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Teaching for Multiple Intelligences

18 Hour CE Course

Average rating based on the following evaluation questions:

  1. The presentation of the subject was clear and to the point.
  2. Content was interesting to me.
  3. I gained new knowledge.
  4. The materials held my attention.
  5. I can use this information in my practice.
  6. This program met my personal expectations.
  7. Overall quality of course content and materials were excellent.
(53)

Enrollment Options

Text Materials Shipped and Test Online

Contents: Text shipped to you. online multiple-choice test.

$237.00

Materials and Test Shipped to You

Contents: Text and multiple-choice test shipped to you.

$237.00

No Text (I Already Own Text) and Test Online

Contents: online multiple-choice test only.
(I already own "Eight Ways of Teaching" text.)

$202.00

No Text (I Already Own Text) and Test Shipped

Contents: Multiple-choice test shipped only.
(I already own "Eight Ways of Teaching" text.)

$202.00

Do you have the Eight Ways of Teaching textbook? See your enrollment options above for "I already own the text".

Description

This course introduces teaching practices for 8 forms of multiple intelligences. These include; verbal, mathematical, visual, kinesthetic, rhythmic, interpersonal, intrapersonal and naturalist. It provides insight into the diversity of learning and includes many clearly-designed examples of multiply-intelligent ways to design learning experiences. The textbook was written for teaching children K-12, but the concepts and strategies are clearly applicable to all forms of communication. NOTE: The textbook for this course is the 2003 edition.

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Content Outline

Teaching for Multiple Intelligences: Background 1 hour
The 8-in-1 Lesson Planning Strategy, as follows:  
How to design and structure 8-in-1 lessons 0.6 hours
Making time for 8-in-1 lessons 1.4 hours
The Intelligence-Focused Lesson Planning Strategy 1.5 hours
Teaching for Verbal/Linguistic Intelligence 1.5 hours
Teaching for Logical/Mathematical Intelligence 1.5 hours
Teaching for Visual/Spatial Intelligence 1.5 hours
Teaching for Bodily/Kinesthetic Intelligence 1.5 hours
Teaching for Musical/Rhythmic Intelligence 1.5 hours
Teaching for Interpersonal Intelligence 1.5 hours
Teaching for Intrapersonal Intelligence 1.5 hours
Teaching for Naturalist Intelligence 1.5 hours
Open-book Test and Course Evaluation 1.5 hours
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Testimonials

This course was not only helpful for the process of teaching massage but for helping my children throughout their school experience

Deborah Nugnes

I enjoyed this course immensely the questions were thought provoking. I began Planning and re-planning lessons right away and put the ideas to work immediately with my 2 year old and the under 5 yr. olds that attend my day care.

Becky Sue Nielson, Stillpoint Therapuetic Massage, Bayfield, WI

The book was well written, clear and easy to assimilate.

Rebecca Atwell, CMT Lemont, PA

I really enjoyed the course, taugh me to understand many things before I did not realize

Patricia Olsen, LMT, NCTMB

Comprehensive, easy to read, and excellently organized. Useful templates included.

Vera Ando-Winstead, CMT, NCTMB

This was interesting because I never knew how to combine various exercises to enhance deep learning. I will use what I learned in my massage and wellness classes.

Kimberly Huneycutt, LMT

I had less than a month to read the book and complete the course to renew my license. Before I took this course, I have thought how utilizing different intelligences into teaching a subject would encapsulate all the different learning abilities of students. This course only reaffirmed that thought. I will definitely break the methods down and integrate them in teaching, as it will open up a whole new world for me and my students.

David Baeza

As a massage teacher, I found the topic most enlightening and have been using it for 2 quarters at my institution. My students have really blossomed since I've been using this strategy.

Toni Ann Ridge, LMT, NCTMB

The book, "Eight Ways of Teaching" and the test were the course materials. The author, David Lazear, masterfully translates multiple intelligence research/teaching/planning into understanding and eagerness to dive in. I wish there had been a workbook, but after completing the course, I see the book is the workbook. Thank you for this.

Margaret Robinson

A similar course was offered 18 years ago to the teaching staff at the massage school where I taught for 10 years. The information was as interesting, applicable, and valuable to me then as it is now. Not only can this information be used in classroom setting, it is also helpful in determining the learning intelligence of clients to best educate them with regard to self-care. Wonderful course!

Nancy Ward

I found the book fascinating.

Pamela L. Jordan, LMT

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Learning Objectives

  1. Identify at least three ways of teaching for, with and about multiple intelligences.
  2. Recognize the learning tools that are related to at least three intelligence types.
  3. Identify the key elements in each of the lesson synopses.
  4. List the stages of “Lesson at a Glance” and recognize the importance of each stage.
  5. Identify at least two important items that may be included in a student’s portfolio for assessment documentation.
  6. Describe the key elements in teaching for, with and about verbal/linguistic intelligence.
  7. List at least one portfolio tip and one journal assessment tip for 3 intelligence types.
  8. Describe the key elements in teaching for, with and about logical/mathematical intelligence.
  9. Identify logical/mathematical strategies for the lesson palette.
  10. Describe the key elements in teaching for, with and about visual/spatial intelligence.
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Sample Test Question

Which of the following statements is TRUE of bodily/kinesthetic intelligence itself, or in relation to this lesson?

  1. This lesson is a process of guessing one another’s emotions through physical movement.
  2. There are several abilities that our bodies know that are not necessarily clear to our minds.
  3. In this lesson, it is best to loosely model the skills to the students in order to allow their free expression.
  4. In this lesson, it is important to have as much content as possible in the demonstration.
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