Lesson Plan Gardners Survey of Multiple of Intelligences Objective: The students will be complete a Multiple Intelligence inventory and

d 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 Summary Online: 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 needed 2 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 paper 5 minutes 6. Discuss each intelligence and review examples of learning methods and activities that relate to each method 10 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

MULTIPLE INTELLIGENCES TEACHER INVENTORY

Place 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 cooking recipe 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 birds eye view _____ I prefer reading books, newspapers, magazines, etc. that have many illustrations ________ Total Spatial boxes checked

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 them being 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

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 experience personal 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 feedback from 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 line provided. Verbal/Linguistic_____ Reading Vocabulary Formal Speech Journal/Diary Keeping Creative Writing Poetry Verbal Debate Impromptu Speaking Storytelling Bodily/Kinesthetic_____ Folk/Creative Dance Role Playing Physical Gestures Drama Martial Arts Body Language Physical Exercise Mime Inventing Sports Games

Musical/Rhythmic_____ Rhythmic Patterns Vocal Sounds/Tones Music Composition/creation Percussion Vibrations Humming Environmental Sounds Instrumental Sounds Singing Tonal Patterns Music Performance

Interpersonal _____ Giving Feedback Understanding Others Feelings Cooperative Learning Strategies Person-to-Person Communication Empathy Practices Division of Labor Collaborative Skills Receiving Feedback Sensing Others Motives Group Projects Intrapersonal_____ Silent Reflection Methods Metacognition Techniques Thinking Strategies Emotional Processing "Know Thyself" Procedures Mindfulness Practices Focusing/Concentration Skills Higher-Order Reasoning Complex Guided Imagery "Centering" Practices

Logical/Mathematical_____ Abstract Symbols/Formulas Outlining Graphic Organizers Number Sequences Calculation Deciphering Codes Forcing Relationships Syllogisms Problem Solving Pattern Games Visual/Spatial_____ Guided Imagery Active Imagination Color Schemes Patterns/Designs Painting Drawing Mind-Mapping Pretending Sculpture Pictures

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

Background of Multiple Intelligences

Multiple Intelligences: A Theory for Everyone

Article by Anne Guignon Education World Copyright 2010 Education World Being intelligent does not always mean that someone tests well -- a problem with which teachers and school administrators have struggled since the earliest days of organized education. Howard Gardner's theory of multiple intelligences helps educators think differently about "IQ," and about what being "smart" means. The theory is changing the way some teachers teach. When Howard Gardner's book, Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983) burst on the scene, it seemed to answer many questions for experienced teachers. We all had students who didn't fit the mold; we knew the students were bright, but they didn't excel on tests. Gardner's claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do. Later Gardner books, such as The Unschooled Mind: How Children Think and How Schools Should Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (Basic Books, 1993) helped us understand how multiple intelligences could help us teach and evaluate our students in new and better ways.

WHO IS HOWARD GARDNER?

Howard Gardner, Ph.D. is a professor at Harvard University and the author of many books and articles. His theory of multiple intelligences has challenged long-held assumptions about intelligence -- especially about a single measure of intelligence. Dr. Gardner also co-directs Harvard's Project Zero.

THE ORIGINAL SEVEN INTELLIGENCES

Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind.

Linguistic intelligence: a sensitivity to the meaning and order of words. Logical-mathematical intelligence: ability in mathematics and other complex logical systems. Musical intelligence: the ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence.

Spatial intelligence: the ability to "think in pictures," to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors. Bodily-kinesthetic intelligence: the ability to use one's body in a skilled way, for selfexpression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence. Interpersonal intelligence: an ability to perceive and understand other individuals -their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence. Intrapersonal intelligence: 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 INTELLIGENCE

Gardner 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 sneakers may 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 The bottom 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

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 the intelligences 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 or she 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 allow students 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 realworld activities that will stimulate more learning.

Background of Multiple Intelligences (part 2)

Multiple Intelligences: It's Not How Smart You Are, It's How You're Smart!
Article by Walter McKenzie Education World Copyright 2010 Education World

Howard Gardner's multiple intelligence theory has asked educators to take a fresh look at our assumptions about children and learning. Teachers around the world are rethinking lessons and units -- and their entire approaches to teaching -- based on his research. Whether you're just learning the ropes or looking for a more in-depth study of M.I. applications, there's material on the Web for you! Included: A wealth of information on multiple intelligence theory, from articles and interviews to lessons, projects, and activities! 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 farm taught 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 intercommunication 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 and rather 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 this excerpt 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 rote ways? How have we penalized those students over the years? Howard Gardner's multiple intelligence theory (hereafter referred to as M.I.) transcends the boundaries of how we have traditionally looked at learning. And it couldn't have happened at a

more important moment in our history. The citizens of the 21st century will not thrive by simply mastering 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 in order 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 a scientist, 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 Intelligences gives a nice overview of the underpinnings of Gardner's theory. You might also take a look at It's Not How 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's Multiple Intelligences presents the theory and its implications for teachers, while The Gardner School page 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 recommend Mrs. Young's Page on 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 profound impact on teachers and students.

Verbal Linguistic

LogicalMathematical

Musical

Spatial

BodilyKinesthetic

Interpersonal

Intrapersonal

Verbal-Linguistic

Use written and spoken language to express complex meaning

(Word Smart)

People Examples: Shakespeare Agatha Christie Margery Williams Maya Angelou Hemingway Longfellow Louisa May Alcott Robert Frost Mark Twain Mary Higgins Clark Steinbeck J. K. Rowlings Elizabeth Barrett Browning

The capacity to use language, your native language, and perhaps other languages, to express what's on your mind and to understand other people Poets really specialize in linguistic intelligence, but any kind of writer, orator, speaker, lawyer, or a person for whom language is an important stock in trade, highlights linguistic intelligence Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words Occurs through written and spoken words, such as in essays, speeches, books, informal conversation, debates, and jokes

This intelligence involves the knowing that comes through the language, through reading, writing, and speaking. It involves understanding the order and meaning of words in both speech and writing and how to properly use the language. It involves understanding the socio-cultural nuances of a language, including idioms, plays on words, and linguistically based humor. If this is a strong intelligence for you, you have highly developed skills for reading, speaking, and writing, and you tend to think in words. You probably like various kinds of literature, playing word games, making up poetry and stories, getting into involved discussions with other people, debating, working crossword puzzles, formal speaking, creative writing, and the remembering of and art of telling jokes. You are likely precise in expressing yourself and irritated when others are not. You love learning new words, you do well with written assignments, and your comprehension of anything you 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 BENEFITS to 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 of action

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 intelligence is that ability to use words effectively either orally or in writing, that is, the ability to exhibit language development in its fullest form, in short, the overall structure of language. This way of knowing and comprehending the real world is the ability to use language to achieve a goal and enhance understanding. A core component of this traditional IQ-type intelligence is sensitivity to the meanings, rhythms, and sounds of words ... in short, sensitivity to the different functions of language.

Young children with this dominance often demand story after story around bedtime. When they enter school, they have highly developed verbal skills, enjoy developing rhymes, and often pun. In short, they tend to think in words. They like oral and silent reading exercises, playing word games, enjoying a variety of reading and writing materials at learning centers, making up poetry and stories, getting into involved discussions, debates, formal speaking, creative writing, and telling complicated jokes. Older children possess strong vocabularies, and, at times, can get so lost in a thick book that they almost forget about their dinner. At this age, they may subscribe to their favorite magazines, or use a word processing application to keep a personal diary or secret journal. Adults tend to be precise in expressing themselves; they love verbalizing and writing well. Also, their understanding of what they have read tends to be well above the norm.

MathematicalLogical

Discern logical or numerical patterns; deductive reasoning

(Math Smart)

Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns People with highly developed logical/mathematical intelligences understand the underlying principles of some 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

People Examples: Archimedies Sir Isaac Newton Galileo Copernicus Einstein Pythagoras Euclid Kepler Pascal

This intelligence uses numbers, math, and logic to find and understand the various patterns that occur in our lives: thought patterns, number patterns, visual patterns, and color patterns. It begins with concrete patterns in the real world 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 able to see patterns and relationships that others miss. You probably like to conduct experiments, solve puzzles and other problems, ask cosmic questions, and analyze circumstances and people's behavior. You most likely enjoy working with numbers and mathematical formulas and operations, and you love the challenge of a complex problem to solve. You are probably systematic and organized, and you likely always have 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, scientific researchers, arbitrators, underwriters, medical professionals, data analysts, logicians BENEFITS 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

Teaching Resources

Charts Diagrams Government reports Statistical demographic and population data

Basic MI Activities - Teaching Activities

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

Instructional Strategies - Teaching Activities

Problem solving Investigation Experimentation Questioning

Logical mathematical intelligence is all about using numbers effectively, improving inductive and deductive reasoning skills, and being able to appreciate, recognize, and use abstract patterns in problem solving situations. Many mainstream psychologists continue to consider this intelligence, in conjunction with Gardner's linguistic-verbal intelligence, as the only form of smarts. This (Jean) Piagetian-type ability that intellectual quotient (IQ) tests purport to measure, deals with inductive and deductive thinking, numbers, and patterns.

Young children are always asking how things work; they learn to count easily. They enjoy working with manipulative, puzzles, categorizing activities, and working on timelines. Over the years, I have had many such learners in my classes. They think conceptually and abstractly, and are often able to see patterns and relationships that ordinary students miss. They like to experiment, solve puzzles and other problems, ask cosmic questions; in short, they tend to be the classroom thinkers. They generally enjoy working with numbers, mathematical formulae and operations, continuously appreciating 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. Older children often become quite skilled at many areas of mathematics, calculus, and science, perhaps even creating a hypothesis for the development of a new invention. Students at this age also enjoy puzzles and recognize patterns in the world around them. Adults are best able to use and appreciate abstract relationships.

Musical Rhythmic

Produce and appreciate forms of musical expressiveness

(Music /Sound Smart)

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, music produced by other people or present in the environment

People Examples: Mozart Bach Beethoven Debussy Gershwin Haydn Tchaikovsky Chopin Scott Joplin John Lennon Stevie Wonder Burt Bacharach Carole King John Williams Carlos Santana

This is the knowing that happens through sound and vibration. This intelligence is not limited to music and rhythm. Some refer to this intelligence as auditory-vibrational, for it deals with the whole realm of sound, tones, beats, and vibrational patterns as well as music. If you are strong in this intelligence area, you likely have a love of music and rhythmic patterns. You are probably very sensitive to sounds in the environment; the chirp of a cricket, rain on he roof, varying traffic patterns. You may study and work better with music in the background. You can often reproduce a melody or rhythmic pattern after hearing it only once. Various sounds, tones, and rhythms may have a visible effect on you-- others can often see a change in facial expression, body movement, or emotional response. You probably like to create music and enjoy listening to a wide variety of music. You may be skilled at mimicking sounds, language accents, and others' speech patterns, and you can probably readily recognize different musical instruments in a composition. Careers: Music therapist, advertising professionals, motion picture soundtrack creators, music teachers, piano tuners, music studio directors and recorders, song writers, music performers, conductors, sound engineers, music copyists BENEFITS to you of developing and enhancing your Sound Smarts intelligence 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 shift moods to more optimal states of being Knowledge of how to use music and sound to deepen personal relationships with others

Teaching Resources

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

Basic MI Activities - Teaching Activities

Analysis of song lyrics

Composition of song lyrics Design and publish PowerPoint presentations which incorporate music and visual elements

Instructional Strategies - Teaching Activities

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 and express well numerous musical forms. Such learners are most sensitive to environmental sounds, the human voice and musical instruments. In short, they possess a strong ear for music. Unlike the average person, rhythms, musical patterns, tones, and various sounds often have a more visible effect on them, in that you can easily detect a change in their facial expressions, emotional responses, and/or specific body movements. As a music teacher once said to me, they have music constantly 'swimming' in their heads. They are sensitive to rhythm, pitch and melody, including sounds in the environment such as rain on a roof, various traffic patterns, even the chirp of a cricket.

Young children can often be heard banging on pots and/or singing nonsense songs to themselves in the bathtub. Children with a dominant musical intelligence may enjoy a hum and easily turn sounds into rhythms; they retain melodies and lyrics well. Older children acquire good memories for lyrics, perhaps even emitting the odd wince here and there when their parents sing "Happy Birthday" off key. Such children often play an instrument quite well. They are often quite skilled at mimicking language accents, sounds, the speech patterns of others, and recognizing different musical instruments in a composition. Adults enjoy creating, singing and listening to a wide variety of music, in short, they love music and its various rhythmical patterns. They can often reproduce a melody or rhythmic pattern after hearing it only once.

Visual-Spatial

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

(Image Smart) People Examples: Michelangelo Leonardo Da Vinci Picasso Van Gogh Monet Mary Cassatt Rembrandt Diane Arbus Grandma Moses I.M. Pei Frank Lloyd Wright Meryl Streep Annie Liebovitz Steven Spielberg Georgia O'Keefe

The ability to represent the spatial world internally in your mind the way a sailor or airplane pilot navigates the 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 are more likely to become a painter or sculptor or architect than, say a musician or a writer. Similarly, certain sciences like anatomy or topology emphasize spatial intelligence Uses the sense of sight and being able to imagine and visualize an object, including making mental images inside our head

We often say, "A picture is worth a thousand words," or "Seeing is believing." Visual-spatial intelligence represents the knowing that occurs through the shapes, images, patterns, designs, and textures we see with our external eyes, but it also includes the images we are able to conjure inside our heads. If you are strong in this intelligence you tend to think in images and pictures. You are likely very aware of objects, shapes, colors, textures, and patterns in the environment around you. You probably like to draw, paint, make interesting designs and patters, and work with clay, colored markers, construction paper and fabric. Many who are strong in visual-spatial intelligence love to work jigsaw puzzles, 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 be decorated. You also are probably excellent at performing tasks that require 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 point embroiders, landscapers, theater set designers, professional drivers, cinematographers, book illustrators, tour guides, jewelry and clothing designers BENEFITS to you of strengthening your Image Smarts intelligence include:

Being able to visualize what you want in your life and make it happen Gaining the ability to express your ideas and make them clearer through visual representation Discovering powerful aids to memoryour brains naturally think in images and pictures before we have words Teaching yourself to "think outside the box" Accessing your own deep sources of inner wisdom and

guidance Teaching Resources

Map Diagrams Illustrations Battlefield representations Historical timelines

Basic MI Activities - Teaching Activities

Construct thematic web pages that include various visual images (e.g., posters, political cartoons, broadsides, photos, illustrations) Construct hyperlinked timelines and maps

Instructional Strategies - Teaching Activities

Imagery Map analysis Observation activities Construction of dioramas or posters

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

Young children might build cities out of blocks and create impromptu murals on the kitchen and bedroom walls. They like to draw, paint, make interesting designs and patterns from fabric, colored construction paper, and clay. As well, they love putting together jigsaw puzzles. Older children tend to be good at reading maps and finding their way around new places, daydreaming, creating accurate drawings; they may find it easier to learn information that is presented in images rather than just by words. Put a slightly different way, a strength here often means one does well at visualizing things. Adults think in images and pictures. They are often very aware of objects, colors, shapes and patterns in the environment. They possess strong opinions about such things as colors that go together, textures that are pleasing and appropriate, and decorating. To sum, they are excellent at performing tasks that require seeing with the mind's eye (visualizing, forming mental images, imagining, and pretending).

BodilyKinesthetic

Ability to control body movements and handle objects skillfully

(Body Smart) People Examples: Barishnakov Cathy Rigby Tiger Woods Michael Jordan David Copperfield Marcel Marceau Charlie Chaplin Harry Houdini Mia Hamm

The capacity to use your whole body or parts of your body: (your hands, your fingers, your arms), to solve a problem, make something, or put on some kind of production The most evident examples are people in athletics or the performing arts, particularly when dancing or acting Uses physical movement and performance (a.k.a. learning by doing) to understand

We often talk about learning by doing. This way of knowing happens through physical movement and through the "knowings" of our physical body.. The body knows a great deal that is not necessarily known by the conscious, logical mind, such as how to ride a bike, parallel park a car, dance the waltz, catch a thrown object, maintain balance while walking, and type on a computer keyboard. If you are strong in this intelligence area, you tend to have a keen sense of body awareness. You like physical movement--dancing, making and inventing with your hands, and role-playing. You probably communicate well through body language and other physical gestures. You can often perform a task much better after seeing someone else do it first and then mimicking those actions. You probably like physical games of all kinds. and you like to demonstrate how to do something for someone else. You may find it difficult to sit still for long periods of time and are easily bored or distracted if you are not actively involved in what is going on around you. Careers: Gymnasts, physical therapists, models, mechanics, choreographers, actors, recreation directors, crafts persons, athletes, invertors, builders, dancers, circus artists, bodybuilders, doctors, nurses, exercise instructors, sport coaches, law enforcement personnel BENEFITS to you when you strengthen Body Smarts in your life
include:

Improving over-all functioning of your body and your physical movements Strengthening connections between the mind and bodywe know they profoundly effect each other Gaining greater awareness of your "body language" and how to use your body to become a better communicator with others

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 regions of the body

Teaching Resources

Illustrations and descriptions of historical costumes Cooking Dance Role playing or simulation

Basic MI Activities - Teaching Activities

Internet based simulations Cooperative web searches or web quests Role playing activities that incorporate Web resources Classroom presentations

Instructional Strategies - Teaching Activities

Simulations Modeling Role playing Analyzing manipulative

Bodily kinesthetic intelligence is related to physical movement and the knowledge of the body and how it functions; it includes the ability to use many parts of the body to express emotion, to play a game, 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 as dance, crafts, mime, sports, acting and using manipulatives.

Young children who demonstrate a strong bodily kinesthetic intelligence are highly coordinated and often quite tactile. They enjoy all sorts of athletics and would rather be a participant than a spectator. Also, this way of understanding the world is most evident in young children
who have a hard time sitting still and are well coordinated.

Older children who demonstrate this type of intelligence may be good dancers or athletes, or particularly good at mimicking the classroom teacher. Adults have a keen body awareness. They enjoy physical movement, dancing, hugging, making and inventing things with their hands, including role playing. They are easily bored if they are not actively involved in what is going on around them. They communicate well through body language and similar physical gestures. In general, those who are "at promise" in this intelligence like physical games of all kinds and demonstrating how to do things. In fact, they can often perform a task after seeing it done.

Interpersonal

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

(People Smart) People Examples: Abraham Lincoln George Washington Ghandi Dr. Joyce Brothers O prah Winfrey Jesse Jacks on Martin Luther King Rev. Billy Graham

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 has to 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 the knowing that happens when we work with and relate to other people, often as part of a team. This way of knowing also requires developing a whole range of social skills that are needed for effective person-to-person communication and relating. If this person-to-person way knowing is more developed in you, you learn through personal interactions. You probably have lots of friends show a great deal of empathy for other people, and exhibit a deep understand of others points of view. You probably love team activities of all kinds and are a good team member--you pull your own weight and often much more. You are sensitive to other people's feelings and ideas and are good at piggybacking your ideas on others' thoughts. You are also likely skilled drawing others out in a discussion and you probably are skilled in conflict 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 customer service personnel, salespersons, travel agents, consultants, social affairs directors BENEFITS 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 with others 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

All of the above resources that might be used in cooperative MI activities

Basic MI Activities - Teaching Activities

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

Instructional Strategies - Teaching Activities

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, these people learn best through person-to-person interaction. They usually have many friends, show a considerable degree of empathy and are able to understand viewpoints of others. They appreciate differences in their neighborhoods and around the world and they recognize and make distinctions among others' feelings and intentions very easily.

Young children with interpersonal intelligence enjoy playing with other children; they hate to be left alone. They love team activities of all kinds and are very 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 to put others at ease. In short, they work well within groups and often end up in leadership role. Adults are sensitive to the ideas and feelings of others and are adept at drawing others out in a discussion. When individuals are in radical opposition to each other, these are the ones who are often quite skillful in conflict resolution.

Intrapersonal

Understand oneself; Engage in self-reflection & metacognition; Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

(Self Smart) People Examples: NEIL ARMSTRONG HELEN KELLER COLUMBUS CHARLES LINDBERGH JOAN OF ARC CLARA BARTON CLEOPATRA LEIF ERICSSON SIR EDMOND HIlLARY

Having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward We are drawn to people who have a good understanding of themselves because those people tend not to screw up. They tend to know what they can do, what they cant do, and they tend 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-reflective abilities by which we can step outside of ourselves and think about our own lives. This is the introspective intelligence. It involves our uniquely human propensity to want to know the meaning, purpose , and significance life. It involves our awareness 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 for others. You are probably self-reflective n self-aware, and thus you tend to be in tune with your inner feelings, values, beliefs, and thinking processes. You are frequently a bearer of creative wisdom and insight, you are highly intuitive, and you are inwardly motivated rather than needing external rewards to keep you going. You are often strong willed, self-confident, and have definite, well=though-out opinions on almost any issue. Other people will often come to you for advice and counsel. Careers: Therapists, psychologists, human potential researchers, philosophers, religious leaders (pastors and priests), social workers, mediation guides, counselors, self-help advisors, cognitive pattern researchers, mental health professionals BENEFITS of developing Self Smarts include:

Clarity about your life and where you are headed Control of your destiny and the directions in which you

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

Basic MI Activities - Teaching Activities

All of the above activities that might be completed through reflective individual projects

Instructional Strategies - Teaching Activities

Decision making Journal writing Self-discovery Independent learning projects

Intrapersonal intelligence deals with the development and understanding of the self and using this knowledge to live well; it includes personal goals, feelings, anxieties and strengths and subsequently drawing from that awareness to guide personal behavior. These people often enjoy working alone, sometimes even shying away from others and off quietly by themselves. They are often strong willed, selfconfident, and possess definite, well-thought-out opinions on various issues.

Young children can be left on their own to play happily, and may be a bit shy or stubborn. Older children may keep journals or logs, express strong emotions and well developed opinions, and seem blithely unconcerned by other kids' notions of what's "in" and what's "out." Adults are self-reflective and self-aware, thus they often tend to be in tune with their inner feelings, beliefs, thinking processes, and values. They are frequent bearers of creative wisdom and insight, are highly intuitive, and are inwardly motivated rather than requiring external rewards to keep them going.

Naturalist

Ability to recognize and categorize plants, animals and other objects in nature

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

(Nature Smart) People Examples: Galileo Rachael Carson John Audubon Lewis & Clark Jane Goodall Jacques Costeau Diana Fossey John Muir Sacajawea

This intelligence involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the ability to classify other things as well. It may be exercised by exploring nature, making collections of objects, studying them, and grouping them. Careers: Forest rangers, nature guides, animal trainers, zoo keepers, landscape designers, gardeners, scientists investigating the biological and physical worlds, bird watchers, veterinarians, farmers, people involved in scouting and camping, botanists, horticulturists, florists, meteorologists, conservations BENEFITS of 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

Basic MI Activities - Teaching Activities

Design virtual landscapes Analyze computer simulated topographic battlefields, cities, maps, etc.

Instructional Strategies - Teaching Activities

Recognize and classify cultural and natural artifacts Data gathering in natural setting

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

Young children may be fascinated by all kinds of creatures, including the ants crawling along a picnic blanket. Older children love to learn the names of trees and flowers, and have a good eye for the differences between them. They spend hours compiling science reports on their favorite animals and exotic plants. Adults tend to be aware of the subtleties in appearance, texture, and sounds that those weaker in this intelligence may not grasp. Stated a slightly different way, this intelligence has to do with observing, understanding and organizing patterns in the natural environment.

Multiple Intelligences Information was taken from: http://www.lth3.k12.il.us/rhampton/mi/MIW.html