Multiple Intelligences: Implications for Practice

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Open to Interpretation: Multiple Intelligences Theory in Adult Literacy
Silja Kallenbach, Coordinator
New England Literacy Resource Center

Implications for Practice

  • Challenge to teachers is to teach in a way we didn’t learn
  • Talk about the types of intelligence with the students
  • Staff development students evaluating activities they like best
  • Program managers give teachers room and resources to integrate multiple intelligence
  • Forces teacher to be creative
  • Information needs to be presented in more than one way
  • How can you link creative assessment with creative learning processes
  • Giving teachers the freedom to teach in multiple ways
  • Some teachers do MI naturally; others do not
  • Teachers share successful strategies – leads to more success and shows power
  • Hopefully, teachers might be open to other suggestions from other teachers
  • Revising intake process to include MI, learning surveys
  • Staff identifies their own learning styles
  • More project based learning/cooperative learning groups
  • Variety materials to supplement traditional materials
  • Cohort models
  • Permission for teachers to be more creative
  • Encourages teachers to look for students’ strengths
  • Introducing this MI to students gives sense of pre-existing value, learners and teachers have more respect for self-knowledge
  • Holds interest/knowledge ownership of process, learning
  • Project based learning can benefit from MI activities.
  • Team up with another instructor with a different strength to approach activity planning.
  • To incorporate MI into our LD orientation
  • To learn MI instruction as the instructions and then be able to use it to help our LD population know where they are smart.
  • Develop assessment tools using MI tools at intake
  • Professional development for administrator and instructors.
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