Quick links: MI Presentations | MIDASâ„¢ Workshops | Certification

Multiple Intelligences and MIDASâ„¢ Training:

They say that a picture's worth a thousand words. . . click for quick tour around the world snapshots of MI-inspired workshop participants. For even more photographs from Hong Kong, Ireland, Chile...click here snapshots:part 2 and Part 3 and Part 4.

Dr. Shearer provides training in multiple intelligences-inspired teaching, curriculum design, business leadership and MIDASâ„¢ certification. He draws on his many years in the worlds of work, education and world-wide research to create powerful experiential learning experiences.

Workshops range in length from one-half (1/2) day to five (5) days. They can be scheduled as a single intensive session or an on-going series. A wide variety of topics are available so the agenda can be customized to meet the needs / concerns of the participants. The most effective workshops involve a mix of new ideas in learning and performance theory with the practical application of powerful ideas in particular situations.

See "Sample Two-Day Agenda" and "Participant Evaluations" below.

Recent Presentations and Workshops

The following is a partial list. For a more complete list of presentations and workshops since 2000 click here.

- Dublin, Ireland, March, 2005, MIDAS and Career, Institute of Guidance Counselors

- Singapore, November, 2004, MIDAS Certification Training, One Education.

- Dublin, Ireland, Oct. 2004, MI and MIDAS, National College of Ireland

- Waterford, Ireland, Oct. 2004, MI and MIDAS, Waterford Inst. of Technology

- Salt Lake City, Utah, August, 2004, SUMIT Academy Elementary School

- Alliance, Ohio, Dec. 2003, Pre-service teachers presentation, Mt. Union College

- Kent, Ohio, Nov. 2003, Bridges teacher's in-service, Roosevelt H.S.

- Singapore, Sept. 2003, Teacher's MI and MIDAS training, Chinese High School

- Portsmouth, United Kingdom, May, 2003, Innovate! conference presentation

- Bristol, United Kingdom, May, 2003, MIDAS Business Applications, Vision Matrix

- Chicago, Ill., April, 2003, MI Symposium at AERA annual conference.

- Benton, Arkansas, Oct. 18, 2002, Benton County School for Arts.

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August 7-12, 2001 Staff Development Training at Benton County School for the Arts

During these five (5) days, the author conducted a staff development workshop for the teachers of the new Benton Country School for the Arts, Rogers, Arkansas.  This is a newly organized charter elementary school with an emphasis on the arts..  The eight (8) topics covered during the workshop included:                               

TOPICS:

1. In-depth Multiple Intelligences (MI) overview

2. Overview of the MIDAS and its classroom applications

3. Authentic assessment

4. MI-inspired lesson planning

5. Integrating MI with theories of personality styles

6. Intrinsic versus extrinsic motivation

7. Incorporating parents in the educational dialogue

8. Strategies for personalizing instruction

It was a powerful week of learning for all of the participants.  They demonstrated a marked increase in their ability to use MI language to describe the MI aspects of various learning activities.  Here are some of their comments about the workshop.

1. I got some great ideas for activities in my class during the first day.  I now realize how quickly one can feel labeled by an intelligence grouping.  Dr. Shearer is great.  I'm excited about this more than ever."

2. What stands out for me is all the wonderful materials.  I've learned so much!"

3. Creating a lesson plan using MI is not as hard as it sounds!"

4. The MI teaching style makes learning and teaching more exciting and fulfilling!"

5. The Flow discussion gave me great ideas on motivating students and keep it up."

6. The confusion that I had at the beginning is now turning into excitement."

7. What stands out for me is the secret of achieving Flow ... is being just one step below frustration and one step above boredom."

8. What stands out for me was all the great ideas everyone has to offer.  You are a great instructor!

9. I loved the projects!  I have received so many good ideas for my classroom as well as getting to know my colleagues and realizing the resources in this school."

10. What stands out for me is how involved and excited everyone is!"

11. What stands out for me is not wanting this experience to end.  I'm thankful and grateful for all I've learned and happy to know my colleagues.  Thanks for bringing us together!  This experience will be an anchor for me. 

Click here for a more complete listing of Participant Evaluations from Past Workshops 

Sample Two- Day Workshop Agenda

Title: "Creating Multiple Intelligences Inspired Schools"

This is an interactive, experiential workshop that will inspire and guide participants in using the multiple intelligences to maximize student success, motivation and The MIDASâ„¢ Profile.
-- Participants:

1. School Administrators

2. Head Teachers

3. School Principals

4. Guidance Counselors

5. Classroom Teachers

Day One
Topic 1: In-depth Overview: Revealing the Everyday, Unrecognized, Non-Academic Aspects of the 8.5 Intelligences Becoming an MI-inspired teacher requires an ability to recognize the "real life" manifestations of skills associated with each intelligence inside and outside the classroom, including being able to master basic MI language.

Objectives

1. How can we recognize the multiple intelligences in everyday life? What are the creative, and real life aspects of each intelligence that often go unrecognized and unappreciated in the traditional academic contexts?

2. How do we begin to learn to use the MI language to enhance learning in our classroom?

Topic 2: Restructuring the Reality of Schools: Using The Power of Multiple Intelligences to Promote Achievement and Personal Growth In order to move MI theory out of the ivory tower of Harvard University and into the dusty classroom, we need to identify appropriate educational goals and procedures for achieving those goals. This session begins by carefully considering Howard Gardner's four (4) goals for MI theory to improve schools.

Objectives

1. How can we assess student's MI profiles in a valid, reliable and practical way that will go beyond superficial labels to promote MI infusion into classrooms as well as school-wide assimilation?

2. How can intrapersonal intelligence become an explicit element of the curriculum so as to promote differentiated instruction, personalized curriculum planning, and parent involvement?

Topic 3: Becoming an MI-Inspired Teacher: How to Use the 8.5 Intelligences to Maximize Learning and Promote Intrinsic Motivation The art of MI teaching involves the translation of essential ideas and skills into a range of intelligences so that ALL students may discover a strength-based avenue to maximize motivation and achievement. How can MI-inspired lesson plans maximize individual student potential development as well as "teaching for understanding" as opposed to coverage?

Objectives

1. How do we create MI-inspired learning projects as opposed to IQ dominated lesson plans?

2. How do we recognize the intellectual uniqueness of each child in spite of large class sizes and limited resources?

Topic 4: Building Intrapersonal Intelligence: The Royal Road to Achievement, Motivation and Personal Satisfaction Students will be more motivated and successful when they use their MI strengths to study and create learning projects

Objectives

1. How can we teach students about alternative study strategies / learning techniques so that they will become meta-cognitive self-directed learners who can use their MI strengths to maximize achievement?

Day Two

Topic 5: Enhancing Career Development Using The MIDASâ„¢ Profile The MIDASâ„¢ profile has many uses and can be used as a map to guide student (parent and counselor) decision -making and planning using a strength-based perspective.

Objective

1. How do we use MI and The MIDASâ„¢ process to promote lifelong learning and realistic strength-based career planning?

Topic 6: Implementing the Student High Impact Workshop (SHIP)

Objective

1. How can the SHIP process be implemented to provide a curriculum that will guide teachers, counselors and parents to work together in this endeavor?

Topic 7: Becoming an MI-Inspired School: A Step-by-Step Evolution from IQ to MI It is not easy nor quick to make the transition into MI teaching and an MI structured school. If schools are to move beyond superficial "window dressing" of posters and labeling then we need to study the school system as a whole and create a teacher leader plan that will infuse MI thinking throughout the system.

Objectives

1. Identify steps

2. Identify materials

3. Identify activities and strategies

4. Identify the key players required to promote / sustain change

Optional Topics

Topic 8: Designing MI-Inspired Lessons / Units in Your Classroom (1/2-1 hrs) How does intrinsic motivation differ from extrinsic motivation? What can we do to promote intrinsic motivation within our classrooms? How is intrinsic motivation integrated with an MI approach to instruction and curriculum?

Objective

1. Participants will understand characteristics of intrinsic motivation and classroom conditions that promote its development.

Topic 9: Authentic Assessment (1/2-2 hours) If we wish to teach with MI-inspired activities and expectations, how shall we collect evidence that learning has occurred? How do we grade and evaluate student work beyond the traditional paper-and-pencil, multiple-guess tests? How can we allow students to demonstrate their understanding, or skills?

Objective

1. Participants will be able to identify at least four (4) forms of authentic assessment that can used to evaluate classroom projects and student work.

Topic 10: MIDASâ„¢ Overview: Interpretation and Implementation Strategies to Maximize Student Achievement How can we understand individual student MI profiles in valid, reliable, and meaning ways?

Objectives

1. How is The MIDASâ„¢ process different from using brief invalidated MI checklists?

2. What are the dangers in using brief MI student self-assessments?

3. How can The MIDASâ„¢ profile and data be used by students, classroom teachers, administrators, guidance counselors, school psychologists, and parents?

4. How was the MIDASâ„¢ been validated?

CLASSROOM / SCHOOL MIDASâ„¢ ADMINISTRATOR CERTIFICATION

Teachers, counselors and psychologists can receive MIDAS Certification at the Basic Level by reading the Professional Manual or Teacher's Handbook and returning the completed User Certification Form and Licensing Agreement to the MI Research and Consulting. It is recommended that for continued MIDASâ„¢ use that administrators participate in a training program available from the author through Kent State University (either onsite or online). For more information visit www.personal.kent.edu/~sbranton, or contact KSU College of Continuing Studies (ccs.kent.edu). Additional training opportunities are available from the author at your school or online. For details, please email the author at sbranton@kent.edu

There are several levels of Certification available.

- Basic

- Foundational

- Practitioner A & B.

- Mentor

The Basic level certification is obtained via self-study by reading the Professional Manual and completing the Certification Questionnaire and Form to MI Research and Consulting.

The Foundations level certification is typically obtained by participating in a MIDASâ„¢ Training Program or online workshop.

The Practitioner level certification is obtained by participating in an additional several days of training and practice with MIDASâ„¢ interpretation. See KSU College of Continuing Studies for upcoming web-based training courses or contact the author for on-site group training.

The Mentor level is currently available with special arrangement with the author upon purchase of the School Kit.