[Assessment 1219] Re: Multiple Intelligences and Differentiated Instruction--registration opens

I am going to try the course; I just registered. As I've been following the discussion with interest, I've been very intrigued by the issue of multiple ihntelligences as they impact college transition, differentiated classrooms (from the point of view of skills levels as well as intrinsic motivation) and the increasing number of "developmental" students, regardless of their educational backgrounds. If colleges and universities could get out of the "developmental" model to a curriculum revision model that enhances instructional changes (faculty are now talking about Bloom's taxonomy as a starting point for curriculum revision), including differentiated instruction... I do this wearing several hats: while I was in adult education previously, in various ABE/ESOL programs, including tutor training (so the comments about CBOs and standards for volunteers is a very difficult topic), family, workplace, employability with technological enhancement literacy
 programs ccombining ABE and ESOL students, I am now teaching French (?!; it used to be ESOL but the university did away with its formalized program) developmental English composition, freshman college success seminars, working with a summer "bridge" program for at risk students, and I am also director of the university writing center. Writing across the curriculum, writing to learn, and multiple intelligences seemed to me to be answers to the differentiated classroom. I also identify with funding: my jobs are both part-time... and assesment (I work with the learning center to administer Accuplacer). We also have a lot of developmental problems with online students so I do writing center advising electronically....
Coincidentally, I'd been invited to facilitate an Oakland Unified Schools District ESOL teachers' retreat with a mindfulness activity (I chose walking the labyrinth) in relation to multiple intelligences, but I couldn't get the life scan fingerprinting done in time, alas. I may have some role in this program but I'm not quite sure what. In any event, when things come together like this, I tend to listen up,  so thought I needed to take advantage of the opportunity to take the course. 
Cheers, all you dedicated practitioners out there. 
Bonnie Odiorne, Ph.D. Post University Waterbury CT
----- Original Message ----
From: Forrest Chisman <forrest at crosslink.net>
To: The Assessment Discussion List <assessment at nifl.gov>
Sent: Friday, February 8, 2008 1:38:48 PM
Subject: [Assessment 1194] Re: Multiple Intelligences and Differentiated Instruction--registration opens


Very interesting. Anyone going to try it?
 
Forrest
 
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Kaye Beall
Sent: Thursday, February 07, 2008 3:41 PM
To: assessment at nifl.gov
Subject: [Assessment 1181] Multiple Intelligences and Differentiated Instruction--registration opens
 
World Education is pleased to offer Multiple Intelligences and Differentiated Instruction as an online training. 
 
The course syllabus and registration details are attached. Contact Kaye Beall at kaye_beall at worlded.org with questions.
************************
 
Adult Multiple Intelligences and Differentiated Instruction
 
Course Dates: March 12–May 13, 2008; Online chats during Lessons 3, 4, and 5
 
Course Description
Research conducted by the National Center for the Study of Adult Learning and Literacy shows that instructional practices inspired by Multiple Intelligences (MI) theory resulted in high levels of authentic instruction and student engagement.
Integrate your understanding of Multiple Intelligences (MI) theory with the power of differentiated instruction in this facilitated, eight-session course. You’ll learn how to apply MI theory and differentiate instruction for all levels of adult basic education and English for speakers of other languages. The facilitator will guide you as you develop your own MI-based lessons.
 
Objectives
Upon completion of this course you will be able to:
*Apply the theory of multiple intelligences (MI) to design learning activities that match your learning objectives
*Use varying methods of differentiated instruction (DI) that address the different skills and interests of your learners
*Apply knowledge of your own MI profile to your classroom teaching
*Produce and reflect on a lesson or unit using both MI and DI
 
Required Text:
Viens, Julie and Silja Kallenbach. Multiple Intelligences and Adult Literacy: A Sourcebook for Practitioners. (New York: Teachers College Press, 2004. Copies of the required textbook can be obtained from the publisher, Teachers College Press (TCP), the publisher at http://store.tcpress.com/0807743461.shtml. The cost is $27.95 per copy.
 
Course Format and Schedule: facilitated, online
During this eight-week course, you will engage in self-paced activities and readings, as well as asynchronous discussions with the facilitators and course participants. Three synchronous chats will be scheduled during Lessons 3, 4, and 5.
 
Syllabus: See attached PDF—AMI Course Details.
 
Course Facilitator: Wendy Quiñones
 
Estimated Completion Time: 40 hours
 
Registration: Complete and return the attached registration form-[PDF]. Payment must be received prior to enrollment. Registration is limited to 20 participants.
 
Cancellation policy: World Education reserves the right to cancel the course if the minimum number of registrants is not met by March 4, 2008.
 
Kaye Beall
Project Director
World Education
6760 West Street
Linn Grove, IN 46711
765-717-3942
kaye_beall at worlded.org
www.worlded.org
 


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