| Characteristics of people who organize
thoughts and experiences in a particular Inteligence |
Strategies and Activities matching
different styles |
Verbal/Linguistics:
- imagines events/interactions by thinking of words, phrases,
dialogue--
- thinks and innnovates linguistically most of the time.
- can hear words, phrases and sentences as they are being
read silently
- plays with sounds/words to make jokes, puns, humor
- enjoysing reading/writing to relax
- writes notes as memory aid
- writes to communicate ideas
- hears language moe than anything else (hears words before
seeing how thngs look or hearing music)
- reacts with pleasure to informatoin in linguistic form
- translates emotions into linguistic form
- invents words, stories, dialogues
- can tell when something is "wrong" in certain
style, can tell when an important part of a story is missing
- attends to and remembers linguistic information
- prefers to have language in the environment
- actions can be affected by linguistic information
- enjoys discovering new words
- can predict what comes next in linguistic units (parts of
sentence, parts of a story, parts of a formal argument)
- creates lingusitic products with whatever tools are at hand
(letters out of toothpicks, finds materials for writing)
- differentiates linguistic styles (poetry, story, drama,
fairy tale) though not necessarily by name
- is willing and anxious to share linguistic experiences and
achievments
- cultural/social events marked or remembered linguisticallly
(conversations, what people said at certain times)
- linguistic informatin increases and heightens experiences
such as movies, plays
- can interpret and extend novel linguistic forms (essay,
satires)
- apprendends linguistic subtleties (variations or risk-taking
by speakers or writers)
- quickly assimilitates and imitates new linguistic style,s
both oral and written
- finds lingusitic significance natural and/or memechnaical
phenomena (landsceapes, how machines work, see words in clouds, uses
al narrative to describe airplane noise
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- reading (choral,oral, group, interpretive)
- writing (poems, lyrics/stories/plays/books/reports/newspapers/advertisements/letters/surveys/magazine
articles/notetaking)
- literary interpretation/analysis
- story telling
- vocabulary activities
- word roots and parts/deveelopment of language
- speeches/lectures/presentations
- journal/diary keeping
- vebal debate
- impromptu speaking
- humor/jokes/riddles/puns
- class discussions
- tape recordings
- typing
- wordprocessing
- interviews
- oral histories
- foreign languages
- acting
- mneumonics
- panel discussion
- fieldtrips to bookstores/libraries/newspaper
companies
- mock trial
- teaching others
- making dictionary/glossary
- revsing endings to works of others
- research studies/reports
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Logical Intelligence
- thinks logically most of the time
- seeks new logicaly information, uses logiical means to describe
things, ideas and emotions
- wants to find ot what logical concepts are called
- seeks new ways to express self logically
- reacts with pleasure to information in logical form
- codes emotional phenomena in logic
- invents logical forms/new classification systems
- can tell when something is 'wrong' in a certain logical
style/when something is incomplete or missing in a classification
system
- differenctitates logical styles (inductive, deductive, syllogism,
analyogy) and discerns pattterns of similarity
- regularly uses logical means to encode experiences, thought,
emotions
- is willing and anxious to share logical experiences and
achievements
- cultural/social events marked or remembered logically (recalls
grouping of people throughout the event)
- is often profoundly emotionally affected by logical information
- can interpret novel logical forms, can quickly assimilate
and imitate new logical styles
- finds logical significance to natural and/or mechanical
phenomena, such as landscapes, social events, how machines work
- thinks and innovates logically without conscious translation
- automatically attends to and rememgers logical information
- sees logical information over anything else (see logical
arrangements before hearing the music or works or seeing how things
work)
- uses logical means to aid memory
- enjoys logical humor (funny classification systems or illogical
proofs)
- experiences strong reactions to logical information
- actions affected by logical informatin
- seeks new logical terms to use
- can predict what comes next in logical units
- uses logical symbol systems to communicate ideas
- invents mathematical forms, content and uses
Mathematical Intelligence:
- thinks mathematically most of the time
- seeks new mathematical information, wants
to find out what mathematical concepts are called, seeks new ways
to express self mathematically
- reacts with pleasure to informatin in mathematical
form
- invents mathematical forms (new numbers or
number systems)
- automatically attends to mathematical information
- enjoys mathematical humor (funny numbers
or illogical proofs)
- experiences strong reactions to mathematical
information, actions affectd by mathematical information
- chooses to use mathematical means to express
ideas and/or emotions
- recognizes that printed notation stands for
physcial phenomena or statements about the phenomena
- can predict what comes next in mathematical
units, discerns parts of mathematical units
- imagines in numbers and groups
- plays with numbers
- uses mathematical means to relax (plays with
numbers and their symbols)
- uses mathematical means to aid memory (writes
notes to self in formulas)
- sees mathematical informatin over anything
else (sees mathematical characteristics before hearing the music or
words or seeing how things look)
- crfeates mathematical products withwhatever
tools are at hand
- differentiates mathematical styles and discerns
patterns of similarity (addition, division, algebra, calculus)
- is willing and anxious to share mathematical
experiences and achievements
- cultural/social events marked or remembered
mathematically (remembers how many people were at a meal, recalls
what number each person represents)
- extends mathematical achievements into novel
forms such as new algebras/calculii
- apprehends mathematical subtleties (variations
or risk-taking by mathematicians)
- finds mathematical significance in natural
and/or mechanical phenomena, such as landscapes, social events, how
machines work
- thnks and innovates mathematically without
conscious translation
- can envision physical phenomena as the are
read in symbolic notation
- uses mathematical symbol systems to communicate
ideas
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Logical/Mathematical Intelligence
activities
- computation games/kits/puzzles
- creating games incorporating math concepts/other
concepts
- collections
- classifying/categorizing
- creating story problems based on real life
issues
- building models (kites/animals/machines/toys)
- making calendars
- creating recipes
- making artistic pattrns based on math facts
- pattern study/games
- number sequences/sequencing events
- analsyis of a system
- write/role play life of famous mathematician/scientist
- computers/calculators
- creating computer programs/games
- graphs/charts/diagrams/graphs
- problem recognition/problem solving
- Family math activites
- symmetry study
- math manipulatives
- interdisicplinary math activities
- logical activities/syllogisms
- flow charting
- statistics/probabliity
- math in nature
- brain teasers
- outlining
- graphic organizers
- topology
- deciphering codes
- inquiry
- scientific experiments/scientific methods
- data intrpretation
- research projects
- field trips to museums/science displays/computer
fairs
- organizing a task
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Visual/Spatial Intellligence
- imagines in spatial form (visual arrays , color, lines,
forms, balace, light)
- plays with spatial arrangements, especially how they look
- uses spatial means to relax (creates pictures, imagines
landscapes, sees colors, builds puzzles)
- things spatially most of he time
- reactis with pleasure to informatin in spatial form (photographs,
gaphs, paintings)
- codes emotional phenomena in spatial terms
- invents spatial forms (new solors or lines)
- can tell when something is 'woring" in certian syle,
when something is incompllre or mssing
- automaticlly attends to spatial information (landscape,
the sight of weather activity, a photograph)
- remembers spatial information automatically
- prefers spatial information in the environment, activelly
seeks spatial information
- injouys spatial humor (funny pictures, cartoons, comics)
- experiences strong reactions to spatial information
- actions affected by spatial information (when waling, will
change course on the basis of how the upcoming landscape looks)
- seeks new spatial terms, to find and/or luse new spatial
forms (new style of photography), new says to express self in spatial
realm
- recognizes that visual representations stand for spatial
information (maps, graphs, photographs, dress paterns)
- seeks using spatial terms such as color, movement, line
- can predict a logical extension of a spatial array
- chooses to use spatial means to express ideas/emotions
- discerns partsof spatial units (lines, colors, distances,
shadows, perspective) though not necessarily by name
- regularly uses spatial means to encode experiences, thoughts,
emotions (colors of clothing, how pictures look mounted on a a wall)
- is willing an anxious to share spatial experiences and achievements
- cultural/social events marked or remembered spatially (remembers
who sat next to whom at a holiday meal, what color suits what a certain
person wore, the stage set for the school play
- is often profoundly emotionally affected by spatial information
- spatial information increases and heightens experiences
such as plays or car trips
- extends spatial achievements into novel forms such as new
graphic designs or drawings.
- can interpret novel spatial forms (painting or photo one
has never seen before)
- apprehends spatial subleties (variations or risk-taking
by designers or painters)
- quickly assimilates and imitates new spatial styles
- pursues activities that entail spatial arrangements
- sees the spatial in natural and/or mechanical events
- thinks spatially without conscious translation
- innovates spatially
- understands less popularly accessible spatial forms, content
and uses (visual art forms, graphic designs, photography)
- can envision spatial array from their visual representations
- uses spatial means to communicate ideas
- plays with spatial forms, content, and uses to create humor
(decorating a house, choosing one's clothing, cartooning)
- invents spatial forms, content and uses
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Visual/Spatial Intelligence Activites
- guided imagery/visualization exercises
- color schemes
- patterns/designs
- visual arts (drawing/painting/sculpting/crafting
- mind mapping/clustering
- pretending
- view and/or make visuals (films/photography/slides/filmstrips/overheads/videos/charts/models/maps/blueprints/3D
objects/diagrams/flow charts/study prints/timelines/graphs/illustrations
- chess
- puzzles/games with visual strategies
- color coding
- cartooning
- visual mnemonic devices
- naviagtional activites/compass reading
- tool making and using
- manipultives
- mazes
- making models
- murals
- notetaking with symbols and pictures
- illustrate picture books
- make bulletin board or display
- give visual presesentation
- create costumes of a period in history or
famous person
- design a poster/t-shirt
- design a city/house, playground/building
- invent a visual language
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Musical Intelligence
- imagines in music
- uses music to relax
- use music as a memory aid (sings items on the grocery list
to familiar song)
- hears music in public places before hearing announcements
or seeing how things look
- thinks musically most of the time
- feels emotional information in musical terms, reacts with
pleasure to music
- plays music by ear
- invents, writes music
- can tell when something is 'wrong" in a certain style
(can tell when a part of the melody is unfinished)
- automatically listens to music
- remembers music automatically
- prefers music in the environment, actively seeks music in
the environment
- undertands music humor (Victor Borge, PDQ Bach, Weird Al
Yankovic), plays with music to creat humor
- experiences strong reactions to music, actions affected
by music
- can repeat rhythmic patterns, simple melodies
- seeks new music to listen to play, pursues activities that
entail music
- finds musical significance to natural and/or mechanical
phenomena, such as ocean waves, wind, birds, metal dangling, etc.
- seeks new ways to express self in muscial ways
- recognizes that printed music stands for heard music
- seeks listening to and/or performing music
- can predict what comes next in a musical piece
- chooses to use music to express ideas/emotions
- discerns melody and harmony
- creates muscial intruments from ordinary items (oven racks,
pots, silverware, glasses)
- differentiates styles of music and discerns patterns of
similarity, though not necessarily with words (what makes opera or
jazz or minimalist music)
- listens/performs regularly
- understands the written symbolic representations of written
musical forms
- is willing and anxious to share musical experience and achievements
- cultural/social events marked or remembered by the music
(remembers the music more than the holdiday meal or the clothng people
wore)
- is often profoundly emotionally affected by music
- music increases and heightens experiences such as movies,
plays
- extends performance ability into two pieces
- can interpet novel forms of music
- apprehends subtleties in music (variations or risk-taking
by composers or performers)
- quickly assimilates and imitates new styles of music
- thinks in music without conscious translation
- innovates musically
- hears music as it is being read in printed form
- can play music as it being read for the first time
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Musical/Rhythmic Intelligence
Activities
- rhythmic patterns/tapping/clapping
- vocal sounds/ tones
- music composition/creating
- percussion vibrations
- humming
- environmental sounds
- instrumental sounds
- singing
- musical performances
- background music while working
- making instruments
- talking about words of a song
- musical games
- reading/writing music or lyrics
- musicals
- drawing/writing imaging to music
- rhyming/rapping/moving to music
- singing information to be learned
- using musci to enhance presenations
- studying music history/composers/instruments
- muscial mnemonic devices
- song collections about concepts/current issues/themes
- lecture to music/facts to music
- musical selections to represent differenct
animals/cultures/historical events/great works of art
- create muscial to cover class material
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Body/Kinesthetic Intellligence
- imagines in body movement, imagines how body feels as it
moves in certain ways
- plays with bodily movements, especially how they feel
- uses bodily means to aid memory, remembers how one's body
felt as it moved through an unfamiliar building in order to remember
how to get to a specific room
- focuses on bodily information over anything else (focuses
on how one's body feels in each situation before hearing the music
or words or seeing the spatial information)
- thinks bodily most of the time
- reacts with pleasure to information in bodily form
- codes emotional phenomena in bodily terms
- invents bodily forms (new movements or movement sequences)
- can tell when something is "wrong" in a cetain
style, when something is incomplete or missing
- automatically attends to bodily information in self and
others, including animals
- seeks acting and interacting in bodily ways including interactions
with animals
- remembers bodily information automatically
- prefers bodily information in the environment
- seeks new bodily forms to use (dancing, athletics, exercise)
- expresses ideas and thoughts in bodily terms when talking
- uses body to express ideas and thoughts
- wants to find out what bodily movements are called
- seeks new ways to exspress self in bodily forms
- actively seeks bodily information
- enjoys bodily humor (funny movements or movement sequences)
- experiences strong reactions to bodily information
- actions affected by bodily information
- recognizes that printed notations stand for bodily information
(dance steps, range of motion, gestures)
- seeks using bodily movements and movement sequences
- can predict a logical extension of movement sequence or
set of gestures
- chooses to use bodily to express ideas/emotions
- discerns parts of bodily units (leg lifts, leaps, spins,
dips) though not necessirily by name
- creates bodily whever possible, uses whatever can be found
to show and represent information with the body
- differentiates bodily styles (drama, athletics, dance, mime)
and discerns patterns of similarity though not necessarily by name
- regulary used bodily means to encode experiences, thoughts,
emotions
- is willing and anxious to share bodily experiences and achievements
- is profoundly emotionally affected by bodily information
- cultural/social events marked or remembered bodily (remembers
who had the odd gestures, recalls how one felt at a holdiay meal,
remembers people's gaits)
- bodily informtion increases and heightens experiences such
as vacations, parties, cultural events
- extends bodily achievements into novel forms such as new
movement games, dances or "conversations"
- can interpret novel bodily forms
- apprehends bodiy subtleties (variations or risk-taking by
actors or mimes)
- quickly assimilates and imitates new bodily styles
- pursues activities that entail bodily movement
- finds bodily significance to natural and/or mechanical phenomena
(how one's body would feel in a particular landscape, how a given
car feels to drive, how it feels to sew a sequence of stitiches)
- thinks bodily without conscious translation
- understands less popularly accessible bodily forms, content
and uses (acting and dancing)
- can envision bodily movements and movement sequences from
their notational represenatations
- uses bodily means to communicate ideas
- plays with bodily forms, content, and uses to create humor
- invents bodily forms, content and uses
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Interpersonal Intelligence
- shows an affinity for people
- prefers interacting with others
- attends automatically to others
- makes culturally appropriate eye contact
- shows an affinity for affiliation with peers
- relates well with peers
- recognizes others' resources
- mobilizes others in mutually satisfying ways
- shares well, considering developmental level
and cultural appropriateness
- is able to engage cooperatively with others
- is able to engage in playful activities with
others
- seeks appropriate interactions with others
- displays emotion appropriate to the situation
- hleps others in need when appropriate
- has learned appropriate polite forms for
a variety of situations
- is approppriately frank with others
- acts appropriately respecful of others
- exhibits appropriate degrees of intimacy
with others
- exhibits appropriate degrees of distance
from others
- exhibits appropriate degrees of distance
from others
- exhibits reasonable expectations of others
- shows understanding of cultural values
- exhibits understanding of others' beliefs,
values and intentions
- recognizes others' needs to make choices
based on their own value systems
- respect others' need for distance
- seeks new relationships when appropriate
- demonstrates conscious awareness of relationship
dynamics
- respects boundaries of various relationships
- is comfortable in groups situations
- is comfortable in one-to-one situations
- expresses needs and wishes to others appropriately
- is comforable hearing others' concerns/comments
- imagines in interactions
- uses interaction with others (including in one's head) to
relax
- uses interactions as a memory aid
- tunes in to interactions over any other form (is aware of
interactions in public places before hears announcements or music)
- thinks in interactions most of the time
- codes emotional information into interactional forms
- reacts with pleasure to interactions
- can tell when something is "wrong" in interactions
- automatically focuses on interactions
- remembers interactions automatically
- prefers interaction in the environment
- actively seeks interactions in the environment
- enjoys interactional humor (culturally approporiate and
nonthreatening teasing)
- experiences strong reactions to interactions
- actions affected by interactions
- can role play interactions
- seeks new people and friends
- seeks interactions with others
- can predict what is likely to come next in any given interaction
- chooses to express ideas and emotions in interactions with
others
- discerns feelings and emotions in others
- differentiate emotions in others
- engages in interactions regularly and frequently
- is willing and anxious to share own experience and achievements
throught interactions with others
- cultural/social events marked or remembered by the interactions
(remembers who fought with whom or who really like whom at any given
event)
- is often profoundly emotionally affected by interactions
- interactions with others increases and heightens experiences
such a movies, plays
- can interpret emotions and feeling in others
- apprehends subtleties in interations (when a person takes
an emotional risk with another)
- quickly assimilates others' feelings
- pursues activities that entail interactions
- thinks in interactions without conscious transition
- innovates in own interactions with others.
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Interpersonal Intelligence Activities
- cooperative learning
- giving and receiving feedback
- person-to-person communication
- empathy practices/active listening/ "I"
messages
- group projects
- class meetings
- clubs
- community serv ice programs
- social events
- leadership skill development/leading a process/facilitating
- creative dramatics
- conflict resolution
- interviews
- coaching
- case studies
- simulation
- apprenticeships
- collaborative problem solving
- menotring/cross-age tutoring
- peer coaching
- current events
- exchange programs
- studying world religions
- multicultural studies/global studies
- futuristics
- character analysis
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