[Assessment 1227] Re: Multiple Intelligences and Differentiated Instruction--registration opens

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Forrest Chisman forrest at crosslink.net
Fri Feb 8 22:35:19 EST 2008


Good for you. You’ve obviously had (and are having) a remarkable career.
This can only enhance it.


From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Bonnie Odiorne
Sent: Friday, February 08, 2008 7:33 PM
To: The Assessment Discussion List
Subject: [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?


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


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

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


kaye_beall at worlded.org

www.worlded.org <http://www.worlded.org/>

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