What are Multiple Intelligences?
"It's not how smart you are that matters,
what really matters is how you are smart.”
-Howard Gardner
There are many strengths that students possess, and not every person is smart in the same way. We each have talents that we use and express differently from one another. The strengths we are talking about are based upon The Theory of Multiple Intelligences, which was developed by a Harvard psychologist (a person who studies how people act and think) named Howard Gardner. Gardner believes that there are at least seven Ways people can be smart: Linguistic, Logical-Mathematical; Spatial, Bodily-Kinesthetic, Musical, Interpersonal, and Intrapersonal.
Definition of Terms:
1. Multiple means many.
2. Intelligence is the ability to learn, to solve problems, and to become smarter.
Everyone has many abilities that allow them to learn, and everyone possesses the seven intelligences. However, some of us used more of one, and others more of another. The intelligences can also change with age and be developed though practice and effort. But remember, not one intelligence is better than the other.
In this class, you will be given opportunities to work with all seven intelligences.
We will ask you to work to improve your strengths some of the time and challenge
you to work with your weakness other times. Remember, you can develop and
improve only through hard work and practice so keep an open mind and try your
best.
Multiple Intelligence Profile Graph
Verbal
Linguistic Logical
Mathematical Visual
Spatial Bodily
Kinesthetic Musical
Rhythmic Interpersonal Intrapersonal Naturalist 9-10
Extraordinary Able to amaze others, mistakes are rare, effortless grace
7-8 Strong Unconscious competency, usually gets what one wants or needs
5-6 Intermediate Conscious competency, succeeds through concentrated effort
3-4 Occasional Conscious incompetence, usually struggles, often frustrated
1-2 Beginner Consistent difficulty, constant problems and frustration, or major avoidance
Name: _______________________________ Date: ____________________ Period: ______
Multiple Intelligences Checklist
Directions: Place a check on the line next to the things that describe you the best.
It is okay of one area has nothing to descried you, please just leave it blank.
Linguistic Intelligence: Total Number goes in the box
1. ____ writes better than average for age 2. ____ spins tall tales or tells jokes and stories
3. ____ has a good memory for names, places, dates, or trivia 4. ____ enjoys word games
5. ____ enjoys reading books 6. ____ spells words accurately
7. ____ appreciates nonsense rhymes, puns, tongue twisters, ect.
8. ____ enjoys listening to the spoken word (stories, radio commentaries, books on tape) 9. ____ has a good vocabulary for age
10. ____ communicates to others in a highly verbal way
Logical-Mathematical Intelligence:
1. ____ asks a lot of questions about how things work
2. ____ computes arithmetic problems in his/her head quickly 3. ____ enjoys math class
4. ____ finds math computer games interesting (enjoys math/ counting games) 5. ____ enjoys playing chess, checkers, or other strategy games
6. ____ enjoys working on logic puzzles or brainteasers (crossword, story problems, ect.) 7. ____ enjoys putting things in categories or hierarchies
8. ____ likes to experiment in a way that shows higher order cognitive thinking process (uses unique, higher level or more difficult techniques to solve problems)
9. ____ thinks on a more abstract or conceptual level than others his/her age (not everything is black or white, see gray areas)
10. ____ has a good understanding of cause-effect relationships Spatial Intelligence:
1. ____ reports clear visual images (can visualize things in head)
2. ____ reads maps, charts, and diagrams more easily than text or written words 3. ____ daydreams more than other his/ her age
4. ____ enjoys art activities
5. ____ draws figures that are advanced for age
6. ____ lives to view movies, slides, or other visual presentations
7. ____ enjoys doing puzzles, mazes, “Where’s Waldo?” or similar visual activities 8. ____ builds interesting three-dimensional construction for age (legos, models, ect.)
9. ____ gets more/ understands more from pictures than words when reading 10. ____ doodles on workbooks, worksheets, or other materials
Bodily-Kinesthetic Intelligence:
1. ____ Excels in one or more sports
2. ____ moves, twitches, taps, or fidgets while seated for a long time in one spot 3. ____ cleverly mimics other peoples gestures or mannerisms
4. ____ loves to take things apart and put them back together again 5. ____ puts his/her hands all over things he/she sees for the first time
6. ____ enjoys running, jumping, wresting, and other similar activities (or enjoys running to class, jumping over things)
7. ____ shows skill in all craft (woodworking, sewing, mechanics) or good with other fine motor coordination activities (building models)
8. ____ has a dramatic way of expressing himself/herself
9. ____ reports different physical sensations while thinking or working (often describes how things make them feel physically)
10. ____enjoys working with clay or other hands-on experiences (finger painting)
Musical Intelligence:
1. ____ tells you when music sounds off-key or disturbing in some other way 2. ____ remembers melodies of songs
3. ____ has a good singing voice
4. ____ plays a musical instrument or sings in a choir or other group 5. ____ has a rhythmic way of speaking and/or moving
6. ____ unconsciously hums to himself/herself
7. ____ taps rhythmically on the table or desk as he/she works 8. ____ sensitive to environmental noises (rain on roof, ect.) 9. ____ responds favorably when a piece of music is put on 10. ____ sings songs that he/she has learned outside the classroom
Interpersonal Intelligence:
1. ____ enjoys socializing with peers 2. ____ seems to be a natural leader
3. ____ gives advice to friends who have problems
4. ____ seems to be street-smart (uses common sense outside and inside of school) 5. ____ belongs to clubs, committees, or other organizations
6. ____ enjoys informally teaching other kids 7. ____ likes to play games and work with other kids 8. ____ has two or more close friends
9. ____ has a good sense of empathy or concern for others (feels for others when they are having a rough time)
10. ____ others seek out his/her company
Intrapersonal Intelligence:
1. ____ displays a sense of independence or a strong will 2. ____ has a realistic sense of his/her strengths and weaknesses 3. ____ does well when left alone to play or study
4. ____ matches to the beat of a different drummer in his/her style of living (the way they dress for example) and learning
5. ____ has an interest or hobby that he/she doesn’t talk much about 6. ____ has a good sense of self-direction
7. ____ prefers working alone to working with others 8. ____ accurately expresses how he/she is feeling
9. ____ is able to learn from his/her failures and successes in life 10. ____ has high self-esteem
Naturalist Intelligence:
1. ____ likes to spend time in nature
2. ____ enjoys having animals around the house
3. ____ is involved in a hobby that involves nature. Such as hiking or fishing
4. ____ reads books, magazines, or watch television shows or movies that feature nature 5. ____ enjoys visiting zoos, aquariums, or other places where the natural world is studied 6. ____ talks about your favorite pets or preferred natural spots
7. ____ likes to play in water
8. ____ enjoys studying environment, nature, plants, and animals 9. ____ cares about animal rights and earth preservation
10. ____ collect bugs, flowers, leaves, rocks, or other natural things to show to others
Multiple Intelligence Profiles
Verbal-Linguistic Intelligence:
These students have highly developed verbal skills and often think in words. They like reading, playing word games, making up poetry and stories, getting into involved discussions, debating, formal speaking creative writing, and telling jokes.They tend to be precise in expressing themselves, they love learning new words, they do well on written assignments, and their comprehension of what they have read is high.
Logical-Mathematical Intelligence:
These students think conceptually and abstractly and are able to see patterns and relationships that others often miss. They like to experiment, solve puzzles and other problems, ask cosmic questions, and think. They generally enjoy working with numbers and mathematical formulas and operations. They love the challenge of a complex problem to solve. They tend to be systematic and analytical, and they always have a logical rationale or argument for what they are doing or thinking.Visual-Spatial Intelligence: These students think in images and pictures. They are often very aware of objects, shapes, colors and patterns in their environment. They like to draw, paint, make interesting designs and patterns, and work with clay, colored constructions paper, and fabric. They love jigsaw puzzles, reading maps and finding their way around new places, and daydreaming. They have strong opinions about such things as colors that go together, textures that are appropriate and pleasing, and decorating. They are excellent at performing tasks that require seeing with their mind’s eye (for example, visualizing, pretending, imagining, and forming mental images).
Bodily-Kinesthetic Intelligence: These students have a keen sense of body awareness.
They like physical movement, hugging, dancing, making and inventing things with their hands, and role- playing. They communicate well through body language and other physical gestures. They can often perform a task only after seeing someone else do it first and then mimicking the actions. They generally like physical games of all kinds and demonstrating how to do something. They find it difficult to sit still for a long time and are easily bored is they are not actively involved with what is going on around them.
Musical-Rhythmic Intelligence:
These students love music and rhythmic patterns. They are very sensitive to sound in the environments: the chirp of a cricket, rain on the roof, varying traffic patterns. They may study better with music in the background. They can often reproduce a melody or rhythmic patterns after hearing it only once. Various sounds, tones, and rhythms may have a visible effect on the (that is, you can see a change in facial expressions, body movement, or emotional responses). They like to create music. They are skilled at mimicking sound, language accents, and others’speech patterns, and recognizing different musical instruments in a composition.
Interpersonal Intelligence:
These students learn through person-to-person interaction. They generally have lots of friends, show a great deal of empathy for other people, and/or understand different points of view. They love team activities of all kinds and are very good team members, pulling their own weight and often much more. They are sensitive to other people’s feelings and ideas, are good at piggybacking the ideas of others thoughts, and are skilled at drawing others out in a discussions. They are also often very skilled in conflict resolution and mediation when people are in radical opposition to each other.Intrapersonal Intelligence:
These students like to works alone and sometimes shy away from others. They are self-reflective and self-aware and thus tend to be in tune with their inner feelings, values, beliefs, and thinking process. They are frequently bearers of creative wisdom and insight, are highly intuitive, and are inwardly motivated rather than needing external rewards to keep them going.They are often strong-willed, self-confident, and have definite, well-thought out opinions on almost any issue (albeit they are sometimes “off the wall”). Other students will often come to them for advice and counsel, but other students view them as distant and weird.
Naturalist Intelligence:
Have keen sensory skills – sight, sound, smell, taste, and touch.Readily use heightened sensory skills to notice and categorize things from the natural world. Like to be outside or like outside activities like gardening, nature walks, or field trips geared toward observing nature or natural phenomena. Notice patterns easily from their surrounding – likes, differences, similarities, anomalies. Are interested and care about animals or plants. Notice things in the environment others often miss. Create, keep or have collections, scrapbooks, logs, or journals about natural objects—
these include written observations, drawings, pictures and photographs or specimens. Are very interested, from an early age, in television shows, videos, books, or objects from/or about nature, science, or animals.
Show heightened awareness and concern of the environment and/or for endangered species. Easily learn characteristics, names, categorizations, and data about objects or species found in the natural world.
