Lesson plan multiple intelligences.revised

Lesson Plan – Gardner’s 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 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 I’m 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
_____ I’m 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 bird’s 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_____ Sculpture
Pictures
Rhythmic Patterns
Vocal Sounds/Tones
Music Composition/creation
Percussion Vibrations
Humming¨ Environmental Sounds
Instrumental Sounds
Singing
Tonal Patterns
Interpersonal _____
Music Performance
Giving Feedback
Understanding Others Feelings
Logical/Mathematical_____
Cooperative Learning Strategies
Abstract Symbols/Formulas Person-to-Person Communication
Outlining¨ Graphic Organizers Empathy Practices
Number Sequences Division of Labor
Calculation Collaborative Skills
Deciphering Codes Receiving Feedback
Forcing Relationships Sensing Others Motives
Syllogisms Group Projects
Problem Solving
Intrapersonal_____
Pattern Games
Silent Reflection Methods
Visual/Spatial_____
Metacognition Techniques
Guided Imagery Thinking Strategies
Active Imagination Emotional Processing
Color Schemes "Know Thyself" Procedures
Patterns/Designs Mindfulness Practices
Painting Focusing/Concentration Skills
Drawing Higher-Order Reasoning
Mind-Mapping Complex Guided Imagery
Pretending "Centering" Practices

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 self-
expression 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 real-
world 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 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 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

Logical-

Verbal-Linguistic Use written and spoken language to express complex
meaning
• 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
(Word Smart) whom language is an important stock in trade,
highlights linguistic intelligence
• Well-developed verbal skills and sensitivity to the
People Examples:
sounds, meanings and rhythms of words
Shakespeare
• Occurs through written and spoken words, such as in
Agatha Christie
essays, speeches, books, informal conversation,
Margery Williams
debates, and jokes
Maya Angelou
Hemingway This intelligence involves the knowing that comes through the
Longfellow language, through reading, writing, and speaking. It involves
Louisa May Alcott understanding the order and meaning of words in both speech and
Robert Frost writing and how to properly use the language. It involves
Mark Twain understanding the socio-cultural nuances of a language, including
Mary Higgins Clark idioms, plays on words, and linguistically based humor.
Steinbeck If this is a strong intelligence for you, you have highly developed
J. K. Rowlings skills for reading, speaking, and writing, and you tend to think in
Elizabeth Barrett words. You probably like various kinds of literature, playing word
Browning 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.

Mathematical- Discern logical or numerical patterns; deductive reasoning
Logical • 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
(Math Smart) • Can manipulate numbers, quantities, and operations,
the way a mathematician does
• Uses numbers, logic, scientific reasoning, and
People Examples: calculating to help solve problems and meet challenges
Archimedies This intelligence uses numbers, math, and logic to find and
understand the various patterns that occur in our lives:
Sir Isaac Newton
thought patterns, number patterns, visual patterns, and color
Galileo patterns. It begins with concrete patterns in the real world but
Copernicus gets increasingly abstract as we try to understand
Einstein relationships among patterns.
Pythagoras If you happen to be a logical-mathematically inclined person,
Euclid you think more conceptually and abstractly and are often able
Kepler to see patterns and relationships that others miss. You
probably like to conduct experiments, solve puzzles and other
Pascal
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
• 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 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.

Produce and appreciate forms of musical expressiveness
Musical Rhythmic
• 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
(Music /Sound • Learns through sounds, rhythms, tones, beats, music
Smart) produced by other people or present in the environment
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
People Examples: 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
Mozart music and rhythmic patterns. You are probably very sensitive to
Bach sounds in the environment; the chirp of a cricket, rain on he roof,
Beethoven varying traffic patterns. You may study and work better with music
in the background. You can often reproduce a melody or rhythmic
Debussy
pattern after hearing it only once. Various sounds, tones, and
Gershwin rhythms may have a visible effect on you-- others can often see a
Haydn change in facial expression, body movement, or emotional
Tchaikovsky response. You probably like to create music and enjoy listening to a
wide variety of music. You may be skilled at mimicking sounds,
Chopin
language accents, and others' speech patterns, and you can
Scott Joplin probably readily recognize different musical instruments in a
John Lennon composition.
Stevie Wonder Careers:
Music therapist, advertising professionals, motion picture soundtrack
Burt Bacharach
creators, music teachers, piano tuners, music studio directors and
Carole King recorders, song writers, music performers, conductors, sound
John Williams engineers, music copyists
Carlos Santana 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, people’s 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

• Analysis of song lyrics

• 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 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

• 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
(Image Smart) sculptor represents a more circumscribed spatial world

People Examples: • Can be used in the arts or in the sciences. If you are
spatially intelligent and oriented toward the arts, you are
Michelangelo more likely to become a painter or sculptor or architect
Leonardo Da Vinci than, say a musician or a writer. Similarly, certain
sciences like anatomy or topology emphasize spatial
Picasso
intelligence
Van Gogh
Monet • Uses the sense of sight and being able to imagine and
Mary Cassatt visualize an object, including making mental images
Rembrandt inside our head
Diane Arbus We often say, "A picture is worth a thousand words," or "Seeing is
believing." Visual-spatial intelligence represents the knowing that
Grandma Moses
occurs through the shapes, images, patterns, designs, and textures
I.M. Pei we see with our external eyes, but it also includes the images we
Frank Lloyd are able to conjure inside our heads.
Wright If you are strong in this intelligence you tend to think in images and
pictures. You are likely very aware of objects, shapes, colors,
Meryl Streep
textures, and patterns in the environment around you. You probably
Annie Liebovitz like to draw, paint, make interesting designs and patters, and work
Steven Spielberg with clay, colored markers, construction paper and fabric. Many
Georgia O'Keefe 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 memory–our 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
• Construct thematic web pages that include various visual
images (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 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).

Bodily- Ability to control body movements and handle objects
Kinesthetic skillfully
• 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

(Body Smart) • The most evident examples are people in athletics or
the performing arts, particularly when dancing or
acting
People

Examples: • Uses physical movement and performance (a.k.a.
learning by doing) to understand
Barishnakov
Cathy Rigby We often talk about learning by doing. This way of knowing
happens through physical movement and through the
Tiger Woods
"knowings" of our physical body.. The body knows a great
Michael Jordan deal that is not necessarily known by the conscious, logical
David mind, such as how to ride a bike, parallel park a car, dance
Copperfield the waltz, catch a thrown object, maintain balance while
Marcel Marceau walking, and type on a computer keyboard.
Charlie Chaplin
If you are strong in this intelligence area, you tend to have a
Harry Houdini keen sense of body awareness. You like physical
Mia Hamm 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 body–we
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
• 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 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
• 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

(People Smart) • Uses person-to-person relating, communication,
People teamwork, and collaboration with others
Examples: This is the person-to-person way of knowing. It is the
Abraham knowing that happens when we work with and relate to other
Lincoln people, often as part of a team. This way of knowing also
George requires developing a whole range of social skills that are
Washington needed for effective person-to-person communication and
Ghandi relating.
Dr. Joyce If this person-to-person way knowing is more developed in
Brothers you, you learn through personal interactions. You probably
Oprah have lots of friends show a great deal of empathy for other
Winfrey people, and exhibit a deep understand of others points of
Jesse view. You probably love team activities of all kinds and are
Jackson a good team member--you pull your own weight and often
Martin Luther much more. You are sensitive to other people's feelings and
King ideas and are good at piggybacking your ideas on others'
Rev. Billy thoughts. You are also likely skilled drawing others out in a
Graham 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

• All of the above activities that might be designed to
incorporate 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, 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
• 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
(Self Smart) avoid, and which things to gravitate toward
People Examples: • We are drawn to people who have a good
understanding of themselves because those
NEIL ARMSTRONG people tend not to screw up. They tend to know
HELEN KELLER what they can do, what they can’t do, and they
COLUMBUS tend to know where to go if they need help
CHARLES LINDBERGH
JOAN OF ARC • The knowing which comes from introspection,
CLARA BARTON self-reflection, and raising questions about life’s
CLEOPATRA meaning and purpose
LEIF ERICSSON
SIR EDMOND HIlLARY 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
• All of the above activities that might be completed
through reflective individual projects
• 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, self-
confident, 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
This intelligence involves understanding the natural world of
plants and animals, noticing their characteristics, and
categorizing them; it generally involves keen observation and the
(Nature Smart) ability to classify other things as well. It may be exercised by
exploring nature, making collections of objects, studying them,
People
and grouping them.
Examples:
Careers:
Galileo
Forest rangers, nature guides, animal trainers, zoo keepers,
Rachael Carson
landscape designers, gardeners, scientists investigating the
John Audubon
biological and physical worlds, bird watchers, veterinarians,
Lewis & Clark
farmers, people involved in scouting and camping, botanists,
Jane Goodall
horticulturists, florists, meteorologists, conservations
Jacques Costeau
Diana Fossey BENEFITS of developing and strengthening Nature Smarts include:
John Muir
Sacajawea • 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
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

Lesson plan multiple intelligences.revised

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