Multiple Intelligence Institute :: Forum

Opening Position from Shekou International School, China [by MII]

Wed, 01 Sep 2010 06:00:24 +1500

Jobs::Opening Position from Shekou International School, China
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

Open Position from Suzhou SIP Landmark Skylight International Kindergarten, China [by MII]

Mon, 30 Aug 2010 06:36:34 +1500

Jobs::Open Position from Suzhou SIP Landmark Skylight International Kindergarten, China
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

Re: Numbers in Our Daily Life [by naolekar]

Fri, 27 Aug 2010 14:02:38 +1500

Curriculum, Activities, and Assessment::Numbers in Our Daily Life
At my Centre for Child Development we introduce the concept of numbers by getting things which are same,say 2 balls,3cars and so on.We make the kids sit around a table, we ask them if they can see any toys on the table,encouraging their responses.Then we introduce the concept that when nothing is there we call it "zero',we then show them flashcard of 0.After that one toy is kept on table,they are asked and then introduce concept of no 1,and so on till no 5 gradually till 10.To reinforce we take them to count things around the class,then from books,this is after the concept of nos,recognition becomes clear.Another game which is favourite of kids is we prepare a really big dice using a cardboard box on which first only pictures corresponding to numbers are there say 1 tree,2 balls etc.The dice is rolled & thrown in the middle,once the children count the number of things they have to perform a action say clap,stamp their feet etc,ex- if 3 cars can be seen then clap 3 times.This is loved by kids who are active,love to learn by hands on way.this way bodily kinaesthetic,visual intelligence come in play also. In another activity we make the children stand with their back towards the wall then all have to first strech right hand in front then left when teacher calls out.After that teacher helps them to count the hands by drawing stars on hands.Also helps to reinforce left and right hand concepts. Another game which is famous in India is snakes & ladders,for which we either get it painted on the ground or make a huge cardboard cutout which we paste on ground,initially we limit the numbers to 20.the child throws the big dice made of cardboard ,they have to pick up that many things from the basket on which their marker lands after they get the number and move that many places.Same way we have a traditional game of numbers called "pachisi "where special board is there which somewhat resembles ludo,which I have modified using numbers and pictures,& which can be played using markers.Helps in number recognition,linguistic skills. By Neelakshi Chetas Centre for Child Development

Re: Dr. Howard Gardner's Welcome Note to the MI Network [by howardgard]

Thu, 26 Aug 2010 09:19:08 +1500

Ask Howard::Dr. Howard Gardner's Welcome Note to the MI Network

ngpeikai wrote:

Hi Professor Howard Gardner,

It was a great honor to hear you in person at the MI World Symposium held in Beijing this year. Although I have known of the multiple intelligences theory for a long time and thought I understood it well, I was still inspired by your opening speech and your views on the theory. It was also intriguing to hear about how other people have utilized the theory in their schools all around the world to achieve truly remarkable results.

I have been managing a chain of schools in Malaysia for 15 years. While we do not call ourselves an MI school, we have been incorporating the main tenets of the theory in our classrooms. I am wondering if you can share your views on what you think is the bold new future for education?

Best regards,

Ng Pei Kai

KL, Malaysia

A few years ago I wrote a book called FIVE MINDS FOR THE FUTURE. In it, I said that we need to cultivate five human capacities in education: 1) the capacity for disciplined inquiry; 2) the ability to synthesize vast amounts of information; 3) the courage to take risks and create something new; 4) respect for others, and especially those who have different backgrounds and values; 5) the ability to think and act ethically, as a worker and a citizen.

If I were to rewrite the book, I would spend much more time considering the effects of the new digital media: search engines, wikis, social networks, multi-user games, web 2.0, etc. In the future, much education will occur digitally, on devices that are new and may not yet have been invented. Unless educators master these media and figure out how best to use them and help young people to use them wisely as well as widely, schools will become an anachronism, a thing of the past.

I touch on some of these issues in a forthcoming book TRUTH BEAUTY AND GOODNESS REFRAMED. And I encourage people to visit our soon-to-be-launched new websites, goodworkproject.org and goodworktoolkit.org

Howard Gardner

Cambridge, Massachusetts

August 2010

Open Position from Airdom Schools, China [by MII]

Tue, 24 Aug 2010 04:09:11 +1500

Jobs::Open Position from Airdom Schools, China

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

Open Position from The Riverside School, India [by MII]

Thu, 12 Aug 2010 05:23:50 +1500

Jobs::Open Position from The Riverside School, India
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

Re: What Makes a School (Classroom, Program) an "MI School (Classroom, Program)"?" Forum [by Roxana Adriana.Fera]

Wed, 16 Jun 2010 00:07:13 +1500

How to be an MI School and MI Success Stories::What Makes a School (Classroom, Program) an "MI School (Classroom, Program)"?" Forum
Thank you all for your input and Josh I am serious about it. I will contact you soon.

Thank you.

Roxy

Open Position from Gyeonggi English Villages, Korea [by MII]

Fri, 07 May 2010 10:34:04 +1500

Jobs::Open Position from Gyeonggi English Villages, Korea

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

Frequently Asked Question on MI [by MII]

Fri, 19 Mar 2010 05:57:01 +1500

Ask Howard::Frequently Asked Question on MI
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.

Re: “Speaking at MI World Symposium” Contest Forum [by MovieMagic]

Thu, 18 Mar 2010 09:55:22 +1500

Speaking at the MI World Symposium::“Speaking at MI World Symposium” Contest Forum
As a MovieMagic EFL teacher in China since 1999, I have been using movie-based role play and project-based learning, within the spirit of MI. Also within this spirit was my recent presentation at the Jan 4--6 International Civic Education Conference at Beijing Normal U.:"Morphing China's English Corners for Wikinomics Generations." (http://citizen-09.nmsu.edu/) My 5-minute presentation will: *emphasize the great opportunity in China for linking MI with EFL (and MFL) and PBL (Project-based Learning) *suggest the tremendous potential for linking Wikinomics dynamics with MI-inspired learning materials, using Web-based peer production of materials for English learners and for Mandarin learners *give video clips from my classes at Shanghai Industry and Commerce Foreign Languages College. Those in my classes are 1st year students, 90% female, coming from Shanghai as well as the poorer provinces, without high scores on the national exam. Particularly important--and effective--for my students is the MI motto: "Nurture the learner, know the learner, trust the learner." The video will demonstrate the movie-based MI dynamics of my classes. BELOW is a general outline of the classes. Learners (Ls) view brief movie segments---usually 5 minutes or less Teacher (T) usually then summarizes what was SEEN and HEARD, in a sequential fashion. Ls then work in pairs, in 2 lines of chairs facing each other: AND (occasionally) *(when volume/subtitles are turned OFF, and T does not summarize) Ls guess the nature of the interaction/emotions AND/OR *tell the story...with one student speaking in Chinese and the other translating simultaneously into English AND/OR *both L pairs tell the story...taking turns AND/OR *L pairs do role plays from the movie sequence AND/OR *L pairs discuss the movie, based upon their homework>>reading movie reviews from www.imdb.com and/or www.metacritic.com and their translations of difficult/interesting words into Chinese Ls circulate systematically around the lines of chairs...moving one or more chairs to their right...then perform ABOVE with new partners. When appropriate, Ls also relate movie-based story/role plays/discussions to distributed class materials relating to topics such as: *Customer Service *Dealing with Difficult People *Problem-solving *Brain-storming *Creativity *Leadership *Success In each class: * Ls listen to Ls' PBL assignments from www.voxopop.com * T mentions positive elements of their assignment, and offers suggestions for improvement * Ls read aloud/discuss one or more movie reviews (with translated difficult/interesting words) done by Ls for homework * circulating L pairs quiz each other on new vocabulary words, from the movies and/or from the movie reviews For Homework: *(As described ABOVE)Ls do different Movie Reviews for the assigned movie *L then read their list of English--Mandarin words into the MovieMagic page at www.voxopop.com, and list these words in the page. (So these materials are suitable for both English as well as Mandarin learning.) (My Blog of several years, from www.eslcafe.com is available at: http://tinyurl.com/ChinaMovieMagic )