Search

This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory. The findings fall into two categories of teachers’ interpretation, MI-inspired instruction, and MI reflections. The resulting findings were that these Mi-inspired teaching approaches helped to reduce teacher directedness and increase student control and initiative; to increase the authenticity of the learning experiences; and to make learning meaningful or relevant to students. Having Mi-based learning choices made adult learners more confident about taking greater control of their own learning, and it pushed teachers to allow that to happen. Choice-based activities were instrumental in increasing the relevance and meaning of lessons and in reducing teacher directedness. Understanding the link between students’ perceptions of their abilities and their actual academic performance, AMI teachers set out to create opportunities for students to reflect about their strengths, weaknesses, and interests connecting them to the MI framework. Our data suggest that this, and other forms of MI reflections, prompted adult learners to see themselves as learners in a more positive light after identifying and reflecting on their own abilities. This was particularly the case when they were able to apply their abilities to successful learning strategies in the classroom.

This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory. The findings fall into two categories of teachers’ interpretation, MI-inspired instruction, and MI reflections. The resulting findings were that these Mi-inspired teaching approaches helped to reduce teacher directedness and increase student control and initiative; to increase the authenticity of the learning experiences; and to make learning meaningful or relevant to students. Having Mi-based learning choices made adult learners more confident about taking greater control of their own learning, and it pushed teachers to allow that to happen. Choice-based activities were instrumental in increasing the relevance and meaning of lessons and in reducing teacher directedness. Understanding the link between students’ perceptions of their abilities and their actual academic performance, AMI teachers set out to create opportunities for students to reflect about their strengths, weaknesses, and interests connecting them to the MI framework. Our data suggest that this, and other forms of MI reflections, prompted adult learners to see themselves as learners in a more positive light after identifying and reflecting on their own abilities. This was particularly the case when they were able to apply their abilities to successful learning strategies in the classroom.