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Craft Sticks and Toothpicks
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In order to service you better, the Institute will be posting activties on a monthly basis for teachers that want to apply MI in the classrooms and parents that want to conduct MI activities at homes.  These activities are pulled from our partner schools and are written by researchers and experienced educators.  We welcome your comments and additions to the activity list to enrich the community.







Activity Title



Craft Sticks and Toothpicks





Triggered Intelligences



*   Spatical Intelligence





Suggested Ages



*   Three

*   Four

*   Five





Learning Domains



*   Art





Learning Objectives



*   Use a variety of materials to create pictures, sculptures, and props for dramatic play





Materials and Equipment



1.  Craft sticks

2.  Toothpicks

3.  Food Coloring (yellow, red, blue, green)

4.  A basket





Preparation



1. Use the food coloring to dye the toothpicks and craft sticks. This can be done by a teacher when children are not     around, or with children.





Presentation



1. Put the toothpicks and craft sticks in the basket, and put the basket in your Puzzles and Manipulatives Center.

2. Once children have discovered these new materials, show them how they can use them to create designs.





Tips




When children are engaged in this activity, your questions and suggested inquiries should not be limited to the examples below. Think beyond the suggestions given to talk with children. Have real life conversations about the activity they are participating in so you can gain an understanding of what they already know and what they might want to know more about.

Because adults recognize and feel comfortable with symmetrical and radial designs, they tend to see them more often than other, more subtle types of arrangements. American educator, Rhoda Kellogg, in her thorough study of children’s visual representations, found that a number of configurations are universal in young children’s work. Among these configurations are shapes, symmetrical and radial designs, mandalas, and suns.







This activity can be extended by:



inviting children to “save a memory” of their configurations by drawing them





Feedback



We would love to hear your feedback and discussion on the following questions:

What is "MI" about this?

What else would you like to do with art?

Are there other activities relating to Spatical Intelligence?



 



Posted on: 2010/9/16 15:05
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Opening Position from Shekou International School, China
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Class Teacher for Grade 4-5 Year Class



Reports To


Children and Parents, ECLC Assistant Principal, SIS Director



Responsible For

Day to day management of the classroom including planning the daily program, documenting teaching and learning, setting up the classroom, managing behavior, and additional responsibilities as outlined below.



Contracted Hours

Local hire teachers are expected to work a total of 190 days (new teachers, 193), a minimum of 180 of which are teaching days.  The contracted work day is 7:30 to 3:30 with daily 45-minute lunch break. However, curriculum related work days, parent meetings, and conferences may extend those hours

 

Role 

The ECLC Teacher is responsible for providing a safe and developmentally appropriate environment in accordance with program philosophy, school policies and procedures.



Requirements

Must hold at least an undergraduate degree and some teaching experience (in early years)



Responsibilities

•    Provide a physically and emotionally safe environment for  children, that promotes a sense of belonging

•    Communicate with parents both formally and informally to discuss the children’s progress, using weekly newsletters, display boards, parent-teacher conferences, phone calls, progress reports, and casual conversations

•    Keep accurate records up to date of children’s information, accidents, attendance, progress and other specific needs

•    Maintain constant supervision of children

•    Develop appropriate learning and behavior strategies

•    Observe children’s interests and plan learning experiences based on their needs, abilities and interests

•    Organize and plan classroom activities on according to project approach

•    Collaborate and plan a teaching program with teaching assistants or interns

•    Develop an inclusive curriculum that incorporates diverse cultural awareness

•    Provide activities that support growth in all curriculum areas, math, literacy and language, science, art, music, physical education, social and group work skills

•    Incorporate the following areas of development into everyday learning: Sense of Self, Responsibility for Self and others, Pro-social behavior, gross motor and fine motor skills, learning and problem solving, logical thinking, representation and symbolic thinking, listening and speaking, creative thinking, reading and writing

•    Document children’s learning and progress through pictures, learning stories and progress reports

•    Utilize Rubicon system to plan and archive standards, benchmarks, activities and assessments

•    Collaborate with the whole ECLC team for the implementation of the WASC Action plans

•    Attend meetings as required by Assistant Principal or the Director including relevant school wide meetings and functions

•    Plan and implement one extra curricular after school activity (I day for 8 weeks) per school year

•    Be available to carry out school required duties including pedestrian crossing, lunch, recess and bus duties on a rotational basis

•    Additional duties when request



To apply, please email your resume and cover letter to gregory.chang@miinstitute.info



Posted on: 2010/9/1 14:00

Edited by admin on 2010/9/2 8:49:26
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Open Position from Suzhou SIP Landmark Skylight International Kindergarten, China
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Suzhou, China

Suzhou SIP Landmark Skylight International Kindergarten is a local bilingual Kindergarten located in Suzhou Industrial Park. The Kindergarten started operation in September 2006. It has 12 classes, 9 bilingual classes and 3 full-English classes presently. There is a position opening for an English Kindergarten Teacher.



Requirement

• A passion in teaching and nurturing young children (3-6 years old)

• With bachelor degree , Trained in teaching English as a second language to young children, preferably a relevant early childhood teaching qualification

• Excellent spoken and written English, preferably a Native speaker

• A passion in teaching and nurturing young children (3-6 years old).

• Has experience in teaching English reading program to very young children

• International education exposure is an advantage

• Require to start work in September



To apply, please email your resume and cover letter to gregory.chang@miinstitute.info



Posted on: 2010/8/30 14:36

Edited by admin on 2010/9/1 13:34:37
Edited by MII on 2010/9/1 13:47:08
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Open Position from Airdom Schools, China
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AIRDOM INC.

Recruiting ESL Teachers to Teach in China

Job Start Month: September

Job Start Year: 2010

Number of Positions: 3

Location(s): Zhengzhou and Luoyang



Position Overview

Teacher will teach in the Canada Class Program in China. The Canada Class Program is corporate between Canadian school board and Chinese public high schools.



Main Responsibilities

• Work with local Assistant Trainers to ensure classes are run efficiently and start and end as scheduled.

• Prepare lessons, print materials, technology and supplemental materials prior to the start of each class.

• Attend weekly meetings with the Airdom to communicate all pertinent student and classroom management issues.

• Participate in outside of classroom academic, marketing and Center social events as needed

• Collect audio & visual portfolio evidence of language learner work during lessons.

• Provide private lessons to young language learners as required due to learner absences or for students that are falling behind the class.

• Deliver both formal and informal assessments and progress reports throughout the program and keep close oversight on all learner records.

• Interact with both parents and young language learners in a way that makes language learning fun, engaging and educational.

• With local Assistant Trainers, maintain strong communication with parents as to their children’s progress by means of the Teacher/Parent portal and ongoing communication during performances, phone calls and parent/teacher conferences



Job qualifications:

• Candidates should be Native English speakers

• Internationally recognized TEFL or TESOL certification

• Creativity and excitement to bring a unique personality to the Canada Class Program including talents in music, art, and performing arts.

• Bachelors degree required; advanced degrees preferred

Type of Teaching Job: Public High School

Contract Duration: 12 month contracts (renewable)

Teaching Hours per Week: 26 - 30

Teaching Hours Comment: no information provided

Office Hours per Week: 11 - 15

Working Hours Details: A total of 40 working hours per week

Age of Students: 15-17

Number of Students in Class: 40

Number of Foreign Teachers: 2 to 5

Number of Local Teachers: 10



Health Insurance: local medical insurance provided

Health Insurance Comments: Trainers are covered 100 percent, but are responsible for the co-pay.

Relocation or Arrival Bonus: Settlement allowance

Performance Bonus: End of year performance bonus



To apply, please email your resume and cover letter to gregory.chang@miinstitute.info

Posted on: 2010/8/24 12:09

Edited by admin on 2010/9/1 13:32:42
Edited by admin on 2010/9/1 13:33:47
Edited by MII on 2010/9/1 13:46:37
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Numbers in Our Daily Life
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In order to service you better, the Institute will be posting activties on a monthly basis for teachers that want to apply MI in the classrooms and parents that want to conduct MI activities at homes.  These activities are pulled from our partner schools and are written by researchers and experienced educators.  We welcome your comments and additions to the activity list to enrich the community.



Activity Title



Numbers in Our Daily Life



Triggered Intelligences



*    Linguistic Intelligence

*    Logical-Mathematical Intelligence



Suggested Ages



*    Three

*    Four



Learning Domains



*    Mathematical Thinking

*    Language and Literacy



Learning Objectives



• Attach meaning to number symbols

• Describe size/weight relationships

• Pose questions and gather data about themselves and their surroundings during Free Choice Time at school and at home

• Ask and answer questions



Materials and Equipment



1. A camera



Preparation



1. Take some photos of numbers in our daily lives (out of the classroom), such as number plates on cars, street numbers, numbers on price tags in stores, etc.



Presentation



1. Talk with children about the numbers in our daily lives, for example the sizes on their shoes. Invite children to gather their shoes and compare the sizes and numbers.

2. Invite children to look for numbers in your classroom, such as numbers on the clock, and page numbers on books. Encourage them to talk about the use of these numbers. We use numbers for showing the price and telling time. Numbers make it more convenient to find the things we need and easier to calculate.

3. Encourage them to think about other places that we use numbers. You can show them the photos you took to inspire them.

4. Have your children think about what our lives would be like without numbers.



Tips



When children are engaged in this activity, your questions and suggested inquiries should not be limited to the examples below. Think beyond the suggestions given to talk with children. Have real life conversations about the activity they are participating in so you can gain an understanding of what they already know and what they might want to know more about.



Reading time on a watch, circling a date on a calendar, checking the mileage on a car, attending to roll-call at school, keeping score in a game, reading a recipe in the kitchen - the list is just endless if one goes on to note down the situations when our computational skills, or more specifically, simple mathematics comes to play in our daily lives.

This activity can help children focus on the numbers in our daily lives and recognize the use and importance of them. Teachers can take this opportunity to inspire children’s interest in math, and foster an attitude of “attention to detail” in daily life.



Feedback



We would love to hear your feedback and discussion on the following questions:

What is "MI" about this?

What else would you do to study numbers?

Are there other activities relating to numbers?

Posted on: 2010/8/17 18:44

Edited by admin on 2010/8/20 13:53:04
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Open Position from The Riverside School, India
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Location: Ahmedabad, Gujarat, India

Position Type: Full Time



The Riverside School is looking to fill teaching positions.  Qualifications include:



1. Education, Training and Experience



    *  Teachers for classes from Pre-Kindergarten to Grade 10

    *  Teachers who are experts in English Literature and the Sciences

    *  Understanding of Multiple Intelligences theory



2. Job Skills and Abilities



    * Strong knowledge and awareness of age-appropriate programming and developmental needs of children

    * Excellent teaching skills

    * Strong leadership and communication skills

    * Experience working with a variety of cultures and family dynamics

    * Responsible, reliable, well-organized, flexible, team player

    * Considerable initiative and creativity required to provide an exciting, dynamic and positive educational experience for children



To apply, please email your resume and cover letter to gregory.chang@miinstitute.info





Posted on: 2010/8/12 13:23

Edited by admin on 2010/9/1 13:28:47
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Open Position from Gyeonggi English Villages, Korea
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Location:  Paju City, Gyeonggi Province, Republic of Korea



1. English Teacher (1-2 yr contract)

- Teach English to all age groups

- Create lesson plans based on existing curriculum

- Lead classroom activities

 

- BA required in English, Literature, or Education

- Education license preferred

- 2 year teaching exprience preferred

 

2. We also hire more seasoned educators (MA or PhD) who can work as Head Teachers or curriculum leaders.



GEV’s mission is to transform English education for the young generation in Korea by implementing programs that produce a measurable increase in the speaking ability of the participants.  GEV believes English education is best retained by the students in settings that teach English through content-driven subjects in an exciting and interactive environment.

http://www.english-village.or.kr/eng/">http://www.http://www.english-village.or.kr/eng/">english-http://www.english-village.or.kr/eng/">village.or.kr/eng/



To apply, please email your resume and cover letter to gregory.chang@miinstitute.info

Posted on: 2010/5/7 18:34

Edited by admin on 2010/9/1 13:28:28
Edited by MII on 2010/9/1 13:45:51
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Frequently Asked Question on MI
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We have decided to start a discussion on some of the most frequently asked questions.  These questions are generally answered by our own staff.  Please feel free to jump in and discuss whatever is on your mind.



Question:


Hello, I am curious if there is an online questionnaire to determine which 'intelligence' area a person has strengths in?



Response:

There are many surveys available online that at least purport to assess individual's intelligence strengths.  Any of these must be taken with a huge grain of salt, as they are not really assessments but self-report surveys (Your 'strengths' as identified in the survey will be based on your own assessment of yourself, within the very limited confines of a questionnaire.)  So, a better way is to do more extensive self-reflection, compiling all the things you do, are good at, in what contexts.  THEN analyze all these activities for patterns -- do you bring a "spatial" perspective or approach to your activities; are you most able at spatially oriented tasks and activities, job?



One question to ask is whether identifying strengths will be useful. How will you use the information?  Knowing interests and preferences -and analyzing that in terms of the intelligences is a lot more accurate and just as, if not more, useful unless you are assessing for entry into gifted programs or something like that.



MI 'reflections' rather than 'measurement' or 'assessment'  are the best way to get a "thick description" of yourself-- additional insights from someone else adds to the richness of the description.



Posted on: 2010/3/19 13:57
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Re: Welcome Note from Julie Viens, MI Institute Managing Director
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FEEL FREE TO USE THIS FORUM TO POST YOUR SUGGESTIONS OR REQUESTS FOR THE MI NETWORK!

Posted on: 2010/1/23 4:55
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“Speaking at MI World Symposium” Contest Forum
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Are you interested in attending the MI World Symposium?  While there why not give a 5-min presentation to an audience of 500 interested educators?



In this forum, we invite you to  post your idea and a brief outline for a 5-min presentation.  One submission will be selected (March 31, 2010),  and the author will be awarded: 



*gratis entry to the Symposium

*5 min presentation opportunity



We will select the winning speech by the end of March 2010.  We look forward to hearing your ideas!

Posted on: 2010/1/11 17:15

Edited by MII on 2010/1/23 6:08:03
Edited by admin on 2012/10/18 0:17:37
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