lessonplan multipleintelligences revised 120507094739 phpapp01

8/13/2019 Lessonplan Multipleintelligences Revised 120507094739 Phpapp01

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Lesson PlanGardners Survey of Multiple of Intelligences

Objective:

The students will be complete a Multiple Intelligence inventory and identify their greatest strength.

Goals:

Complete Multiple of Intelligences inventory

Identify greatest strength

Discuss strength with group

Generate a list of preferred learning methods/activities

Materials:

Multiple Intelligences Background

Online: http://www.educationworld.com/a_curr/curr054.shtml

http://www.educationworld.com/a_curr/curr207.shtml

Multiple Intelligences SummaryOnline: http://www.lth3.k12.il.us/rhampton/mi/MIW.html

Multiple Intelligences Inventory

Online: http://literacyworks.org/mi/assessment/findyourstrengths.html

http://homepage.tinet.ie/~seaghan/play/mi.htm

Multiple Intelligences Signs

Printer or Poster sized paper

Description:

1. Distribute Multiple Intelligences inventories (or allow students to complete the quiz online)10

minutes

2. While students are completing the Multiple Intelligences inventories, hang up the Multiple

Intelligences signs around classroom.

3. Instruct students to calculate results of inventory, provide assistance as needed2 minutes

4. Show students where each intelligence is grouped and where the signs are posted. Instruct

students to sit in area that is labeled with the intelligence that they received the highest score in

3 minutes

5. Give students five minutes to discuss the survey and what they think their greatest strengths

are. They should document their answers on a printer paper5 minutes

6. Discuss each intelligence and review examples of learning methods and activities that relate to

each method10 minutes

Resources:http://www.lth3.k12.il.us/rhampton/mi/MIW.html

http://www.edutopia.org/mi-quiz , http://www.casacanada.com/chart.html

http://eduscapes.com/tap/topic68.htm , http://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htm

http://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-intelligences.cfm
http://www.educationworld.com/a_curr/curr054.shtmlhttp://www.educationworld.com/a_curr/curr054.shtmlhttp://literacyworks.org/mi/assessment/findyourstrengths.htmlhttp://literacyworks.org/mi/assessment/findyourstrengths.htmlhttp://www.lth3.k12.il.us/rhampton/mi/MIW.htmlhttp://www.lth3.k12.il.us/rhampton/mi/MIW.htmlhttp://www.lth3.k12.il.us/rhampton/mi/MIW.htmlhttp://www.edutopia.org/mi-quizhttp://www.casacanada.com/chart.htmlhttp://www.casacanada.com/chart.htmlhttp://eduscapes.com/tap/topic68.htmhttp://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htmhttp://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htmhttp://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-intelligences.cfmhttp://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-intelligences.cfmhttp://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-intelligences.cfmhttp://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htmhttp://eduscapes.com/tap/topic68.htmhttp://www.casacanada.com/chart.htmlhttp://www.edutopia.org/mi-quizhttp://www.lth3.k12.il.us/rhampton/mi/MIW.htmlhttp://literacyworks.org/mi/assessment/findyourstrengths.htmlhttp://www.educationworld.com/a_curr/curr054.shtml


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MULTIPLE INTELLIGENCES TEACHER INVENTORYPlace a check in all boxes that best describe you.

LINGUISTIC

_____ I really enjoy books_____ I hear words in my head before I write, read or speak them

_____ I remember more when I listen to the radio or an audiocassette than from television or films_____ I enjoy word games such as crossword puzzles, Scrabble, anagrams, or Password_____ I like puns, tongue twisters, nonsense rhymes, and double meanings_____ English, Social Studies, and History are easier subjects for me than Science and Math_____ When Im in the car I like to read the billboards and signs, and notice them more than the

scenery along the road._____ I often refer to things I have read or heard in conversations_____ People often ask me the meaning of words_____ I have written something recently that I was proud of, or that was published or recognized

________ Total Linguistic boxes checked

LOGICAL

_____ I can quickly and easily compute numbers in my head (example: double or triple a cookingrecipe or carpentry measurement without having to write it on paper)

_____ I enjoy Math and Science in school

_____ I like solving brainteasers, logical games and other strategy games such as chess/checkers_____ I like to set up "what if" experiments (example: "What if I fertilized my plants twice as often?"_____ I look for structure, patterns, sequences, or logical order_____ I wonder about how some things work and keep up-to-date on new scientific developments

and discoveries_____ I believe that there is a rational explanation for almost everything

_____ I can think in abstract, clear, imageless concepts_____ I can find logical flows in things people say and do at school or home_____ I feel more comfortable when things have been quantified, measured, categorized, or analyzed

in some way.

________ Total Logical boxes checked

SPATIAL

_____ When I close my eyes, I can see clear visual images

_____ Im responsive to color

_____ I often use a camcorder or camera to record my surroundings_____ I enjoy visual puzzles such as mazes, jigsaw puzzles, 3-D images

_____ I have vivid dreams at night

_____ I navigate well in unfamiliar places

_____ I often draw or doodle_____ Geometry was easier than Algebra

_____ I can imagine what something would look like from a birdseye view

_____ I prefer reading books, newspapers, magazines, etc. that have many illustrations

________ Total Spatial boxes checked


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BODILY-KINESTHETIC

_____ I take Part in at least one sport or physical activity regularly

_____ I find it difficult to sit still for long periods of time_____ I like working with my hands (for example, sewing weaving, carving, carpentry, mechanics

model-building)

_____ I frequently get insights or ideas when I am involved in physical activities, such as walking,

swimming, or jogging_____ I enjoy spending my free time outside_____ I tend to use gestures and other body language when engaged in conversations_____ I need to touch or hold objects to learn more about them

_____ I enjoy dare-devil activities such as parachuting, bungee jumping, and thrilling amusement rides_____ I am well-coordinated

_____ To learn new skills, I need to practice them rather than simply read about them or watch thembeing performed

________ Total Bodily-Kinesthetic boxes checked

MUSICAL

_____ I have a nice singing voice

_____ I know when musical notes are off-key_____ I often listen to musical selections on radio, records, tapes, CDs, etc.

_____ I play an instrument

_____ My life would be less dynamic without music_____ I often have a tune running through my mind during the day

_____ I can keep time to a piece of music

_____ I know the melodies of many songs or musical pieces

_____ If I hear a musical piece once or twice, I can easily repeat it_____ I often tap, whistle, hum or sing when engaged in a task

________ Total Musical boxes checked

INTERPERSONAL

_____ People often come to me to seek advice or counsel_____ I prefer team and group sports to individual sports_____ When I have problems, I prefer to seek help form other people rather than work it out alone

_____ I have at least three close friends_____ I enjoy social pastimes like board games and charades more than individual ones such as video

games and solitaire

_____ I like the challenge of teaching other people what I know how to do

_____ I have been called a leader and consider myself one_____ I am comfortable in a crowd of people_____ I am involved in local school, neighborhood, church and community activities_____ I would rather spend a Saturday night at a party than spend it at home alone

________ Total Interpersonal boxes checked


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INTRAPERSONAL

_____ I regularly spend time reflecting, meditating or thinking about important life questions

_____ I have attended classes, seminars and workshops to gain insight about myself and experiencepersonal growth

_____ My opinions and views distinguish me from others

_____ I have a hobby, pastime or special activity that I do alone

_____ I have specific goals in life that I think about regularly_____ I have a realistic view of my own strengths and weaknesses backed up by accurate feedbackfrom others

_____ I would rather spend a weekend in a cabin or hide-away than at a large resort with lots of

people_____ I am independent-minded and strong willed

_____ I keep a journal or diary to record the events of my inner life_____ I am self-employed or have seriously considered starting my own business

________ Total Intrapersonal boxes checked

MULTIPLE INTELLIGENCES PALETTE

The array of competencies found in each intelligence. Place your totals for each on the lineprovided.

Verbal/Linguistic_____

Reading

VocabularyFormal Speech

Journal/Diary Keeping

Creative WritingPoetry

Verbal Debate

Impromptu SpeakingStorytelling

Bodily/Kinesthetic_____

Folk/Creative Dance

Role Playing

Physical GesturesDrama Martial Arts

Body Language

Physical ExerciseMime Inventing

Sports Games


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Musical/Rhythmic_____

Rhythmic Patterns

Vocal Sounds/Tones

Music Composition/creationPercussion Vibrations

Humming Environmental Sounds

Instrumental SoundsSinging

Tonal Patterns

Music Performance

Logical/Mathematical_____

Abstract Symbols/Formulas

Outlining Graphic Organizers

Number Sequences

CalculationDeciphering Codes

Forcing RelationshipsSyllogisms

Problem Solving

Pattern Games

Visual/Spatial_____

Guided Imagery

Active Imagination

Color SchemesPatterns/Designs

Painting

DrawingMind-Mapping

Pretending

Sculpture

Pictures

Interpersonal _____

Giving Feedback

Understanding Others FeelingsCooperative Learning Strategies

Person-to-Person Communication

Empathy Practices

Division of LaborCollaborative Skills

Receiving Feedback

Sensing Others MotivesGroup Projects

Intrapersonal_____

Silent Reflection Methods

Metacognition TechniquesThinking Strategies

Emotional Processing

"Know Thyself" Procedures

Mindfulness Practices

Focusing/Concentration SkillsHigher-Order Reasoning

Complex Guided Imagery"Centering" Practices

Taken from: http://jeffcoweb.jeffco.k12.co.us/high/wotc/confli3.htm


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Spatialintelligence: the ability to "think in pictures," to perceive the visual worldaccurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly

developed in artists, architects, designers and sculptors.

Bodily-kinestheticintelligence: the ability to use one's body in a skilled way, for self-

expression or toward a goal. Mimes, dancers, basketball players, and actors are among

those who display bodily-kinesthetic intelligence.

Interpersonalintelligence: an ability to perceive and understand other individuals --

their moods, desires, and motivations. Political and religious leaders, skilled parents andteachers, and therapists use this intelligence.

Intrapersonalintelligence: an understanding of one's own emotions. Some novelists and

or counselors use their own experience to guide others.

Then, Gardner identified an eighth intelligence, the naturalist intelligence.

HOWARD GARDNER TALKS ABOUT AN EIGHTH

INTELLIGENCEGardner discussed the "eighth intelligence" with Kathy Checkley, in an interview for Educational

Leadership, "The First Seven... and the Eighth." Gardner said, "The naturalist intelligence refers

to the ability to recognize and classify plants, minerals, and animals, including rocks and grass

and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakersmay also depend on the naturalist intelligence. (S)ome people from an early age are extremely

good at recognizing and classifying artifacts. For example, we all know kids who, at 3 or 4, are

better at recognizing dinosaurs than most adults."

Gardner identified Charles Darwin as a prime example of this type of intelligence.

The naturalist intelligence meshed with Gardner's definition of intelligence as "the human ability

to solve problems or to make something that is valued in one or more cultures." And the

naturalist intelligence met Gardner's specific criteria:

"Is there a particular representation in the brain for the ability?

"Are there populations that are especially good or especially impaired in an intelligence?

"And, can an evolutionary history of the intelligence be seen in animals other than human

beings?"

IMPLEMENTING GARDNER'S THEORY IN THE

CLASSROOM

When asked how educators should implement the theory of multiple intelligences, Gardner says,

"(I)t's very important that a teacher take individual differences among kids very seriously Thebottom line is a deep interest in children and how their minds are different from one another, and

in helping them use their minds well."

An awareness of multiple-intelligence theory has stimulated teachers to find more ways of

helping all students in their classes. Some schools do this by adapting curriculum. In "Variations


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on a Theme: How Teachers Interpret MI Theory," (Educational Leadership, September 1997),Linda Campbell describes five approaches to curriculum change:

Lesson design.Some schools focus on lesson design. This might involve team teaching

("teachers focusing on their own intelligence strengths"), using all or several of theintelligences in their lessons, or asking student opinions about the best way to teach and

learn certain topics.

Interdisciplinary units.Secondary schools often include interdisciplinary units. Student projects.Students can learn to "initiate and manage complex projects" when

they are creating student projects.

Assessments.Assessments are devised which allow students to show what they have

learned. Sometimes this takes the form of allowing each student to devise the way he orshe will be assessed, while meeting the teacher's criteria for quality.

Apprenticeships.Apprenticeships can allow students to "gain mastery of a valued skill

gradually, with effort and discipline over time." Gardner feels that apprenticeships

"should take up about one-third of a student's schooling experience."

With an understanding of Gardner's theory of multiple intelligences, teachers, school

administrators, and parents can better understand the learners in their midst. They can allowstudents to safely explore and learn in many ways, and they can help students direct their own

learning. Adults can help students understand and appreciate their strengths, and identify real-

world activities that will stimulate more learning.


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Background of Multiple Intelligences (part 2)

Multiple Intelligences: It's Not How Smart You Are, It's How You're

Smart!

Article by Walter McKenzieEducation World

Copyright 2010 Education World

Howard Gardner' s mul tipl e in tell igence theory has asked educators to take a fr esh l ook at our

assumpti ons about chil dren and learn ing. Teachers around the worl d are rethinking l essons

and uni ts -- and their enti re approaches to teaching -- based on his research. Whether you're

just learn ing the ropes or looki ng for a more in-depth study of M .I . appl ications, there's

mater ial on the Web for you! I ncluded: A wealth of in formation on mul tiple intell igence

theory, from articles and in terviews to lessons, projects, and activiti es!

Consider one 17-year-old boy who twice failed grade 10. This student's IQ score, at barely 100,

allowed him to squeak into the public school's regular program, but his school's testing practice

prevented the boy from rising past the bottom scores in his class. For a while, in spite of his

difficulties to pass most tests, the student desperately tried to succeed at school. Life on a farmtaught him the value of hard consistent work, and the boy's easy-going nature splashed color on

classroom activities. His infectious laughter made him a sought-after friend to both peers and

staff. The shop teacher told how he frequently hung around to help out after class, and how,when volunteers were requested, he was first to respond.

Although the boy mastered few skills championed in traditional Western curricula, he clearly

possessed his own unique array of talents. While he showed higher than average inter-

communication ability, however, he withdrew and often grew noticeably quiet when tests were

handed back..."One principal suggested that the boy came to school with the 'wrong abilities.' Other educators,

like his science and music teachers, suggested that the school issued this student the 'wrong tests.'

Unfortunately, however, the boy failed grade 10. Already stung by two previous failures andrather than repeat again, eventually he simply dropped out of the high-school system."

How many teachers recognize a student like the one so eloquently described above in thisexcerpt from A Portrait Of A Student Failed (New Horizons for Learning Electronic Journal,

Spring 1992)? In that story, author Patricia Weber goes on to make a case for the work of

Howard Gardner, father of the theory of multiple intelligences. Writes Weber, "Educator and

researcher Howard Gardner argues that the educational system's narrow view of intelligence

must be replaced with an attempt to mobilize the student's full range of human intelligences."

The majority of teachers were fortunate to have successful experiences as students; they were

able to master the requirements of a language arts-mathematics based curriculum and the

narrowly designed methods used to measure progress. But what about those students, such as the

boy described by Weber, who weren't able to demonstrate their abilities in traditionally roteways? How have we penalized those students over the years?

Howard Gardner's multiple intelligence theory (hereafter referred to as M.I.) transcends theboundaries of how we have traditionally looked at learning. And it couldn't have happened at a


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more important moment in our history. The citizens of the 21st century will not thrive by simplymastering literacy and computation; they will need to be real-world problem solvers who

understand how to access and manipulate all kinds of information in incredibly flexible ways inorder to be productive. M.I. provides us with the tools to meet this challenge today.

THE GARDNER DID IT!

"Intelligence is the ability to find and solve problems and create products of value in one's own

culture."

"How can our knowledge, given the intelligences, help us learn to think like a historian, like ascientist, and so on? If we don't change the way people think about those things, then school is a

waste of time after elementary school."

-- Dr. Howard Gardner, Harvard University

M.I. theory is so holistic that the best place to start is with the big picture -- What is this theory

and what are its implications for the classroom?The Theory Of Multiple Intelligencesgives a

nice overview of the underpinnings of Gardner's theory. You might also take a look atIt's NotHow Smart You Are -- It's How You Are Smart(click Overview ), which explores all the

intelligences in layman's terms.

IMPLICATIONS AND APPLICATIONS

So you might be able to buy into the theory, but you need to see how M.I. translates into

classroom teaching. Thomas Armstrong'sMultiple Intelligencespresents the theory and itsimplications for teachers, whileThe Gardner Schoolpage demonstrates the possibilities of

implementing M.I. in the curriculum.

HIT THE GROUND RUNNING!

Still looking for something to truly get you off and running with Gardner's view of intelligence?

I highly recommendMrs. Young's Pageon Multiple Intelligences. This is one of the best M.I.pages out there for teachers who are ready to begin working M.I. theory into their instruction.

Millions of teachers are adopting Howard Gardner's view of children and learning -- and many of

those teachers are finding helpful M.I. resources on the Internet. Using a multiple intelligence

approach to teaching can energize a classroom and help every child achieve success, M.I.

proponents say. No matter the grade level or subject, Gardner's theory can have a profoundimpact on teachers and students.
http://www.edwebproject.org/edref.mi.intro.htmlhttp://www.edwebproject.org/edref.mi.intro.htmlhttp://www.edwebproject.org/edref.mi.intro.htmlhttp://surfaquarium.com/MI/nine_intelligences.pdfhttp://surfaquarium.com/MI/nine_intelligences.pdfhttp://surfaquarium.com/MI/nine_intelligences.pdfhttp://surfaquarium.com/MI/nine_intelligences.pdfhttp://www.thomasarmstrong.com/multiple_intelligences.htmhttp://www.thomasarmstrong.com/multiple_intelligences.htmhttp://www.thomasarmstrong.com/multiple_intelligences.htmhttp://www.gardnerschool.org/http://www.gardnerschool.org/http://www.gardnerschool.org/http://www.fortunecity.com/millenium/garston/49/multiintell.htmlhttp://www.fortunecity.com/millenium/garston/49/multiintell.htmlhttp://www.fortunecity.com/millenium/garston/49/multiintell.htmlhttp://www.fortunecity.com/millenium/garston/49/multiintell.htmlhttp://www.gardnerschool.org/http://www.thomasarmstrong.com/multiple_intelligences.htmhttp://surfaquarium.com/MI/nine_intelligences.pdfhttp://surfaquarium.com/MI/nine_intelligences.pdfhttp://www.edwebproject.org/edref.mi.intro.html


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Verbal -

Linguistic


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Logical-

Mathematical


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Musical


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Spatial


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Bodily-

Kinesthetic


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Interpersonal


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Intrapersonal


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Verbal-Linguistic

(Word Smart)

People Examples:

ShakespeareAgatha ChristieMargery WilliamsMaya AngelouHemingwayLongfellowLouisa May AlcottRobert FrostMark TwainMary Higgins ClarkSteinbeckJ. K. RowlingsElizabeth Barrett

Browning

Use written and spoken language to express complexmeaning

The capacity to use language, your native language,and perhaps other languages, to express what's onyour mind and to understand other people

Poets really specialize in linguistic intelligence, but any

kind of writer, orator, speaker, lawyer, or a person forwhom language is an important stock in trade,highlights linguistic intelligence

Well-developed verbal skills and sensitivity to thesounds, meanings and rhythms of words

Occurs through written and spoken words, such as inessays, speeches, books, informal conversation,debates, and jokes

This intelligence involves the knowing that comes through thelanguage, through reading, writing, and speaking. It involves

understanding the order and meaning of words in both speech andwriting and how to properly use the language. It involvesunderstanding the socio-cultural nuances of a language, includingidioms, plays on words, and linguistically based humor.

If this is a strong intelligence for you, you have highly developedskills for reading, speaking, and writing, and you tend to think inwords. You probably like various kinds of literature, playing wordgames, making up poetry and stories, getting into involveddiscussions with other people, debating, working crossword puzzles,formal speaking, creative writing, and the remembering of and art oftelling jokes. You are likely precise in expressing yourself and

irritated when others are not. You love learning new words, you dowell with written assignments, and your comprehension of anythingyou read is high.

Careers:Poets, public speakers, journalists, writers (authors,advertising, script and speech writers), speech pathologists,lawyers, secretaries, editors, proofreaders, comedians,debaters, archivists, translators, TV and radio newscasters,commentators, announcers

BENEFITSto you when you strengthen your WordSmarts include:

Enhanced capacities for communicating your ideas, thoughts,and feelings

A greater appreciation of humor based on words, such as

puns, jokes, limericks, and so on

Improved abilities and confidence for expressing yourself

through any kind of writing

New abilities for persuading others to take a certain course ofaction


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Strengthened skills at leading meetings

Teaching Resources

Diary entries

Government documents

Personal narratives

Historical documents Letters

Basic MI Activities - Teaching Activities

Compose essays Poetry, etc. for publishing on web page

Critique written resources through an annotated bibliography(hypertext)

Instructional Strategies - Teaching Activities

Discussion

Narration

Advanced organizers

Writing activities

Linguistic-verbal intelligenceis that ability to use words effectivelyeither orally or in writing, that is, the ability to exhibit languagedevelopment in its fullest form, in short, the overall structure oflanguage. This way of knowing and comprehending the real world isthe ability to use language to achieve a goal and enhance

understanding. A core component of this traditional IQ-typeintelligence is sensitivity to the meanings, rhythms, and sounds ofwords ... in short, sensitivity to the different functions of language.

Young childrenwith this dominance often demand story afterstory around bedtime. When they enter school, they havehighly developed verbal skills, enjoy developing rhymes, andoften pun. In short, they tend to think in words. They likeoral and silent reading exercises, playing word games,enjoying a variety of reading and writing materials at learningcenters, making up poetry and stories, getting into involveddiscussions, debates, formal speaking, creative writing, and

telling complicated jokes. Older childrenpossess strong vocabularies, and, at times,

can get so lost in a thick book that they almost forget abouttheir dinner. At this age, they may subscribe to their favoritemagazines, or use a word processing application to keep apersonal diary or secret journal.

Adultstend to be precise in expressing themselves; they loveverbalizing and writing well. Also, their understanding ofwhat they have read tends to be well above the norm.


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Mathematical-Logical

(Math Smart)

People Examples:

ArchimediesSir Isaac Newton

GalileoCopernicusEinstein

PythagorasEuclid

KeplerPascal

Discern logical or numerical patterns; deductive reasoning

Ability to think conceptually and abstractly, and capacityto discern logical or numerical patterns

People with highly developed logical/mathematicalintelligences understand the underlying principles ofsome kind of a causal system, the way a scientist or a

logician does Can manipulate numbers, quantities, and operations,

the way a mathematician does Uses numbers, logic, scientific reasoning, and

calculating to help solve problems and meet challenges

This intelligence uses numbers, math, and logic to find andunderstand the various patterns that occur in ourlives: thought patterns, number patterns, visual patterns, andcolor patterns. It begins with concrete patterns in the realworld but gets increasingly abstract as we try to understand

relationships among patterns.If you happen to be a logical-mathematically inclined person,you think more conceptually and abstractly and are often ableto see patterns and relationships that others miss. Youprobably like to conduct experiments, solve puzzles and otherproblems, ask cosmic questions, and analyze circumstancesand people's behavior. You most likely enjoy working withnumbers and mathematical formulas and operations, and youlove the challenge of a complex problem to solve. You areprobably systematic and organized, and you likely alwayshave a logical rationale or argument for what you are doing or

thinking at any given time.Careers:Computer technicians and programmers, underwriters,accountants, statisticians, poll takers, stock brokers, auditors,actuaries, purchasing agents, bankers, accountants,professional debaters, math teachers, attorneys, scientificresearchers, arbitrators, underwriters, medical professionals,data analysts, logiciansBENEFITS of developing LogicSmarts include:

Becoming a better problem-solver Increasing organization and clarity of your thoughts

and ideas Learning to apply different thinking methods to different

situations Gaining enhanced skills for seeing how to apply or use

information you read or learn in your life Becoming better at reasoning and figuring out solutions

to challenges which come into your life


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Teaching Resources

Charts Diagrams Government reports Statistical demographic and population data


Analyze statistical historical data Create graphic representations of historical data Create hyper-linked timeline


Problem solving Investigation Experimentation Questioning

Logical mathematical intelligence is all about using numberseffectively, improving inductive and deductive reasoning skills, andbeing able to appreciate, recognize, and use abstract patterns inproblem solving situations. Many mainstream psychologistscontinue to consider this intelligence, in conjunction with Gardner'slinguistic-verbal intelligence, as the only form of smarts. This (Jean)Piagetian-type ability that intellectual quotient (IQ) tests purport tomeasure, deals with inductive and deductive thinking, numbers, andpatterns.

Young children are always asking how things work; theylearn to count easily. They enjoy working with manipulative,puzzles, categorizing activities, and working ontimelines. Over the years, I have had many such learners inmy classes. They think conceptually and abstractly, and areoften able to see patterns and relationships that ordinarystudents miss. They like to experiment, solve puzzles andother problems, ask cosmic questions; in short, they tend tobe the classroom thinkers. They generally enjoy workingwith numbers, mathematical formulae and operations,continuously appreciating the challenge of a complexproblem to solve. They tend to be systematic and analytical,and they always have a logical rationale or argument forwhat they are doing or thinking.

Older children often become quite skilled at many areas ofmathematics, calculus, and science, perhaps even creating ahypothesis for the development of a new invention. Studentsat this age also enjoy puzzles and recognize patterns in theworld around them.

Adults are best able to use and appreciate abstractrelationships.


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Musical Rhythmic

(Music /SoundSmart)

People Examples:

MozartBach

BeethovenDebussyGershwin

HaydnTchaikovsky

ChopinScott JoplinJohn Lennon

Stevie WonderBurt Bacharach

Carole KingJohn Williams

Carlos Santana

Produce and appreciate forms of musical expressiveness

Ability to produce and appreciate rhythm, pitch and timber The capacity to think in music, to be able to hear patterns,

recognize them, and perhaps manipulate them People don't just remember music easily - they can't get it

out of their minds, it's so omnipresent

Learns through sounds, rhythms, tones, beats, musicproduced by other people or present in the environment

This is the knowing that happens through sound and vibration. Thisintelligence is not limited to music and rhythm. Some refer to thisintelligence as auditory-vibrational, for it deals with the whole realmof sound, tones, beats, and vibrational patterns as well as music.If you are strong in this intelligence area, you likely have a love ofmusic and rhythmic patterns. You are probably very sensitive tosounds in the environment; the chirp of a cricket, rain on he roof,varying traffic patterns. You may study and work better with musicin the background. You can often reproduce a melody or rhythmic

pattern after hearing it only once. Various sounds, tones, andrhythms may have a visible effect on you-- others can often see achange in facial expression, body movement, or emotionalresponse. You probably like to create music and enjoy listening to awide variety of music. You may be skilled at mimicking sounds,language accents, and others' speech patterns, and you canprobably readily recognize different musical instruments in acomposition.Careers:Music therapist, advertising professionals, motion picture soundtrackcreators, music teachers, piano tuners, music studio directors andrecorders, song writers, music performers, conductors, sound

engineers, music copyistsBENEFITS to you of developing and enhancing your Sound Smartsintelligence include:

Knowledge of how to lower stress through music and rhythm Enhanced abilities to promote greater creativity in yourself

and others Discovering your hidden capacities for learning and for

remembering information, peoples names, a shopping list,and so on

Discovering how to use music, rhythm, and sound to shiftmoods to more optimal states of being

Knowledge of how to use music and sound to deepenpersonal relationships with others

Teaching Resources

Lyrics or audio files of patriotic protest Period and other historical music


Analysis of song lyrics


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Composition of song lyrics Design and publish PowerPoint presentations which

incorporate music and visual elements


Simulations

Song analysis Creative song writing Performances

Musical intelligence is that special ability to recognize tonal patterns,rhythm and beat. In other words, it is the ability to understand andexpress well numerous musical forms. Such learners are mostsensitive to environmental sounds, the human voice and musicalinstruments. In short, they possess a strong ear for music. Unlikethe average person, rhythms, musical patterns, tones, and varioussounds often have a more visible effect on them, in that you caneasily detect a change in their facial expressions, emotional

responses, and/or specific body movements. As a music teacheronce said to me, they have music constantly 'swimming' in theirheads. They are sensitive to rhythm, pitch and melody, includingsounds in the environment such as rain on a roof, various trafficpatterns, even the chirp of a cricket.

Young children can often be heard banging on pots and/orsinging nonsense songs to themselves in thebathtub. Children with a dominant musical intelligence mayenjoy a hum and easily turn sounds into rhythms; they retainmelodies and lyrics well.

Older children acquire good memories for lyrics, perhaps

even emitting the odd wince here and there when theirparents sing "Happy Birthday" off key. Such children oftenplay an instrument quite well. They are often quite skilled atmimicking language accents, sounds, the speech patterns ofothers, and recognizing different musical instruments in acomposition.

Adults enjoy creating, singing and listening to a wide varietyof music, in short, they love music and its various rhythmicalpatterns. They can often reproduce a melody or rhythmicpattern after hearing it only once.


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Visual-Spatial

(Image Smart)

People Examples:

MichelangeloLeonardo Da Vinci

PicassoVan Gogh

MonetMary Cassatt

RembrandtDiane Arbus

Grandma MosesI.M. Pei

Frank Lloyd WrightMeryl Streep

Annie LiebovitzSteven SpielbergGeorgia O'Keefe

Perceive the visual world accurately; Create mental images;Capacity to think in images and pictures, to visualizeaccurately and abstractly

The ability to represent the spatial world internally inyour mindthe way a sailor or airplane pilot navigatesthe large spatial world, or the way a chess player or

sculptor represents a more circumscribed spatial world Can be used in the arts or in the sciences. If you are

spatially intelligent and oriented toward the arts, you aremore likely to become a painter or sculptor or architectthan, say a musician or a writer. Similarly, certainsciences like anatomy or topology emphasize spatialintelligence

Uses the sense of sight and being able to imagine andvisualize an object, including making mental imagesinside our head

We often say, "A picture is worth a thousand words," or "Seeing isbelieving." Visual-spatial intelligence represents the knowing thatoccurs through the shapes, images, patterns, designs, and textureswe see with our external eyes, but it also includes the images weare able to conjure inside our heads.If you are strong in this intelligence you tend to think in images andpictures. You are likely very aware of objects, shapes, colors,textures, and patterns in the environment around you. You probablylike to draw, paint, make interesting designs and patters, and workwith clay, colored markers, construction paper and fabric. Manywho are strong in visual-spatial intelligence love to work jigsawpuzzles, read maps, and find their way around new places. You

probably have definite opinions about colors that go together well,textures that are appropriate and leasing, and how a room should bedecorated. You also are probably excellent at performing tasks thatrequire seeing with the mind's eyes, such as visualizing, pretending,imaging, and forming mental images.Careers:Interior decorators, graphic design artists, cartographers,photographers, architects, airline pilots, surgeons, painters,sculptors, chefs (with their food presentations), quilters, needle pointembroiders, landscapers, theater set designers, professional drivers,cinematographers, book illustrators, tour guides, jewelry andclothing designers

BENEFITS to you of strengthening your Image Smarts intelligenceinclude:

Being able to visualize what you want in your life and make ithappen

Gaining the ability to express your ideas and make themclearer through visual representation

Discovering powerful aids to memoryour brains naturallythink in images and pictures before we have words

Teaching yourself to "think outside the box" Accessing your own deep sources of inner wisdom and


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guidance

Teaching Resources

Map Diagrams Illustrations

Battlefield representations Historical timelines


Construct thematic web pages that include various visualimages (e.g., posters, political cartoons, broadsides, photos,illustrations)

Construct hyperlinked timelines and maps


Imagery Map analysis Observation activities Construction of dioramas or posters

Visual spatial intelligence makes it possible for us to perceive visualand spatial data, to transform such data, as well as being able torecreate visual images from memory. In other words, it is an abilityto form a cerebral model of a spatial world by relying on the sense ofsight. This way of understanding the world includes the ability tocreate mental images and to use ones imagination.

Young children might build cities out of blocks and createimpromptu murals on the kitchen and bedroom walls. Theylike to draw, paint, make interesting designs and patternsfrom fabric, colored construction paper, and clay. As well,they love putting together jigsaw puzzles.

Older children tend to be good at reading maps and findingtheir way around new places, daydreaming, creatingaccurate drawings; they may find it easier to learninformation that is presented in images rather than just bywords. Put a slightly different way, a strength here oftenmeans one does well at visualizing things.

Adults think in images and pictures. They are often very

aware of objects, colors, shapes and patterns in theenvironment. They possess strong opinions about suchthings as colors that go together, textures that are pleasingand appropriate, and decorating. To sum, they are excellentat performing tasks that require seeing with the mind's eye(visualizing, forming mental images, imagining, andpretending).


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Bodily-Kinesthetic

(Bod y Smart)

PeopleExamples:

BarishnakovCathy RigbyTiger WoodsMichael Jordan

DavidCopperfieldMarcel MarceauCharlie ChaplinHarry HoudiniMia Hamm

Ability to control body movements and handle objectsskillfully

The capacity to use your whole body or parts of yourbody: (your hands, your fingers, your arms), to solvea problem, make something, or put on some kind ofproduction

The most evident examples are people in athletics orthe performing arts, particularly when dancing oracting

Uses physical movement and performance (a.k.a.learning by doing) to understand

We often talk about learning by doing. This way of knowinghappens through physical movement and through the"knowings" of our physical body.. The body knows a greatdeal that is not necessarily known by the conscious, logicalmind, such as how to ride a bike, parallel park a car, dance

the waltz, catch a thrown object, maintain balance whilewalking, and type on a computer keyboard.

If you are strong in this intelligence area, you tend to have akeen sense of body awareness. You like physicalmovement--dancing, making and inventing with your hands,and role-playing. You probably communicate well throughbody language and other physical gestures. You can oftenperform a task much better after seeing someone else do itfirst and then mimicking those actions. You probably likephysical games of all kinds. and you like to demonstrate how

to do something for someone else. You may find it difficultto sit still for long periods of time and are easily bored ordistracted if you are not actively involved in what is going onaround you.

Careers:Gymnasts, physical therapists, models, mechanics,choreographers, actors, recreation directors, crafts persons,athletes, invertors, builders, dancers, circus artists,bodybuilders, doctors, nurses, exercise instructors, sportcoaches, law enforcement personnel

BENEFITS to you when you strengthen Body Smarts in your lifeinclude:

Improving over-all functioning of your body and your physical

movements

Strengthening connections between the mind and bodyweknow they profoundly effect each other

Gaining greater awareness of your "body language" and how touse your body to become a better communicator with others


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Discovering the innate abilities to train the body to "multi-track"or to perform a variety of tasks at the same time

Gaining an awareness of how to reduce stress in various regionsof the body

Teaching Resources

Illustrations and descriptions of historical costumes Cooking

Dance Role playing or simulation


Internet based simulations

Cooperative web searches or web quests

Role playing activities that incorporate Web resources

Classroom presentations


Simulations

Modeling

Role playing

Analyzing manipulative

Bodily kinesthetic intelligenceis related to physical movement andthe knowledge of the body and how it functions; it includes theability to use many parts of the body to express emotion, to play agame, and to interpret and invoke effective "body"language. Those "at promise" in this domain enjoy and learn best

from activities that use the body and involve movement, such asdance, crafts, mime, sports, acting and using manipulatives.

Young childrenwho demonstrate a strong bodilykinesthetic intelligence are highly coordinated and oftenquite tactile. They enjoy all sorts of athletics and wouldrather be a participant than a spectator. Also, this way ofunderstanding the world is most evident in young childrenwho have a hard time sitting still and are well coordinated.

Older childrenwho demonstrate this type of intelligencemay be good dancers or athletes, or particularly good atmimicking the classroom teacher.

Adultshave a keen body awareness. They enjoy physicalmovement, dancing, hugging, making and inventing thingswith their hands, including role playing. They are easilybored if they are not actively involved in what is going onaround them. They communicate well through bodylanguage and similar physical gestures. In general, thosewho are "at promise" in this intelligence like physicalgames of all kinds and demonstrating how to do things. Infact, they can often perform a task after seeing it done.


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nterpersonal

(People Smart)People

Examples:Abraham

LincolnGeorge

WashingtonGhandi

Dr. JoyceBrothers Oprah Winfrey

Jesse Jackson

Martin LutherKing

Rev. BillyGraham

Understand others; discern verbal and non-verbal cues;Capacity to detect and respond appropriately to the moods,motivations and desires of others

Understanding other people An ability we all need, but is at a premium if you are a

teacher, clinician, salesperson, or a

politician. Anybody who deals with other people hasto be skilled in the interpersonal sphere

Uses person-to-person relating, communication,teamwork, and collaboration with others

This is the person-to-person way of knowing. It is theknowing that happens when we work with and relate to otherpeople, often as part of a team. This way of knowing alsorequires developing a whole range of social skills that areneeded for effective person-to-person communication andrelating.

If this person-to-person way knowing is more developed inyou, you learn through personal interactions. You probablyhave lots of friends show a great deal of empathy for otherpeople, and exhibit a deep understand of others points ofview. You probably love team activities of all kinds andare a good team member--you pull your own weight andoften much more. You are sensitive to other people'sfeelings and ideas and are good at piggybacking your ideason others' thoughts. You are also likely skilled drawingothers out in a discussion and you probably are skilled inconflict resolution, mediation, and finding compromise when

people are in radical opposition to each other.Careers:Teachers, administrators, arbitrators, anthropologists,organization leaders (presidents and CEOs), sociologists,talk show hosts, politicians, public relations or customerservice personnel, salespersons, travel agents, consultants,social affairs directorsBENEFITS to you of developing People Smarts include:

Developing the ability to understand other people,their perspectives, and their motivations

Having deeper and more satisfying relationships withothers

Gaining a genuine empathy for others Enhanced leadership skills, including becoming a

better communicator Enhanced quality of the time you spend and

relationship you have with your family

Teaching Resources


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All of the above resources that might be used incooperative MI activities


All of the above activities that might be designed toincorporate cooperative learning groups


Cooperative learning Peer teaching Brainstorming Shared inquiry

Interpersonal intelligence is the capacity to value,understand, and respond appropriately to the motivations,

moods, and feelings of others. Or more simply put, thesepeople learn best through person-to-personinteraction. They usually have many friends, show aconsiderable degree of empathy and are able to understandviewpoints of others. They appreciate differences in theirneighborhoods and around the world and they recognizeand make distinctions among others' feelings and intentionsvery easily.

Young children with interpersonal intelligence enjoyplaying with other children; they hate to be left

alone. They love team activities of all kinds and arevery good team members, pulling their own weight,often much more.

Older children then to become natural leaders,picking up on subtle social cues and knowing how toput others at ease. In short, they work well withingroups and often end up in leadership role.

Adults are sensitive to the ideas and feelings ofothers and are adept at drawing others out in adiscussion. When individuals are in radicalopposition to each other, these are the ones who are

often quite skillful in conflict resolution.


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Intrapersonal

(Self Sm art)

People Examples:

NEIL ARMSTRONGHELEN KELLERCOLUMBUSCHARLES LINDBERGHJOAN OF ARCCLARABARTON CLEOPATRALEIF ERICSSONSIR EDMOND HIlLARY

Understand oneself; Engage in self-reflection &metacognition; Capacity to be self-aware and in tunewith inner feelings, values, beliefs and thinkingprocesses

Having an understanding of yourself, of knowingwho you are, what you can do, what you want todo, how you react to things, which things toavoid, and which things to gravitate toward

We are drawn to people who have a goodunderstanding of themselves because thosepeople tend not to screw up. They tend to knowwhat they can do, what they cant do, and theytend to know where to go if they need help

The knowing which comes from introspection,self-reflection, and raising questions about lifes

meaning and purpose

At the heart of this intelligence are our human self-reflectiveabilities by which we can step outside of ourselves and thinkabout our own lives. This is the introspective intelligence. Itinvolves our uniquely human propensity to want to know themeaning, purpose , and significance life. It involves ourawareness of the inner world of the self, emotions, values,beliefs, and our various quests for genuine spirituality.

If this intelligence is one of your strong points, you may like

to work alone and sometimes you may shy away forothers. You are probably self-reflective n self-aware, andthus you tend to be in tune with your inner feelings, values,beliefs,and thinking processes. You are frequently a bearerof creative wisdom and insight, you are highly intuitive, andyou are inwardly motivated rather than needing externalrewards to keep you going. You are often strong willed,self-confident, and have definite, well=though-out opinionson almost any issue. Other people will often come to youfor advice and counsel.

Careers:Therapists, psychologists, human potential researchers,philosophers, religious leaders (pastors and priests), socialworkers, mediation guides, counselors, self-help advisors,cognitive pattern researchers, mental health professionals

BENEFITSof developing Self Smarts include:

Clarity about your life and where you are headed

Control of your destiny and the directions in which you


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want your life to move

Improved self-confidence and self esteem

A deeper understanding of your core values and how to

make them the center of all you do

Getting in touch with your "inner self" and learning

how to trust it

Teaching Resources

All of the above resources that might be used in

reflective, individual MI activities


All of the above activities that might be completed

through reflective individual projects


Decision making

Journal writing

Self-discovery

Independent learning projects

Intrapersonal intelligencedeals with the development andunderstanding of the self and using this knowledge to livewell; it includes personal goals, feelings, anxieties andstrengths and subsequently drawing from that awareness toguide personal behavior. These people often enjoy working

alone, sometimes even shying away from others and offquietly by themselves. They are often strong willed, self-confident, and possess definite, well-thought-out opinionson various issues.

Young childrencan be left on their own to playhappily, and may be a bit shy or stubborn.

Older childrenmay keep journals or logs, expressstrong emotions and well developed opinions, andseem blithely unconcerned by other kids' notions ofwhat's "in" and what's "out."

Adultsare self-reflective and self-aware, thus theyoften tend to be in tune with their inner feelings,beliefs, thinking processes, and values. They arefrequent bearers of creative wisdom and insight, arehighly intuitive, and are inwardly motivated ratherthan requiring external rewards to keep them going.


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Naturalist

(Nature Smart)

PeopleExamples:

GalileoRachael CarsonJohn Audubon

Lewis & ClarkJane GoodallJacques CosteauDiana FosseyJohn MuirSacajawea

Ability to recognize and categorize plants, animals and otherobjects in nature

Weather conditions of the natural world Recognize patterns and distinctions in the natural world

This intelligence involves understanding the natural world ofplants and animals, noticing their characteristics, andcategorizing them; it generally involves keen observation and theability to classify other things as well. It may be exercised byexploring nature, making collections of objects, studying them,and grouping them.

Careers:Forest rangers, nature guides, animal trainers, zoo keepers,landscape designers, gardeners, scientists investigating thebiological and physical worlds, bird watchers, veterinarians,farmers, people involved in scouting and camping, botanists,

horticulturists, florists, meteorologists, conservations

BENEFITSof developing and strengthening Nature Smarts include:

Gaining an awareness of how nature effects and shapes who

you are as a person

Developing a respect for other creatures which inhabit our world

Acquiring a greater sensitivity to larger patterns in the

environment, such as the weather, changing seasons, phases of

the moon, etc.

Nurturing the ability to grow things

Caring for and conserving the natural environment

Teaching Resources

Illustrations

Paintings

Maps

Personal narratives and photographs of historical

Contemporary environments


Design virtual landscapes Analyze computer simulated topographic battlefields, cities,

maps, etc.


Recognize and classify cultural and natural artifacts

Data gathering in natural setting


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Naturalist intelligence is the ability to recognize and classifyelements of the natural world. That is, this intelligence enablesus to classify, understand, and explain the elements ofnature. Those "at promise" in this domain have an understandingof the environment; they learn well through outdoor activities,including those that involve interacting with natural andenvironmental materials and concepts.

Young childrenmay be fascinated by all kinds ofcreatures, including the ants crawling along a picnicblanket.

Older children love to learn the names of trees andflowers, and have a good eye for the differences betweenthem. They spend hours compiling science reports ontheir favorite animals and exotic plants.

Adultstend to be aware of the subtleties in appearance,texture, and sounds that those weaker in this intelligencemay not grasp. Stated a slightly different way, this

intelligence has to do with observing, understanding andorganizing patterns in the natural environment.

Multiple Intelligences Information was taken from:

http://www.lth3.k12.il.us/rhampton/mi/MIW.html
http://www.lth3.k12.il.us/rhampton/mi/MIW.htmlhttp://www.lth3.k12.il.us/rhampton/mi/MIW.htmlhttp://www.lth3.k12.il.us/rhampton/mi/MIW.html

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