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Children who are highly . . . |
Think . . . |
Love . . . |
Need . . . |
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Linguistic |
in words, reading, writing, telling.
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stories, playing word games.
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books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories.
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Logical- Mathematical
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by reasoning. |
experimenting, questioning, figuring out logical puzzles, calculating. |
materials to experiment with, science materials, manipulatives, trips to planetariums and science museums. |
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Spatial |
in images and pictures.
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designing, drawing, visualizing, doodling.
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art, Legos, videos, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums. |
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Bodily- Kinesthetic
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through somatic sensations.
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dancing, running, jumping, building, touching, gesturing.
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role-play, drama, movement, building things, sports and physical games, tactile experiences, hands-on learning. |
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Musical |
via rhythms and melodies.
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singing, whistling, humming, tapping feet and hands, listening. |
sing-along time, trips to concerts, playing music at home and school, musical instruments. |
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Interpersonal |
by bouncing ideas off other people.
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leading, organizing, relating, manipulating, mediating, partying.
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friends, group games, social gatherings, community events, clubs, mentors/apprenticeships. |
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Intrapersonal |
in relation to their needs, feelings, and goals. |
setting goals, meditating, dreaming, planning, reflecting. |
secret places, time alone, self-paced projects, choices. |
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Naturalist |
through nature and natural forms.
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playing with pets, gardening, investigating nature, raising animals, caring for planet earth. |
access to nature, opportunities for interacting with animals, tools for investigating nature (e.g., magnifying glasses, binoculars). |
Armstrong, 2009. P. 33 Armstrong, T. (2009). Multiple Intelligences in the Classroom. Association for Supervision and Curriculum Development.
