MULTIPLE INTELLIGENCES WORKSHEETS

MULTIPLE INTELLIGENCES

The Multiple Intelligence theory suggests that no one set of teaching strategies will work
best for all students at all times. All children have different proclivities in the seven
intelligences, so any particular strategy is likely to be successful with several students,
and yet, not for others. Because of these individual differences among students, teachers
are best advised to use a broad range of teaching strategies with their students. As long
as instructors shift their intelligence emphasis from presentation to presentation, there
will always be a time during the period or day when a student has his or her own highly
developed intelligence(s) actively involved in learning.

Key Points in MI Theory

 Each person possesses all seven intelligences - MI theory is not a "type theory"
for determining the one intelligence that fits. It is a theory of cognitive
functioning, and it proposed that each person has capacities in all seven
intelligences.

 Most people can develop each intelligence to an adequate level of competency -

although an individual may bewail his deficiencies in a given area and consider
his problems innate and intractable, Gardner suggests that virtually everyone has
the capacity to develop all seven intelligences to a reasonably high level of
performance if given the appropriate encouragement, enrichment, and instruction.

 Intelligences usually work together in complex ways - Gardner points out that
each intelligence as described above is actually a "fiction"; that is no intelligence
exists by itself in life (except perhaps in very rare instances in savants and brain-
injured individuals.) Intelligences are always interacting with each other.

 There are many ways to be intelligent within each category - there is no standard
set of attributes that one must have to be considered intelligent in a specific area.
Consequently, a person may not be able to read, yet be highly linguistic because
he can tell a terrific story or has a large, oral vocabulary. Similarly, a person may
be quite awkward on the playing field, yet possess superior bodily-kinesthetic
intelligence when she weaves a carpet or creates an inlaid chess table. MI theory
emphasizes the rich diversity of ways in which people show their gifts within
intelligences as well as between intelligences.

 
 “All students can learn and succeed, but not
all on the same day in the same way.”
- William G. Spady

MULTIPLE INTELLIGENCES TEST

Where does your true intelligence lie? This quiz will tell you where you stand and what
to do about it. Read each statement. If it expresses some characteristic of yours and
sounds true for the most part, jot down a "T." If it doesn't, mark an "F." If the statement is
sometimes true, sometimes false, leave it blank.

1. _____ I'd rather draw a map than give someone verbal directions.

2. _____ I can play (or used to play) a musical instrument.

3. _____ I can associate music with my moods.

4. _____ I can add or multiply in my head.

5. _____ I like to work with calculators and computers.

6. _____ I pick up new dance steps fast.

7. _____ It's easy for me to say what I think in an argument or debate.

8. _____ I enjoy a good lecture, speech or sermon.

9. _____ I always know north from south no matter where I am.

10. _____ Life seems empty without music.

11. _____ I always understand the directions that come with new gadgets or appliances.

12. _____ I like to work puzzles and play games.

13. _____ Learning to ride a bike (or skates) was easy.

14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.

16. _____ I often see patterns and relationships between numbers faster and easier than
others.

17. _____ I enjoy building models (or sculpting).

18. _____ I'm good at finding the fine points of word meanings.

19. _____ I can look at an object one way and see it sideways or backwards just as
easily.

20. _____ I often connect a piece of music with some event in my life.

21. _____ I like to work with numbers and figures.

22. _____ Just looking at shapes of buildings and structures is pleasurable to me.

23. _____ I like to hum, whistle and sing in the shower or when I'm alone.

24. _____ I'm good at athletics.

25. _____ I'd like to study the structure and logic of languages.

26. _____ I'm usually aware of the expression on my face.

27. _____ I'm sensitive to the expressions on other people's faces.

28. _____ I stay "in touch" with my moods. I have no trouble identifying them.

29. _____ I am sensitive to the moods of others.

30. _____ I have a good sense of what others think of me.

MULTIPLE INTELLIGENCE SCORING SHEET

Place a check mark by each item you marked as "true." Add your totals. A total of four
in any of the categories A through E indicates strong ability. In categories F and G a
score of one or more means you have abilities as well.

A  B C  D  E F G
 
Linguistic Logical- M usical Spatial Bodily- Intra- Inter-
Mathematical Kinesthetic personal personal
               
  7 ___ 4 ___ 2 ___ 1 ___ 6 ___ 26 ___ 27 ___
  8 ___ 5 ___ 3 ___ 9 ___ 13 ___ 28 ___ 29 ___
  14___ 10 ___ 11___ 15 ___   30 ___
12 ___
  18 ___ 16 ___ 20 ___ 19___ 17 ___    
  25 ___ 21 ___ 23 ___ 22___ 24 ___  
 
               
____ ____ ____ ____ ____ ____ ____
Totals:

The Seven Multiple Intelligences in Children

Children who
Think Love Need
are strongly:
reading, writing, telling
books, tapes, writing tools paper
Linguistic stories, playing word diaries, dialogues, discussion, debate
in words
games, etc. stories
things to explore and think about,
experimenting,
Logical- science materials, manipulatives, trips
by reasoning questioning, figuring out
Mathematical puzzles, calculating, etc.
to the planetarium and science
museum
art, LEGOs, video, movies, slides,
in images designing, drawing,
Spatial imagination games, mazes, puzzles,
and pictures visualizing, doodling, etc.
illustrated books, trips to art museums
through dancing, running, role play, drama, movement, things to
Bodily-
somatic jumping, building, build, sports and physical games,
Kinesthetic sensations touching, gesturing, etc. tactile experiences, hands-on learning
via rhythms singing, whistling, sing-along time, trips to concerts,
Musical and humming, tapping feet music playing at home and school,
melodies and hands, listening, etc.. musical instruments
by bouncing leading, organizing, friends, group games, social
Interpersonal ideas off relating, manipulating, gatherings, community events, clubs,
other people mediating, partying, etc. mentors/apprenticeships
deeply
setting goals, meditating, secret places, time alone, self-paced
Intrapersonal inside dreaming, being quiet, projects, choices
themselves
CHECKLIST FOR ASSESSING STUDENTS' MULTIPLE INTELLIGENCES

Name of Student: ___________________________________

In each of the following categories, check all items that apply.

Linguistic Intelligence

_____ writes better than average for age

_____ spins tall tales or tells jokes and stories

_____ has a good memory for names, places, dates, or trivia

_____ enjoys word games

_____ enjoys reading books

_____ spells words accurately (preschool: does developmental spelling that is advanced
for age)

_____ appreciates nonsense rhymes, puns, tongue twisters, etc.

_____ enjoys listening to the spoken word (stories, commentary on the radio, talking,
books)

_____ has a good vocabulary for age

_____ communicates to others in a highly verbal way

Other Linguistic Strengths:

 
Logical-Mathematical Intelligence

_____ asks a lot of questions about how things work

_____ computes arithmetic problems in his/her head quickly (preschool: math concepts
are advanced for age)

_____ enjoys math class (preschool: enjoys counting and doing other things with
number)

_____ finds math computer games interesting (no exposure to computers: enjoys other
math or counting games)

_____ enjoys playing chess, checkers, or other strategy games (preschool: board games
requiring counting squares)

_____ enjoys working on logic puzzles or brain teasers (preschool: enjoys hearing
logical nonsense such as in Alice's Adventures in Wonderland)

_____ enjoys putting things in categories or hierarchies

_____ likes to experiment in a way that shows higher order cognitive thinking processes

_____ thinks on a more abstract or conceptual level than peers

_____ has a good sense of cause-effect for age

Other Logical-Mathematical Strengths:

Spatial Intelligence

_____ reports clear visual images

_____ reads maps, charts, and diagrams more easily that text (preschool: enjoys visuals
more than text)

_____ daydreams more than peers

_____ enjoys art activities

_____ draws figures that are advanced for age

_____ likes to view movies, slides, or other visual presentations

_____ enjoys doing puzzles, mazes, Where's Waldo? or similar visual activities

_____ builds interesting three-dimensional constructions for age (e.g., LEGO buildings)

_____ gets more out of pictures than words while reading

_____ doodles on workbooks, worksheets, or other materials

Other Spatial Strengths:

Bodily-Kinesthetic Intelligence

_____ excels in one or more sports (preschool: shows physical prowress advanced for
age)

_____ moves, twitches, taps, or fidgets while seated for a long time in one spot

_____ cleverly mimics other people's gestures or mannerisms

_____ loves to take things apart and put them back together again

_____ put his/her hands all over something he/she's just seen

_____ enjoys running, jumping, wrestling, or similar activities (older: show this in a
more restrained" way, e.g., woodworking, sewing, mechanics) or good fine-motor
coordination in other ways

_____ has a dramatic way of expressing himself/herself

_____ reports different physical sensations while thinking or working

_____ enjoys working with clay or other tactile experiences (e.g., finger-painting)

Other Bodily-Kinesthetic Strengths:

Musical Intelligence
_____ tells you when music sounds off-key or disturbing in some way other way

_____ remembers melodies of songs

_____ has a good singing voice

_____ plays a musical instrument or sings in choir or other group (preschool: enjoys
playing percussion instruments and/or singing in a group)

_____ has a rhythmic way of speaking and/or moving

_____ unconsciously hums to himself/herself

_____ taps rhythmically on the table or desks as he/she works

_____ sensitive to environmental noises (e.g., rain on the roof)

Other Musical Strengths:

Interpersonal Intelligence

_____ enjoys socializing with peers

_____ seems to be a natural leader

_____ gives advice to friends who have problems

_____ seems to be street smart

_____ belongs to clubs, committees, or other group organizations (preschool: seems to

be part of a general education social group)

_____ enjoys informally teaching other kids

_____ likes to play games with other kids

_____ has two or more close friends

_____ has a good sense of empathy or concern for others

_____ others seek out his/her empathy or concern for others

_____ others seek out his/her company

Other Interpersonal Strengths:

Intrapersonal Intelligence

_____ displays a sense of independence or a strong will

_____ has a realistic sense of his/her strengths and weaknesses

_____ does well when left alone or to play or study

_____ marches to the beat of a different drummer in his/her style of living and learning

_____ has an interest or hobby that he/she doesn't talk much about

_____ has a good sense of self-direction

_____ prefers working alone to working with others

_____ accurately expresses how he/she is feeling

_____ is able to learn from his/her failures and successes in life

_____ has high self-esteem

Other Intrapersonal Strengths:

Excerpted from Armstrong, Thomas. Multiple Intelligences in the Classroom, Alexandria, Virginia,
Association for Supervision and Curriculum Development (1994).

MULTIPLE INTELLIGENCES: STRATEGIES IN THE CLASSROOM

The following list provides a survey of the techniques and materials that can be employed
in teaching through the multiple intelligences.
Linguistic Intelligence

 lectures, debates
 large- and small-group discussions
 books, worksheets, manuals
 brainstorming
 writing activities
 word games
 sharing time
 storytelling, speeches, reading to class
 talking books and cassettes
 extemporaneous speaking
 journal keeping
 choral reading
 individualized reading
 memorizing linguistic facts
 tape recording one's words
 using word processors
 publishing (e.g., creating class newspapers)

Logical-Mathematical Intelligence

 mathematical problems on the board

 Socratic questioning
 scientific demonstrations
 logical problem-solving exercises
 creating codes
 logic puzzles and games
 classifications and categorizations
 quantifications and calculations
 computer programming languages
 science thinking
 logical-sequential presentation of subject matter
 Piagetian cognitive stretching exercises
 Heuristic

Spatial Intelligence

 charts, graphs, diagrams, and maps

 visualization
 photography
 videos, slides, and movies
 visual puzzles and mazes
 3-D construction kits
 art appreciation
 imaginative storytelling
  picture metaphors
 creative daydreaming
 painting, collage, visual arts
 idea sketching
 visual thinking exercises
 graphic symbols
 using mind-maps and other visual organizers
 computer graphics software
 visual awareness activities
 optical illusions
 color cues
 telescopes, microscopes, and binoculars
 visual awareness activities
 draw-and-paint/computer- assisted-design software
 picture literacy experiences

Bodily-Kinesthetic Intelligence

 creative movement, mime

 hands-on thinking
 field trips
 the classroom teacher
 competitive and cooperative games
 physical awareness and relaxation exercises
 all hands-on activities
 crafts
 body maps
 use of kinesthetic imagery
 cooking, gardening, and other "messy" activities
 manipulatives
 virtual reality software
 kinesthetic concepts
 physical education activities
 communicating with body language/ hand signals
 tactile materials and experiences
 body answers

Musical Intelligence

 musical concepts
 singing, humming, whistling
 playing recorded music
 playing live music on piano, guitar, or other instruments
 group singing
 mood music
 music appreciation
  playing percussion instruments
 rhythms, songs, raps, chants
 using background music
 linking old tunes with concepts
 discographies
 creating new melodies for concepts
 listening to inner musical imagery
 music software
 supermemory music

Interpersonal Intelligence

 cooperative groups
 interpersonal interaction
 conflict mediation
 peer teaching
 board games
 cross-age tutoring
 group brainstorming sessions
 peer sharing
 community involvement
 apprenticeships
 simulations
 academic clubs
 interactive software
 parties / social gatherings as context for learning
 people sculpting

Intrapersonal Intelligence

 independent study
 feeling-toned moments
 self-paced instruction
 individualized projects and games
 private spaces for study
 one-minute reflection periods
 interest centers
 personal connections
 options for homework
 choice time
 self-teaching programmed instruction
 exposure to inspirational/ motivational curricula
 self-esteem activities
 journal keeping
 goal setting sessions