The Adaptive Dimension - The Learner - Multiple Intelligences

Definition:
The intelligences are languages that all people speak and are influenced, in part,by the culture into which one is born. They are tools for learning, problem solving, and creating that all human beings can use. (From Frames of Mind )by Howard Gardner

This chart provides brief descriptions of the capacities of children who display proclivities in specific intelligences. Keep in mind, however, that most students have strengths in several areas, so you should avoid pigeonholing a child in one intelligence. You will probably find each student pictured in at least two or three of these intelligence descriptions.

Eight Ways of Learning

Children who are highly:
Think Love Need

Linguistic in words reading, writing, telling stories, playing word games books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories

Logical-Mathematical by reasoning experimenting, questioning, figuring out logical puzzles, calculating materials to experiment with, science materials, manipulatives, trips to the planetarium and science museum

Spatial in images and pictures designing, drawing, visualizing, doodling art, LEGOs, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums

Bodily-Kinesthetic through somatic sensations dancing, running, jumping, building, touching, gesturing role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning

Musical via rhythms and melodies singing, whistling, humming, tapping feet and hands, listening sing-along time, trips to concerts, music playing at home and school, musical instruments

Interpersonal by bouncing ideas off other people leading, organizing, relating, manipulating, mediating, partying friends, group games, social gatherings, community events, clubs, mentors/apprenticeships

Intrapersonal in relation to their needs, feelings, and goals setting goals, meditating, dreaming, planning, reflecting secret places, time alone, self-paced projects, choices

Naturalist through nature and natural forms 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 glass, binoculars)

Children who are highly:	Think	Love	Need
Linguistic	in words	reading, writing, telling stories, playing word games	books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories
Logical-Mathematical	by reasoning	experimenting, questioning, figuring out logical puzzles, calculating	materials to experiment with, science materials, manipulatives, trips to the planetarium and science museum
Spatial	in images and pictures	designing, drawing, visualizing, doodling	art, LEGOs, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums
Bodily-Kinesthetic	through somatic sensations	dancing, running, jumping, building, touching, gesturing	role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning
Musical	via rhythms and melodies	singing, whistling, humming, tapping feet and hands, listening	sing-along time, trips to concerts, music playing at home and school, musical instruments
Interpersonal	by bouncing ideas off other people	leading, organizing, relating, manipulating, mediating, partying	friends, group games, social gatherings, community events, clubs, mentors/apprenticeships
Intrapersonal	in relation to their needs, feelings, and goals	setting goals, meditating, dreaming, planning, reflecting	secret places, time alone, self-paced projects, choices
Naturalist	through nature and natural forms	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 glass, binoculars)