*Multiple+Intelligences

sources: [|MI] [|9 Multiple Intelligence] [|Principles of Multiple Intelligences] [|Teaching Ideas Using Multiple Intelligences]

> >
 * MI**
 * the ability to create an effective product or offer a service that is valued in a culture;
 * a set of skills that make it possible for a person to solve problems in life;
 * the potential for finding or creating solutions for problems, which involves gathering new knowledge.

**HOWARD GARDNER'S NINE MULTIPLE INTELLIGENCES**:

> **1. Linguistic Intelligence**: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.

> **2. Logical/Mathematical Intelligence**: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

> **3. Musical Rhythmic Intelligence**: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent.

> **4. Bodily/Kinesthetic Intelligence**: 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 dancing or acting.

> **5. Spatial Intelligence**: 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. Spatial intelligence can be used in the arts or in the sciences.

> **6. Naturalist Intelligence**: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

> **7. Intrapersonal Intelligence**: having an understanding of yourself; 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. They tend to know what they can and can't do, and to know where to go if they need help.

> **8. Interpersonal Intelligence**: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people.

> **9. Existential Intelligence**: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.


 * || **intelligence type** || **description** || **typical roles** || **related tasks, activities or tests** || **preferred learning style clues** ||
 * 1 || **Linguistic** || **words and language**, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning || writers, lawyers, journalists, speakers, trainers, copy-writers, english teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes || write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story || words and language ||
 * 2 || **Logical-Mathematical** || **logical thinking**, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result || scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors || perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition || numbers and logic ||
 * 3 || **Musical** || **musical ability**, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling || musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches || perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions || music, sounds, rhythm ||
 * 4 || **Bodily-Kinesthetic** || **body movement control**, manual dexterity, physical agility and balance; eye and body coordination || dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers || juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics || physical experience and movement, touch and feel ||
 * 5 || **Spatial-Visual** || **visual and spatial perception**; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect || artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants || design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car || pictures, shapes, images, 3D space ||
 * 6 || **Interpersonal** || **perception of other people's feelings**; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people || therapists, HR professionals, mediators, leaders, counsellors, politicians, eductors, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed[|'Emotional Intelligence' or EQ]) || interpret moods from facial expressions; demonstrate feelings through[|body language]; affect the feelings of others in a planned way; coach or counsel another person || human contact, communications, cooperation, teamwork ||
 * 7 || **Intrapersonal** || **self-awareness**, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change || arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to[|Maslow's Self-Actualisation] level, and again there is clear association between this type of intelligence and what is now termed[|'Emotional Intelligence' or EQ] || consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own [|'Johari Window'], and decide options for development; consider and decide one's own position in relation to the[|Emotional Intelligence model] || self-reflection, self-discovery ||

**Key principles** Key principles of multiple intelligences (M.I.) theory to guide curriculum structure and lesson planning include the following: > It is important to teach subject matter through a variety of activities and projects. To this end, fill the classroom with rich and engaging activities that evoke a range of intelligences. Also, encourage students to work collaboratively as well as individually to support both their "interpersonal" and "intrapersonal" intelligences. > Assessments should be integrated into learning. And students need to play an active role in their assessment. When a student helps determine and clarify the goals of classroom activities, his or her academic success and confidence increases. > Offer students a number of choices for "showing what they know" about a topic. In addition to traditional paper tests, students need opportunities to create meaningful projects and authentic presentations. > It is counterproductive to label students with a particular intelligence. While an artistic genius may begin to reveal herself in grade 2, it limits her potential for understanding to fail to expose her to opportunities to access her other intelligences. All students have all intelligences. By nurturing the whole spectrum, teachers motivate students, foster their learning, and strengthen their intelligences.