Beijing, China.  On January 21st, 2010, Londi Carbajal, Chief Education Officer of Ivy Group and Wenshu Yao, Educational Associate of Ivy Group, presented at the first MI professional development session at Beijing Institute of Education (BIE).  The session was part of the Second Research Initiative of MI Development in China spearheaded by BIE.  Ms. Carbajal and Ms. Yao spoke to an audience of over 100 lead teachers and principals from schools around the capital city.

The presentation, filled with classroom photos and real-life examples, was very well received and triggered a lively discussion afterwards.  The audience was eager to learn from Ms. Carbajal's and Ms. Yao's experiences in applying MI theory in the classroom.  Below is a synopsis of their speech:

Curriculum Construction, Assessment and MI Theory in the Kindergarten Classroom

Multiple Intelligences theory (MI) is neither a specific educational method, nor approach.  Therefore, teachers who wish to apply MI theory in their classrooms, need to think carefully about both curriculum construction and assessment tools, that are “in the spirit” of MI.  In Ivy Schools, it starts with the creation of dynamic learning environments in which to live and learn, and flourish; in other words, classroom environments that are positive, nurturing, stimulating, and interactive. 

Throughout the school year, teachers and children work together as co-learners, constructing knowledge within themes that stem from the interests of children.  Through their explorations, children learn skills and build knowledge across the learning domains.  While children are busy working and playing, teachers observe with their eyes and their ears, making note of what each child knows, wants to know more about, and how best to present new challenges bases on a child’s strengths. 

Today, we will share a classroom project that emerged from the interests of three and four years.  In classrooms equipped with blocks, children spontaneously create ramps, or inclined planes.  In Pre-K 202 of Ivy Schools, teachers spent the entire school year supporting children’s interests in ramp investigations, nurturing their logical-mathematical and spatial intelligences.  In addition, we will show you how ramp-building activities gave these children an opportunity to practice manipulating tools, sharpen their problem-solving abilities, and deepen their understanding of the principles governing the physical world.

Londi Carbajal and Wenshu Yao conducting PD at BIE