Hi Bonnie and Forrest,
I am the developer and facilitator for this course, and I'm delighted to
hear that you registered, Bonnie!  I have taught transition-to-college
courses as well as ABE reading and writing from low-intermediate through
GED, as well as freshman comp at the community college level.  What we do in
this course is applicable at all those levels, as well as in ESOL. I don't
have much ESOL experience myself, but quite a few participants in similar
courses I've run have been ESOL teachers and they have been able to use the
concepts in wonderfully creative ways.  I think the principles of MI and DI
can be used at any level and any setting, and the course is flexible
enough to allow for use anywhere -- basically participants will learn
principles and then use them by making a lesson plan for their own
practice.  I've done several of these courses, and they are fun!

Hope I'll see many of you there,
Wendy Quinones


On Feb 8, 2008 7:33 PM, Bonnie Odiorne <bonniesophia at sbcglobal.net> wrote:


>  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

>

>

>

>

> -----Inline Attachment Follows-----

>

> -------------------------------

> National Institute for Literacy

> Assessment mailing list

> Assessment at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/assessment

> Email delivered to bonniesophia at sbcglobal.net

>

>

> -------------------------------

> National Institute for Literacy

> Assessment mailing list

> Assessment at nifl.gov

> To unsubscribe or change your subscription settings, please go to

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> Email delivered to teacherwendyq at gmail.com

>

>

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