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Adult Multiple Intelligences in Practice

Step 2: Reflect on this research and your practice

English for Speakers of Other Languages Instructors

bookReview the articles.

"Multiple Assessments for Multiple Intelligences." Meg Constanzo and Diane Paxton, Focus on Basics, Volume 3, Issue A, March 1999. (Opens in new browser window. Close it to return.)

The authors argue that MI theory offers an extended framework for assessing students for demonstrated mastery of material. Costanzo, who teaches beginning and intermediate ESOL learners, and Paxton, who works with ABE, GED, and adult diploma students, explain their differing views on the value of asking students to assess their own intelligences and speculate that studentsí cultural and educational backgrounds may influence their response to this activity. Both authors determine that, when using MI-inspired activities, classes become student-centered as students reflect on their skills and the skills of others. Meaningful assessment and project-based activities encourage students to assume control of the learning process and to value themselves and others in a nontraditional, teaching and learning community.

"Putting Theory into Practice." Terri Coustan and Leslie Rocka, Focus on Basics, Volume 3, Issue A, March 1999. (Opens in new browser window. Close it to return.)

The article describes how teachers in two distinct contexts, one comprised primarily of Hmong immigrants learning beginning English and the other consisting of mothers receiving public assistance and having low literacy skills, use MI theory to assess students and then to shape instruction by building on their studentsí intelligences. The two authors observe improvements in learnersí skills when they offer a variety of activities within lessons, allowing students to express their strengths and to explore new avenues of learning.

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1. Read the research ::: 2. Reflect on this research ::: 3. Focus on your practice

Updated 7/27/07 :: Copyright © 2005 NCSALL