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Reinventing the Paradigm of Teaching 57 to do what he has to do” (Gardner, 1999). Every good teacher has to find better ways to motivate students and inspire quality learning in the classroom. Students enjoy tasks in which they can predict success. Thus, offering them different opportunities to draw upon their multiple intelligences strengths is an excellent way to ensure quality learning. Students should often be given (and asked to memorize) explicit rules for classifying information. Such active learning typically results in better understanding and better retention of the concepts and related material than REFERENCES is possible with a more directive teaching method. One of the most important practical thinking skills is knowing how to identify a problem. Problem finding is an excellent group activity, particularly if two or more groups work on the same task independently and then come together to compare strategies. In this way, each student has the benefit of exposure to several ways of solving the problem. Enhancing the environment critical thinking in the classroom is facilitated by a physical and intellectual environment that encourages a spirit of discovery. BEYER, B.K. 1985. Critical thinking: What is it? Social Education, 49. 270-276. BOETTCHER, J. 1997) (Florida State University) Pedagogy and Learning Strategies. Downloaded July1998 from the Web (). CARR, J. 1997. The Future is Already Here. A National Strategy For Australian Education and Training to Maximise Opportunities Offered by High Capacity Communication Services. () CHECKLEY, KATHY. 1997. The First Seven and the Eighth: A Conversation with Howard Gardner. Educational Leadership, Vol.55, No.1 COSTA, A.L. (Ed.) 1985. Developing Minds: A Resource Book for Teaching Thinking. Association for Supervision and Curriculum Development, Alexandria, VA. DAVID, G. LAZEAR. 1992. Teaching for Multiple Intelligences IN: Phi Delta Kappa Educational Foundation, Bloomington. KAREN, GUTLOFF (ed.). 1996. Multiple Intelligences. NEA Professional Library, West Haven, CT. DAVID, LAZEAR. Seven Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. EDWARDS, JACK. 1995. Multiple Intelligences and Technology. Information Resource Network, Florida. . GARDNER, HOWARD. 1985. Multiple Intelligences: The Theory in Practice, 251. ________ 1999. The Disciplined Mind. Simon and Schuster, New York. P.52. KIRSHNER, D. and J.A. WHITSON. 1997. Situated cognition: Social, Semiotic and Psychological Perspectives. Lawrence Erlbaum Associates, Mahwah, NJ. http:// 35.8.171.42/aera/pubs/er/er98ndx.htm.
58 Journal of Indian Education August 2007 KIRSHNER, D. and J.A. WHITSON. 1998. Obstacles to Understanding Cognition as situated. Educational Researcher, 27(8), 22-28. SALLY, BERGMAN. 1995. A Multiple Intelligences Road to a Quality Classroom. ISI/Skylight Publishing, Palatine, IL. LOUISA, MELTON and WINSTON PICKETT. 1997. Using Multiple Intelligences in Middle School Reading. Phi Delta Kappa Educational Foundation, Bloomington, in. DAVID LAZEAR. Seven Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. SOARES, LOUISE M. 1998. “Structure, Content, and Process in Teacher Training: The Relevance of Copernicus, Gardner, and Dewey,” The Clearing House, 71, No. 4, 219. Web links DAVE, ALICK. 1999. Integrating Multimedia and Multiple Intelligences to Ensure Quality Learning in a High School Biology Classroom EDUC 685-Multimedia Literacy . D. ANTONIO CANTU. 2000. An Internet Based Multiple Intelligences Model for Teaching High School History. .
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