Background

Multiple Intelligences for Adult Literacy and Adult Education

IDENTIFYING PREFERRED INTELLIGENCES

Present a problem to your learner and observe how he or she attacks it. (Use the exercises on the opposite page.)
Watch how the student organizes her or his approach; think about the kinds of questions asked.

Notice if the student prefers to work along or engages you in the process. (Which intelligence is he or she using, the self or social intelligence?)
Does the student fidget or need to move around during the lesson? Does the student play with a pencil or crumple paper? (She or he is probably using a Body Movement Intelligence.)
Look at what strategies the student uses to tackle a problem. Does he or she talk, draw diagrams, sketch, or take notes? Does he or she use trial and error or an organized plan? (Considering the strategies used, which seem to be the preferred intelligences?)

ASKING QUESTIONS

Once you're both comfortable with the tutoring relationship, ask the student to teach you something. How does he or she do it: by writing a list, making a diagram, showing you, or by telling you? Ask the student to explain the process.
Ask the student to describe something that she or he does well. What descriptive words are used? Which intelligences are used?
Twelve sticks are arranged so that they form three squares. Rearrange the sticks to make eight squares.

A painted wooden cube such as a child's block is cut into twenty-seven equal pieces. First the saw takes two parallel and vertical cuts through the cube, dividing it into equal thirds; then it takes two additional vertical cuts at 90 degrees to the first ones, dividing the cube into equal ninths. Finally, it takes two parallel and horizontal cuts through the cube, dividing it into twenty-seven cubes. How many of these small cubes are painted on three sides? On two sides? On one side? How many cubes are unpainted?
exercises from Use Both Sides of Your Brain by Tony Nuzan

Listen to the audio tape and discuss the seven intelligences. Ask the student which she or he relies on more and which are less natural for the student.
Use the Interaction Cards to guide a discussion of skills and strengths, recording the student's experiences.
Ask the student to describe several significant accomplishments and what went into making them successful.

Ask for samples of writing, artwork, hand-made objects, poems, or songs that the student has created.
Have the student keep stories, writing and artwork done during class, so you can see sequential improvement over time.
Keep a log of accomplishments or major successes that occur once you've started working.
Try the problems in the section “Asking Questions”.

Assessment