn the theory of personal intelligence
• Identify intrapersonal and interpersonal skills that enhance classroom performance
• Identify the necessary conditions for a group to function successfully
• Learn how to create support in the classroom so that students are willing to participate
• Create an ongoing positive classroom atmosphere that promotes students taking educational risks in the classroom
• Learn basic coaching skills to enhance student involvement in classroom activities
• Learn how to overcome the feeling of awkwardness when learning new behaviors
• Learn and identify the five personality dynamics that enhance personal intelligence
• Learn how to enhance these 5 personality dynamics to increase personal and student performance
• Learn techniques that will increase morale and reduce stress in the classroom

Time Requirements
The Personally Intelligent Teacher is a 13 week 3 credit graduate level or sixty hour professional development course taught online. Modules 1 through 8 will be completed one per week. Modules 9 and 10 will be completed over a five-week period so students will have time to revise and complete the final integration project.

Hardware & Computer Skills Requirements
Students may use either a Macintosh computer or a PC with Windows 95 or higher. Students should possess basic word processing skills and have internet access with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Netscape Navigator, Microsoft Internet Explorer or America Online's (AOL) browser. To download a browser at no cost, visit one of the following Web sites – Netscape.com; Microsoft.com and AOL.com.

Course Materials
The text is 7 Kinds of Smart: Identifying and Developing Your Multiple Intelligences by Thomas Armstrong. A possible supplemental text is Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner.

Final Integration Project
Participants will conduct an assessment of personal dynamics in their classroom and design lessons that encourage the use of the personal intelligences.

Session Outline
Module 1: Introduction and Overview
Contents:
  1. Understand course requirements, goals and expectations
  2. Become familiar with course navigation system
  3. Historical overview of personal intelligence theory and functionalism
  4. Develop an understanding of the importance for focusing on the personal intelligences in schools

Module 2: The Theory Of Personal Intelligences
Contents:
  1. Understand an operational definition of personal intelligence
  2. Learn to identify interpersonal and intrapersonal behaviors
  3. Application of personal intelligence theory in the classroom for students
  4. Learn how the personal intelligences apply to teaching methods for teachers
  5. Introductions using the personal intelligence model

Module 3: Creating A Classroom Climate That Supports Personal Performance
Contents:
  1. Learn to create an environment for change in the classroom.
  2. Identify different stages in classroom group development
  3. Conditions and skills for increasing student interpersonal and intrapersonal intelligence in the classroom
  4. Learning to coach students on behaviors for classroom success
  5. Learn how personality images are created

Module 4: Learning About The Different Dynamics Of The Personality
Contents:
  1. The dynamic of Expression: The ability for people to say what they think and how they feel
  2. The dynamic of Activity: The ability for people to make things happen and to be active in creating their life
  3. The dynamic of Clarity: The ability for people to be alert, aware and responsive to themselves and others
  4. The dynamic of Feeling: The ability for people to experience, express and show their feelings
  5. The dynamic of Contact: The ability for people to make relationships and friendships and to be able to be close to others
  6. Learn how to assess strengths and weaknesses of these dynamics

Module 5: The Dynamic of Expression & Communication
Contents:
  1. Understanding the importance of expression to interpersonal intelligence
  2. Identify and assess weak and strong expressive behaviors and styles
  3. Understanding how a teacher's expressive style effects performance in the classroom
  4. Enhancing and encouraging the use of different expressive style for students
  5. Learn classroom activities that increase student knowledge of expression

Module 6: The Dynamic Of Activity & Taking Action In Life
Contents:
  1. Understanding the importance of physical movement of the body to personal intelligence
  2. Identify and assess weak and strong activity behaviors and styles
  3. Understanding how a teacher's activity style effects performance in the classroom
  4. Enhancing and encouraging the use of different activity styles for students
  5. Learn classroom activities that increase student knowledge of activity

Module 7: The Dynamic Of Activity Clarity & Self-Awareness
Contents:
  1. Understanding the importance of clarity to personal intelligence
  2. Identify and assess weak and strong clarity behaviors and styles
  3. Understanding how a teacher's clarity style effects performance in the classroom
  4. Enhancing and encouraging the use of different clarity styles for students
  5. Learn classroom activities that help develop clarity for students

Module 8: The Dynamic of Feeling & Human Emotion
Contents:
  1. Understanding the importance of feeling and human emotion to personal intelligence
  2. Identify and assess different feeling states and styles
  3. Understanding how a teacher's feeling style effects performance in the classroom
  4. Enhancing and encouraging the use of different feeling styles for students 6
  5. Learn classroom activities that help develop the ability for students to express feelings and handle the feelings of others appropriately

Module 9: The Dynamic Of Contact & Connectedness
Contents:
  1. Understanding the importance of contact and connectedness to personal intelligence
  2. Identify and assess different contact behaviors and styles
  3. Understanding how a teacher's contact style effects performance in the classroom
  4. Enhancing and encouraging the use of different contact styles for students
  5. Learn classroom activities that help develop contact and connectedness for students
  6. Learn how to create the connected classroom

Module 10: Final Integration Project For Effecting the Personal Intelligences In The Classroom
Contents:
  1. Identify strategies for maintaining a classroom that supports and continues to develops intrapersonal intelligence
  2. Design a personal program that supports and continues to develop the teacher's intrapersonal intelligence
  3. Complete final exam
  4. Complete course and instructor evaluation

Grading

Student Requirements

	1.	Participation: Participation in all Forum activities and dialogue with colleagues.
	2.	Reading Assignments: Students will complete all assigned reading in the textbook, Web sites and answer questions in the appropriate Forum thread.
	3.	Culminating Activity: Participants will conduct an assessment of personal dynamics in their classroom and design lessons that encourage the use of different intelligences.

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.

Bibliography

	•	Ceci, S.J. (1990), On Intelligence . . . More or Less: A Bio-Ecological Treatise on Intellectual Development, Enclewood Cliffs, NJ: Prentice Hall
	•	Coles, R. (1997), Moral Intelligence, New York: Random House
	•	Csikszenmilhalyi, M. (1996), Creativity, New York: Harper Collins
	•	Elias, M.J., Weissberg, R.P., (2000), Primary Prevention: Educational Approaches to Enhance Social and Emotional Learning, Journal of School Health. 16 (12), 186
	•	Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligence, New York: Basic Books (second edition, 1993)
	•	Gardner, H. (1993), Multiple Intelligence: The Theory In Practice, New York: Basic Books
	•	Goleman, D. (1995), Emotional Intelligence: Why it Can Matter More Than IQ, New York : Bantam Books
	•	Hart, J.L. (1998), Becoming a Father: The Real Work of Man's Soul, Deerfield Beach, FL, Health Commuications, Inc.
	•	James, W. (1962), Talks to Teachers on Psychology and to Students on Some of Life's Ideals, New York: Dover Publications, Inc.
	•	Mayer, J.D., Perkins, D.M. Caruso, D.R. (2001), Emotional Intelligence and Giftedness, Roeper Review, 23 (3) 131-7
	•	Pfeiffer, S.I. (2001), Emotional Intelligence: Popular but Elusive Construct, Roeper Review. 23 (3) 138-142
	•	Rovenger, J. (2000), Fostering Emotional Intelligence, School Library Journal, 46 (12) 40-41
	•	Sternberg, R. (1984), Toward a Triarchic Theory of Human Intelligence, New York: Viking
	•	Sternberg, R. (1996), Successful Intelligence, New York: Simon and Shuster

Online Resources
ALPS – Active Learning Practice for Schools, is an electronic community dedicated to the improvement and advancement of educational instruction and practice
Dr. Thomas Armstrong – Dr. Armstrong discusses Gardner's theory and offers suggestions on how to teach and learn at least eight different ways
ASCD: Multiple Intelligences – A wonderful exploration of the theory; our own MI profiles; and specifics on each intelligence area
Developing Higher Order Thinking Skills and Multiple Intelligences – The activities enclosed within, were developed by teachers for teachers to help teachers create learning environments that are not only educational, but exciting and fun
Education World – Curriculum: Multiple Intelligences: A Theory for Everyone
Exploring Multiple Intelligences – Information from New Dimensions of Learning
Dr. Howard Gardner – Home page for numerous articles on Multiple Intelligences Theory by the founder himself
Gardner School – The framework for this school located in Vancouver, Washington, is based on Howard Gardner's Theory of Multiple Intelligences
Harvard PROJECT ZERO – Project Zero is an educational research group at the Harvard Graduate School of Education. Their mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels
Official Homepages Of The Key School – The Key School is a magnet school in Indianapolis where the curriculum is centered on MI strategies
Learning Styles – Links for researching Learning styles developed at James Madison University
A Learning Styles Survey for College – The site offers you a chance to immediately find your preferred learning styles. Developed by the Catherine Jester, Learning Disability Specialist, Diablo Valley College
MIDAS-Multiple Intelligences Developmental Assessment Scales – A self report measure of intellectual disposition that may be completed by a child of an adult
Multiple Intelligences and Learning Styles – How can exploration of the Internet support a variety of learning styles and multiple intelligences?
Multiple Intelligences and Technology: A Winning Combination! – See how learning is enhanced when teachers combine strategies that encompass both the theory of Multiple Intelligences and the integration of technology
New City School! – An internationally recognized M.I. School in St. Louis, Missouri. Reframing Our Classrooms, Reframing Ourselves: Perspectives from a Virtual Paladin
Teacher's Net – A discussion of Gardner's MI Theory and education
Time Cover Story On Multiple Intelligences
Use ALL Your Smarts: Multiple Intelligences for Diverse Library Learners – As libraries move toward a fuller concept of library instruction through information literacy, they need a better understanding of how people learn and show what they know. Here is a site developed by the Vermont Library Association that does just that!
Westmark School – Westmark School in Encino, California has put together this site which links to information on Multiple Intelligences, Learning Styles, Brain Development, and more. This is a terrific resource for teachers needing help with students who learn differently

Course Authors
John L. Hart and Richard Revheim

John L. Hart (Ph.D., 1985 University of Southern California) is presently as Associate Professor at the School of Social Work, New Mexico Highlands University. He is a national board certified clinician (BCD) and was in private practice in Los Angeles, California for over twenty years. Dr. Hart is an expert in group psychotherapy and training and is currently the liaison for the New Mexico region for the Association for the Advancement of Social Work with groups. His Personality Fitness Training for Children and Youth program is widely used as a group model in public schools in the United States and in Norway. He is well known in the United States and in Europe for his advanced training seminars for psychiatrists, psychologists, and social workers that are annually held in Norway at the Clinic for Functional Psychology and at Modum Bad.

Richard Revheim (M.A. Psychology) is a school psychologist who has successful developed cross-age teaching, peer counseling, conflict mediation, group counseling, dropout prevention and drug intervention programs for schools. He has over 25 years of experience in public education, has conducted teacher education workshops on a national and international level and held board positions on mental health and drug boards and was president of the National Council On Self-Esteem. He is a co-author of the Personality Fitness Programs and Personally Intelligent Teacher course.

Register
To register to take TEI's Personally Intelligent Teacher online graduate course, go to the Course Registration page.