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  • MII Releases Preview on MI World Symposium

    Apr 21, 2010

    For Immediate Release

    Beijing, China. The session topics for the Multiple Intelligences World Symposium taking place at Beijing, China on May 31st, 2010 have been finalized.  A few topic description excerpts have been selected and listed below as a preview to the conference:

    Multiples Ways to Learn Languages - Content and Language Integrated Learning (CLIL) and MI Theory in Practice
    Małgorzata Pamula, PhD
    Pedagogical University of Cracow, Poland

    Since communicating in foreign languages is the key skill in contemporary reality, intensive research has been carried out in order to make the process of teaching more efficient. One of the most important concepts is Content and Language Integrated Learning (CLIL). In this approach, language is integrated into the curriculum. Main learning goals are to increase motivation, acquire language to communicate, and fluency is more important than accuracy. Research shows that successful language learning can be achieved when people have the opportunity to receive instruction while experiencing real-life situations in which they can acquire the language. MI theory in foreign language classroom can be a framework that helps teachers to teach in this holistic way and recognize student diversity. Application of MI in education also helps to build this more natural situation for language development and construct variety of learning forms. Multiple intelligences offer multiple ways to understand the world and different cultures and these concepts can be successfully linked in the language classroom. MI can increase the attractiveness of language learning tasks and motivation to learn the language.  We would like to show that language learning is not necessarily limited to this “linguistics side” of communication. Teachers, using MI, can give students opportunity to learn in their preferred way of learning, develop communication skills, and promote students’ other intelligences.

    Instructional Assessment for Early Childhood Teachers
    Jie-Qi Chen
    Erikson Institute & East China Normal University, USA and China

    This presentation introduces MI theory-based instructional assessment, “Bridging: Assessment for teaching and learning” (hereafter “Bridging”). “Bridging” is a performance-based assessment and curriculum development tool for use by teachers of children 3 to 8 years of age. Guided by MI theory, “Bridging” provides teachers with a systematic approach to understanding individual children's learning across diverse content areas within the classroom context.

    As an assessment tool, “Bridging” helps teachers determine each child’s progress on developmental continua of key concepts and skills in a range of early childhood curricular areas. With the assessment results, teachers use “Bridging” to develop curriculum plans that cultivate children's diverse strengths while also targeting areas where individual children need experience, instruction, and practice.

    Celebrating Diversity: MI and Teacher Education
    Wilma Vialle
    University of Wollongong, Australia

    This presentation will demonstrate how MI is used in teacher education in an Australian university. The presenter has spent twenty years working with MI in the following ways:

    1.    research which drew on MI as a means of identifying the abilities of children whose minority status mitigates against their being identified as gifted when conventional IQ tests are used;
    2.    teaching undergraduate trainee teachers about the theory as part of their understanding of the nature of intelligence;
    3.    working with schools and teachers to implement MI in a range of settings from early childhood through to adults;
    4.    researching how MI “works” in school contexts; and, most recently,
    5.    researching the development of spiritual/existential understanding in children.

    The presentation will focus particularly on the preparation of primary school teachers and examples of the kinds of activities that support their development.

    School-wide Implementation of MI
    Mary Joy Canon-Abaquin
    Multiple Intelligence International School, Philippines

    The experience of establishing the School-Wide Implementation of MI will be shared by the Multiple Intelligence International School in the Philippines. Since its establishment in 1996, the MI School has been serving children from 1 ½ years old to 18 years old through its preschool, grade school and high school programs.  The MI School, aligned with its culture of respect, provides regular and mainstream classes to reach and teach all students, respectful of their unique intelligence profiles.  The practice of MI in the classroom for the past 15 years is based on the following key MI reform advocacies: a) Intelligences for All; b) To Reach and Teach All Students; c) Teaching for Understanding; and d) Performances of Understanding.  The challenges and successes faced in the implementation of these advocacies will be shared.  The Multiple Intelligence International School, unique to its practice of MI, has a strong advocacy, to use multiple intelligences to do good work.   The school leader’s role to ensure successful school-wide implementation is critical in the establishment of a school-wide vision, language and culture. 

    Entry Points to Ignite Curiosity
    Rhonda Clevenson
    Independent Consultant, USA

    In New York City middle and high schools, igniting curiosity of very diverse learners to the required curriculum is a challenging task for educators. This presentation will share how urban educators in America use of Multiple Intelligence Entry Points to engage learners. Practical examples will be shared that demonstrate entry points as well as, cross-disciplinary connections and learning processes that mirror the working methods of professionals.

    Four Reasons to Adopt MI Theory
    Paola Nicolini
    University of Macerata, Italy

    There are at least four reasons to adopt Multiple Intelligence Theory in education.  The initial reason is to equip future teachers with a framework for understanding children’s pluralistic behaviors and products.  Through training, teachers will more likely regard the whole range of children’s cognition as significant. Adopting MI for this reason does not require changing the organization, space, schedule, or adults’ role.  The second reason targets the development of the range of children’s multiple intelligences.  This requires greater action because the educative context has to be equipped with a variety of physical, cultural, and social affordances to engage the range of children’s strengths.  A third and more complex reason to apply MI consists of documenting children’s specific behaviors in order to build a holistic vision of children’s competences.  It can be done both by offering a context to engage all the intelligences and also systematically observing children within this context.  For this third use of the theory, educators and teachers need deeper knowledge of MI and greater competence in relating children’s observable actions to their probable underlying abilities.  The fourth reason to apply MI is to draw on children’s profiles to promote greater balance in their development (at least in the Italian educative culture).  In other words, adopt bridging strategies.  It is quite clear that each of these four levels implies consistent work in observation. This is the reason why it can be useful to develop a training model towards the acquisition of competences for teachers and educators in observing child through MI. Examples from the Italian work in this field will be provided.

    Multiple Entry and Exit Points with MI and Technology
    Kellie Demmler-Doty
    Harvard Graduate School of Education

    An MI-informed approach and cluster of activities can assist educators in achieving their purposes and addressing their goals for teaching and learning.  While there are five distinct educational purposes within the Pathways Model,   this session will focus on the Understanding Pathway, in which MI theory is used to enhance and diversify how topics and concepts are approached in order to give students multiple entry points to understand material and multiple exit points in which to demonstrate their understanding in alignment with their own areas of strength and interest.  Modern technologies also offer these same affordances, therefore, we will explore how technology and Multiple Intelligences theory can come together to enhance understanding in the classroom. 

    For more information, please contact Greg Chang, Executive Director of MI Institute, at

    About Multiple Intelligences Institute

    The Multiple Intelligences (MI) Institute is committed to the understanding and application of Multiple Intelligences Theory in educational settings, from pre-school through adult education. Through our online course and support channels, face to face professional development, consulting services, and curriculum and resource development offerings, we support programs and educators seeking to tap into this powerful theory and pedagogical framework to create and provide learner-centered, goal-driven applications of MI Theory in any learning context.  Please visit our website for more information.