Similarities in Multiple Intelligence Schools While each M.I. teacher and school is distinct from every other, there are similarities among school programs. All mi schools attempt to teach the multi-faceted minds of their students. To do so, most find it necessary to revise their classroom environments, curriculums, parental relationships, and assessment techniques. There are ten common characteristics of mi pilot schools which are listed below. Not all schools exhibit all ten, but most include several of the following: 1. The learning environment provides all students with easy access to tools that engage each of the seven intelligences. 2. The school wide curriculum is well-rounded providing opportunities for each student to explore and develop all seven intelligences. 3. School faculty use the seven intelligences as tools of instruction. 4. Parents and teachers work as educational partners. they provide at school and supporting student work at home. 5. Curricular offerings include multi-age groupings so that students observe and work with others of varying abilities. Students learn basic literacies with an infusion of diverse cultural perspectives. Classroom activities extend from the classroom to the home and community. At the secondary level, students learn about core issues and problems of diverse disciplines and have opportunities to explore and challenge traditional knowledge. There vocational interests are also encouraged. 6. A curricular goal is to teach for student understanding. the curricular scope is narrowed to enable students to achieve in-depth knowledge in core disciplinary concepts.  7. Students develop autonomous learning skills through initiating and completing projects of their choice. 8. The school program alternates unstructured exploration of student interests with intentional skill development. both general knowledge and creativity are fostered. 9. Individual talents and interests of the students are identified and nurtured. students have opportunities to participate in long-term extracurricular, mentoring, or apprenticeship programs of their choice. 10. In collaboration with the teacher, students identify the criteria by which they will be assessed. Students receive feedback and evaluation from numerous sources: e.g. Teachers, peers, and self-reflection. In addition, "intelligence fair" assessment tools are used to assess student work. Reports to parents and students include suggestions for follow-up work for both student strengths and weaknesses at home, at school, an in the community. 1995. Linda Campbell et al. Teaching & Learning Through Multiple Intelligences, Allyn & Bacon. Home | Staff | About Us | Calendar | Vision | Links