Multiple Intelligences in the Classroom

When

25 Oct 2010 - 27 Oct 2010
9:00 am - 4:00 pm
Asia/Singapore

Where

Melbourne
Melbourne, Melbourne, VIC

Event Tag

Do you want to reach all of your students? Do you want to make your lessons more interesting and reinforcing for your students? Do you want to build in more flexibility in your teaching? 

Then this workshop is for you.  The Theory of Multiple Intelligences will provide you with a frame for understanding your students, understanding your own teaching style, and developing lessons that invite all learners.  You will learn the theory through a variety of simulations and case studies of real students, while building your toolbox of effective classroom strategies that reach all students. Be prepared to sing, draw, build, reflect, talk, write, analyze, interact and connect to nature, while having fun learning.

Objectives
As a result of this workshop, participants will:

  • Understand how they can use multiple intelligences in their classroom.
  • Create a reasonable hypotheses about the strengths profile of their students
  • Develop a lesson plan that incorporates all 8 intelligences
  • Increase their awareness of their own personal cognitive profile
  • Apply the theory of MI to determine the most effective interventions/strategies for different learners

Outline
Day 1: Introduction to MI

  • Goals
  • Introductions
  • Tap Background Knowledge (pretest)
  • Simulation – learning names/facts
    • Reflect on how you learned the information
    • Post strategies
    • Connect to MI
  • Howard Gardner on Listening
    • Research
      • Language-Symbol system
      • Cultural reinforcement
      • Location in the brain
      • Neural pathway for memory
    • Listen 8 ways – simulation
    • Reflect on which way works for you
  • Introduction to each smart part
    • Characteristics
    • Simulation
    • Case study of young child
  • Exemplars in our group
    • Sort yourself by strength
      • How do you know?
      • What strategies do you use naturally?
      • How to recognize it in others
  • Reflection on the day

Day 2: MI & Reading, Writing and Listening

  • Using MI as an invitation to learning
    • Entry points
    • Language you use in the invitation
  • Teaching listening skills 8 ways
    • using poetry
    • short simulations
  • Teaching comprehension skills 8 ways
    • Using MI in the library
    • listening and/or reading
    • using children’s literature
      • examples
      • develop MI bibliography from readings you use
  • Developing writing skills 8 ways
    • Developmental scaffolding for writing
    • Memory issues
  • Homework 8 ways
  • Develop a model lesson using the MI model
  • Reflection

Day 3:

  • Identifying profiles in students
    • Structured interview
    • Evaluation choices for play
    • Identification of language choices
    • Data on centers and how children’ choose
  • Practice interviews
    • Identification of strengths
    • Identification of stop sign
    • Preliminary hypothesis
  • Interventions based on cognitive strengths
    • Sorting strategies by MI
  • Assessments of learning
    • Tic Tac Toe
    • Alternative assessments
    • Developing rubric for MI assessments
  • Putting it all together
  • Add remedial intervention loops to your lesson plan
  • Add alternative assessments to your lesson plan
  • Share lesson plans

Trainer’s Profile
Ellen, Ed. D. is addicted to understanding how people learn and helping people maximize their potential.  She has been a teacher since 1965 and has taught all levels, from preschool through graduate school.  She is in private practice, and splits her time between college teaching, providing professional development seminars, consulting to school districts and agencies, and training professionals to utilize her unique strength based assessments with struggling learners. She provides upbeat, informative and interactive conferences, workshops and seminars on a variety of topics that use a strength based approach to support student learning.  She currently facilitates two online courses that she developed, one on how to create an inclusive classroom and the other on effective teaching strategies for students with high functioning autism and Asperger’s Disorder.

Ellen has previously taught at Daemen College in Buffalo, New York  Nazareth College of Rochester, New York,  Rochester Institute of Technology, Colgate Rochester Divinity School and Monroe Community College in Rochester, New York.  She holds a Bachelors Degree in Education and Social Sciences from the University of Michigan, a Masters Degree in Special Education from Duke University and a Doctorate in Adult Education/Higher Education from Nova Southeastern University.

She has authored 14 books and dozens of articles.  Her newest book, MI Strategy Banks: 800+ strategies for the elementary classroom, has been translated into 4 languages and is being used by child study teams across the world.

Methodology
This workshop will include lecture, large and small group discussion, individual reflection, audiovisual presentations, and experiential activities. The format is designed to be engaging and encouraging of continual interaction between the learners and instructor.

Target Audience
This workshop is designed for all teachers and other adults who work in a school setting with students from preschools through to primary school.

Duration: 3 days, 18 hours
Closing Date: 1 Sep 10



Other Available Sessions
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