INTELLIGENCES

A CLOSER LOOK AT EACH INTELLIGENCE

THE LOGICAL/MATHEMATICAL INTELLIGENCE

The mathematical/logical intelligence is often associated with what we call "scientific thinking" or deductive reasoning- the ability to observe and understand details as part of a general pattern. Inductive reasoning, on the other hand, is the ability to make objective observations and from the observed data, draw conclusions, make judgments, and formulate hypotheses.

Mathematical/Logical intelligence is the ability to use numbers effectively and to reason well, to recognize and solve problems using logical patterns, to categorize, infer, make generalizations, and test hypotheses. It involves the capacity to recognize patterns, to work well with abstract symbols such as numbers, geometric shapes and to distinguish relationships or see relationships/connections between separate and distinct pieces of information. In other words, these students are often referred to as "Number Smart".

CHARACTERISTICS of a Mathematically Intelligent Student

asks questions about how things work
quickly does mental math
enjoys math activities
enjoys strategy games
enjoys logic puzzles or brainteasers
uses higher-order thinking skills

STRATEGIES for Teaching to Mathematical/Logical Intelligence

Following are recommended approaches that can be used throughout the various curricular areas:

calculating
recognizing cause and effect
using graphic organizers
mapping
using pattern games and logic puzzles
peer teaching and editing
predicting events
creating time lines
using story grids
composing music from a matrix

VISUAL/SPATIAL INTELLIGENCE

A student who shows visual/spatial tendencies would be considered "Picture Smart." This student relies upon the sense of sight and being able to visualize an object and create mental images. The visual student is sometimes lower in the V/S area due to the fact that they must see the process of the task at hand in order to get the full benefit. They sometimes have a more difficult time picking up verbal cues.

CHARACTERISTICS of Visually Intelligent Student

thinks in images and pictures
uses clear visual images and representations
knows the location of everything
tends to have an active imagination
responds to color schemes, painting, and drawing
recognizes relationships of objects in space
reads maps, charts, and diagrams easily
daydreams more than peers
enjoys puzzles and mazes
doodles on paper

STRATEGIES to Teach to Visual/Spatial Intelligence

use pictures and mental imaging
use charts, graphs and flow charts
illustrate a story
play "Pictionary"
graph results of a survey
create posters/flyers and collages
visualization exercises
create visual diagrams or blueprints
painting or sketching

VERBAL/LINGUISTIC INTELLIGENCE

This intelligence is responsible for words and language, both written and spoken. It dominates Western civilization and its educational system. The verbal/linguistic student is "Word Smart". This student has a sensitivity to the different functions of language: sounds, rhythms, and word definitions.

CHARACTERISTICS of a Linguistically Intelligent Student

writes well
tells jokes, stories, tales, etc.
has a good memory for dates, names, trivia, etc.
enjoys word games
spells words accurately
appreciates nonsense rhymes, puns, and tongue twisters
enjoys spoken words (stories, radio commentary, etc.)
highly verbal communicator with a large vocabulary

TEACHING STRATEGIES for Verbal/Linguistic Intelligence:

As suggested in Seven Ways of Knowing, a hierarchy of strategies can be employed to teach V/L intelligence.

Awakening of this intelligence through the senses.
- exercises likely to trigger the intelligence through sound, sight, and speech.
- sensory activities could include taste, smell, and communication with others.
Amplifying the V/L intelligence through:
- drill and practice routine.
- using these intelligences on a daily basis
Using the intelligence through:
- lessons designed to use the intelligence in the teaching/learning process
- students learning to trust their skills in various learning tasks.
Transferring the V/L intelligence :
- students use these skills to accomplish "real world" problems.
- students use V/L intelligence skills as tools in the affective, cognitive, and sensory perception of life.

SPECIFIC STRATEGIES for Teaching to Linguistic Intelligence

Some experts feel that linguistic intelligence is the easiest intelligence to develop strategies for. They also feel that too much emphasis has been given to the students that are "lecture-gifted" and "book-oriented." They suggest open-ended language activities, such as:

Storytelling in the classroom with the teacher weaving ideas, goals and concepts into a story told directly to the students.
Brainstorming to allow students that have special ideas to be acknowledged for those thoughts. The rules of brainstorming are: share what ever comes to mind, no criticism or put-downs and every idea counts.
Use of a tape recorder permits students to "talk out loud" about problems they are trying to solve. Students that are poor writers can use the tape recorder as a means of expression. The recordings allow students to reflect upon their cognitive problem solving skills.
Students should be encouraged to keep a journal. The journal should be an ongoing written record of a specific class project. Journals can be private or shared.
Student written efforts should be published. In so doing, educators send the message that written communication is important. Published student writings can be photo-copied for individual classes and/or submitted to newspapers and magazines.

BODY/KINESTHETIC INTELLIGENCE

Body/kinesthetic intelligence is the ability to use the body to experience learning. It is defined as expertise in using one's body to express ideas and feelings. These students are considered to be "Physically Smart". Included in kinesthetic intelligence are coordination, balance, dexterity, strength, flexibility, and speed.

Learning by doing has been recognized as an important component of education. An ancient Chinese proverb claimed, "Tell me, I forget; show me, I remember; involve me, I understand." Kinesthetic learners who experience involvement in the lesson plan have a higher probability of learning and retention. If we accommodate students' varying intelligences, students' interest levels increase; thus motivation to engage in the learning process increases resulting in higher academic achievement. When instruction concentrates on the other intelligences, kinesthetic learners tend to fall behind, to drop in self-esteem, and to view school as a place that is uncomfortable. (Corlet) Society's emphasis on the other intelligences may alienate many gifted kinesthetic students from school. For example, an inappropriate label is that of a child who has been diagnosed hyperactive. A variety of learning strategies would better meet the needs of the kinesthetic intelligence. (Reiff) Poor performance of a student may be the result of an educator's naive belief that providing similar instruction for all children suggests that they are being taught on "equal terms." (Dunn, Shed, 1991, 93-94) However, based on the conclusions of multiple intelligence studies, including the work of Howard Gardner (1983), students are at-risk of an unsuccessful educational experience because not all students' individual educational needs are being met. This demonstrates that all students are not being educated on "equal terms."

Research has found that kinesthetic learners compose fifteen percent of the student population (Barbe and Milone, p. 45) Too many curriculum and instructional approaches are structured toward auditory and/or visual learners. (Barbe and Milone) Research has documented that when students are taught through approaches that match their strengths, they achieve at higher levels and demonstrate better on task behavior.

CHARACTERISTICS of a Kinesthetically Intelligent Student:

excels in one or more sports
moves, twitches, taps or fidgets while seated for a long time
enjoys taking things apart and putting them back together
touches new objects
enjoys running, jumping, or wrestling
expresses herself/himself dramatically
enjoys clay and finger paintng

STRATEGIES for Teaching to Kinesthetic Intelligence:

physical exercise
aerobic routines
dances of different cultures and periods of history
measurement with fingers, feet, hands, or arms
illustrate geometrical figures with body parts
hands-on experiments
role-playing
acting out scenes from stories
inventing something
preparation of food
sports games
field trips
body language
crafts

Musical/Rhythmic Intelligence

Carolyn Chapman states that musical/rhythmic intelligence Òis the ability to use the core set of musical elements (pitch, rhythm, and tone) and the awareness of sound in oneÕs environment. In other words, itÕs the ability to understand and learn through patterns of sound. This is often referred to as being a Òmusical smartÓ.

There are a number of ways for teachers to keep the attention of the students by using Musical/Rhythmic strategies. Teachers can begin by recognizing the speech patterns that catch the musical/rhythmic student. Teachers can plan lessons that start with a musical hook. Think of a song that ties in to what the lesson is trying to teach. Make music the center of the some lessons. While studying different cultures, have students do a compare/contrast on the music of those cultures. And by using music as a closing activity, the lesson can be reinforced for the students with this intelligence.

The steps to musical/rhythmic intelligence development start from the basic (i.e. rhythm recognition and reproduction and sound association.) The more complex development would include rhythm and/or beat production, and the enjoyment of different types of music. The higher-ordered development state would see the ability to teach music to others and grasp the meanings of musical symbols.

CHARACTERISTICS of a Musically/Rhythmically Intelligent

Persons that possess the musical/rhythmic intelligence are more likely to
Identify when music sounds off-key or disturbing in some way.
Remember melodies of songs.
To sing with a pleasant tone.
Play an instrument or sing in a choir or other group.
Speak in a rhythmic manner.
Unconsciously hum to him/herself.
Tap rhythmically on the table or desk as they work.
Be sensitive to environmental sounds.
Respond when a piece of music is played.

STRATEGIES for Teaching to Musical/Rhythmic Intelligence

Create musical mnemonics.
Recite choral reading. (poems, popular songs etc. . . )
Offer opportunities to learn about, listen to, and play instruments.
Listen to rhythmic sounds and patterns.
Listen for tonal patterns.
Create dances that illustrate concepts.
Try music and dance of different cultures.
Allow background noises and music.
Compose songs.
Create dances that illustrate concepts.
Practice rhythms.
Practice unison recall.
Move to the beat.

INTRAPERSONAL INTELLIGENCE

Intrapersonal intelligence deals with one's ability to take greater responsibility for one's life and one's learning. It deals with metacognitive thinking (the way we think about thinking), and how we feel about our inner states of being. It involves self confidence, responsibility, self management and ethics. This intelligence could be called "Self Smart." The ancient Greek philosopher, Aristotle, wrote "Know thyself.", a thought that still applies today. Gardener suggest that too few students know or feel they can take responsibility for their learning, especially when they find themselves in an environment (school) where recognition is based on external motivation. (Chapman, p. 153)

Everyone from athletes to physicians can benefit from learning to harness the power of the mind to find the pathway to achieve peak performance. We all have a human need to feel part of our family, our culture, our society and our world. Using quiet reflection we learn to examine what we are doing to belong and contribute to our world. (Chapman, p. 153)

Many eastern cultures value the development of the inner self, but it is most evident in China where a major emphasis is place on intrapersonal development. Developing concentration and carrying it into all aspects of their curriculum is a priority. In New Zealand, reflective journals, metacognition, integrated thinking skills, and process writing are integral parts of their approach to education. (Chapman, p. 154)

Intrapersonal intelligence is the most private intelligence and this creates many unique needs to achieve success using this intelligence. The trends in the business world toward goal setting, problem solving skills and thinking skills have led American schools to work on developing metagacognitive skills.

Intrapersonal intelligence follows three steps in its path to development. The first step is the most basic step and includes expression of a range of body states at different times and awareness of a separate self-identity. The second step is a complex step and includes "why" questioning to make sense of life, self improvement skills acquisition and concern. The last step is a higher order step which involves conscious control of emotional states and an emerging personal belief/philosophy system. (If the Shoe Fits..., Chapman, p. 154)

Students with strong intrapersonal intelligence know themselves, recognize their strengths and limits and hold high expectations to improve and challenge themselves. They tend to live balanced lives due to paying close attention to their physical, psychological and academic well-being. These students tend to be goal centered, reflective problem solvers and see themselves as in control of their learning and their life. They are usually confident that their success is due to their efforts, planning, and persistence. (Chapman, p.155)

CHARACTERISTICS of an Intrapersonally Intelligent Student

displays a sense of independence
has a realistic sense of her/his strengths
has a good sense of self-direction
prefers working alone to working with others
learns from his failures and successes
has self-esteem

STRATEGIES for teaching to the Intrapersonal Intelligence

Intrapersonal intelligence requires that students have time to think, reflect and do self assessments that will help them take control and be responsible for their learning choices. As educators we need to incorporate the use of journals, allow time for reflection, encourage the study of oneself and one's world, allow time for independent work, conduct surveys, include time for learning centers, and make the classroom a safe and inviting place to learn. Goal setting is of particular importance to this intelligence.

create a selection of self esteem building activities
have students list and work on their strengths
encourage students to draw pictures that describe their moods or feelings
discuss thinking strategies and suggest independent projects
individualize instruction
create activities that help increase self awareness
provide comfortable study areas such as bean bag chairs

INTERPERSONAL INTELLIGENCE

The interpersonal component is used in person to person relationships through verbal and non-verbal communication. This intelligence involves the ability to interact with, work with, and motivate others toward a common goal.

Example: The solution to the problem in a science laboratory classroom needs to be mapped out by following the guidelines to the scientific method. Student lab groups collectively state the problem, write a hypothesis, and conduct experiments in order to achieve the group goal and solving the problem.

The interpersonal intelligence also includes the ability to have empathy for others' feelings, values, needs and be able to understand what other people are "going through in life." Whenever a conflict or problem arises this social model does not compromise until a win-win solution is the result for the parties involve. Peer mediation is a strategy used to diffuse the situation. This is often referred to as being "People Smart".

CHARACTERISTICS of an Interpersonally Intelligent Student

leaders among peers
encourages togetherness for a feeling of belonging
"street smart"; has a high degree of common sense
has many friends in a variety of social groups
hates to study or work alone, would rather do things collectively
possesses a high degree of social skills
belongs to clubs, committees, other organizations
shows concern for others
has one or more close friends

STRATEGIES for Teaching to Interpersonal Intelligence

build rapport
peer tutoring
cooperative study groups
group problem solving
group laboratory investigation
class discussions
conflict/peer mediation
group research projects
debates/oral presentations
role-playing
team games and activities
create a "we" or team atmosphere