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Adult Multiple Intelligences in Practice

Step 2: Reflect on this research and your practice

GED Instructors



bookReview the articles.

"MI, the GED and Me." Martha Jean, Focus on Basics, Volume 3, Issue A, March 1999. (Opens in new browser window. Close it to return.)

Summary:
The teacher researcher asks whether GED-based, MI-informed activities help students use their intelligences as learners and GED test-takers. This study focused on two classes, one in which the author implements MI-informed activities, and the second a traditional GED class. The author discovers the importance of allowing students to choose from a menu of activities and develops “Choose 3” lessons in which students select three activities. The author determines that, by providing these options, students were able to use their strongest intelligences and notes increased student involvement and improved attendance and retention for all students, including those with learning disabilities (LD) and attention deficit disorder (ADD).


"‘I Can’t Learn This!’ An MI Route Around Resistance." Wendy Quiñones and Betsy Cornwell, Focus on Basics, Volume 3, Issue A, March 1999. (Opens in new browser window. Close it to return.)

Summary:
The authors assert that students’ conflicting goals often interfere with learning and argue that MI-inspired lessons can help overcome resistance to learning skills that are within students’ reach. They propose that, when given the opportunity to learn and express knowledge through various intelligences, students feel less threatened and can find their own path for 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