... attracted to jigsaw puzzles, mazes, find the hidde

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MULTIPLE INTELLIGENCE

• Howard Gardner

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• Howard Gardner's ground breaking theories were
  first published in Frames of Mind, 1983.
• Gardner was a Harvard scholar studying work on
  the development of children's cognitive processes
  based on the work of Jean Piaget.
• Through his own work on the development of
  cognition, he came to view those of Piaget as too
  narrowly focused.

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• In his innovative theory, he presents a new
  framework for considering the gifts of children.
• Through studying other cultural definitions of
  intelligence, neurophysiology, anthropological
  studies and his own experimentation and
  observation of children,
• Gardner originally devised seven categories of
  respective intelligence.

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7 ORIGINAL INTELLIGENCES

• Verbal/linguistic
• Logical/mathematical
• Spatial
• Bodily/kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• An eighth intelligence, naturalistic/environment
  al, has just been recently put forth by Gardner.

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• While Gardner contends that all humans have some
  degree of all seven intelligences, there are
  those who are more gifted in some areas, or in
  combinations of areas, than in others. Here are
  brief overviews of each intelligence.

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• Gardner's Intelligences Defined

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Verbal/Linguistic

• Deals with abilities in the complex acquisition,
  formation and processing of language.
• Thinking symbolically and reasoning abstractly
  fall under this category, as does the ability to
  create conceptual verbal patterns.
• Reading, writing, the development of symbolic
  writing and language skills--anagrams,
  palindromes, metaphors, similes, puns, and
  analogies come under this heading.

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• Children who talk early, those who enjoy making
  sounds and rhyming patterns children who are
  prolific readers and have good memories for
  poetry, lyrics, tongue twisters, and verse may
  have a propensity in this area.
• These individuals love words, both spoken and
  written, and often think in words. They learn by
  verbalization, by seeing and hearing words and
  usually enjoy word games.
• (In his work that parallels that of Gardner's,
  Bob Samples refers to Verbal/Linguistic and
  Logical/Mathematical in one category as
  Abstract/Symbolic intelligences. See References
  .)

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Logical/Mathematical

• Deals with the ability to think logically
  inductively, and to some degree deductively
  categorically to recognize patterns, both
  geometric and numerical as well as the ability
  to see and work with abstract concepts.
• Children who possess this form of developed
  intelligence may be constant questioners they
  may easily grasp games that involve sophisticated
  strategies--like chess or they may devise
  experimental formats to test their ideas.
• Also, they may be fascinated with computers or
  with puzzles that involving logic and reasoning
  abilities.

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Spatial Intelligence

• Deals with the ability to perceive images.
• These children think in images and are usually
  the ones able to find missing objects due to
  their tremendous powers of visual recall.
• They may be the first to notice things that have
  been changed or rearranged.
• Many are earlier drawers--delighted with shapes,
  lines and colors.
• These folks are attracted to jigsaw puzzles,
  mazes, find the hidden picture puzzles and they
  love to construct things with blocks.

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• They have an early sense of proportion and
  perspective.
• They are also good at reading and constructing
  maps and discerning objects as they might appear
  in three dimensional space.
• They are often referred to as daydreamers--starrin
  g off into space.
• (In David Lazear's adaptation of Gardner's work,
  he expands this concept to include visual
  intelligence. Bob Samples also describes this
  type of ability as visual. See References .)

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Musical

• Obviously deals with the ability to create or
  interpret music.
• These children may need music while they study,
  and they are continually humming, singing,
  tapping out tunes rhythmically, or whistling.
• They have keen ears for distinguishing sounds and
  subtle nuances in music and in the sounds in
  their environments.

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• These children can also be excellent mimics and
  can easily discern differences in speech patterns
  or accents.
• (Again, David Lazear expands this group with the
  descriptor of rhythmic, and Bob Samples describes
  this as auditory intelligence.)

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Bodily/Kinesthetic

• Deals with the gift of physical movement, that of
  both the fine and/or the large muscle systems.
• These children are the movers of the universe,
  and frequently they squirm, rock, even fall off
  their chairs when required to sit still for
  extended periods of time.
• These children are adept at creating and
  interpreting gestures and are often attuned at
  communicating in, or reading others body
  language.

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• They may even have a need to enter the personal
  space of others or to touch them while
  communicating.
• This group of students needs to learn by acting
  and moving, to learn by haptic experiences.

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Interpersonal

• Deals with the ability to understand and
  communicate with others and to facilitate
  relationships and group processes.
• The phrase "they can work the room " aptly
  describes their uncanny abilities to read people.
  
• Often these children are highly empathetic, and
  they can arbitrate differences between people or
  groups.

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• They can easily pick up on the vibrations, the
  feelings of others.
• These children enjoy cooperative learning
  experiences and learn best in cooperative
  settings.
• (Bob Samples refers to this type of intelligence
  as synergistic personal.)

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Intrapersonal

• Deals with the ability to be somewhat insulated
  from ones peers to have a strong sense of self
  to have leadership abilities in reference to
  making decisions that may not be popular with
  others.
• This strong sense of self creates a certain
  amount of immunity from peer pressure.
• These children may be what are described as
  "loners".

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• They may have gifts out the ordinary realm of
  human understanding--strong intuitive feelings, a
  sense of inner wisdom, or precognition.
• These children need learning experiences where
  they can focus on their inner being and
  activities that allow them to work by themselves
  on material and projects of their own choosing.
• (Bob Samples refers to this ability to be
  synergistic-natural.)

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• Howard Gardner's work adds new depth to
  understanding the multifaceted and varied
  dimensions of human intelligence. Under the
  umbrella of Gardner's definitions, American
  schools seemingly have few problems meeting the
  needs of students who have verbal/linguistic or
  logical/mathematical intelligences. Even in
  special programs that are designed for "gifted"
  students, many of Gardner's intelligences are not
  recognized or acknowledged as important or valued
  gifts.

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• As a result of this ancient, and very Western,
  cultural mindset, some children are elevated
  while others are must go wanting. And although
  physical giftedness appeared in the initial
  definitions concerning federal mandates governing
  gifted education, during the 70's that form of
  giftedness was removed from successive
  definitions.

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• This was done reportedly because schools meet the
  need of physically gifted children through
  expensive sports programs. While that is
  undoubtedly true for those students displaying
  physical traits compatible with the narrow needs
  of established sports, it is not true that all
  kinesthetically/bodily gifted students are served
  by schools' athletic programs.
• Students having kinesthetic gifts in areas such
  as dance, mime, gymnastics, small muscle
  kinesthetic proficiencies, performance arts,
  table tennis and so forth, are virtually ignored
  by school programs.

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References

• Armstrong, T. (1987) In their own way. Los
  Angeles Jeremy P. Tarcher, Inc.
• Armstrong, T. (1993) 7 kinds of smart
  identifying and developing your own
  intelligences. New York Plume Books (Penguin).
• Armstrong, T. (1994) Multiple intelligences in
  the classroom. Alexandria, VA ASCD.
• Gardner, H. (1983) Frames of mind the theory of
  multiple intelligences. New York Basic Books.

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• Gardner, H. (1993) Multiple intelligences the
  theory in practice - a reader. New York Basic
  Books.
• Lazear, D. (1991) Seven ways of knowing teaching
  to the multiple intelligences. Palatine, IL
  Skylight Publishing.
• Samples, B. (1987) Wholemind/Openmind.
  Rollinghills Estates, CA Jalmar Press.

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Special Intelligence Indicators

• The following descriptors are an adaptation,
  synthesis, or summary from many popular MI
  authors. (i.e. Thomas Armstrong David Lazear
  Bruce Linda Campbell, as well as from the work
  of the parent MI conceptualizer, Dr. Howard
  Gardner. Please see their work for further details

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Linguistic Intelligence (Word Smart)

• Writes better than average for their age
• Spins tales and tells jokes and stories
• Has a good memory for names, places, dates, and
  trivia
• Enjoys word games
• Spells words accurately
• Appreciates nonsense rhymes, puns, tongue
  twisters, etc.   
• Enjoys listening to the spoken word
• Has a good vocabulary for his/her age
• Communicates to others in a highly verbal way

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Logical-Mathematical Intelligence - (Number
Smart)

• Asks a lot of questions about how things work
• Computes arithmetic questions in his/her head
  quickly
• Enjoys the challenges of math class
• Finds math games and math computer games
  interesting
• Enjoys playing chess, checkers, or other strategy
  games

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• Enjoys working with logic puzzles and
  brainteasers
• Likes to experiment in a way that shows higher
  order thinking processes
• Thinks on a more abstract levels than peers
• Has a good sense of cause and effect
  relationships for his/her age  

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Musical Intelligence -(Music Smart)

• Tells you when music is off-key or disturbing in
  some other way
• Remembers the melody of songs
• Has a good singing voice
• Plays a musical instrument or sings in a choir or
  other musical group
• Has a rhythmic way of speaking and/or moving

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• Unconsciously hums to him/herself
• Taps rhythmically on the table or desk as he/she
  works
• Is sensitive to the environmental noises, like
  rain of the roof
• Can easily imitate the voices and inflections of
  others

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Spatial Intelligence (Picture Smart)

• Reports clear visual images
• Reads maps, charts, and diagrams more easily than
  text
• Daydreams more than peers
• Enjoys art activities
• Draws figures and pictures that are advanced for
  age

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• Likes to view movies, slides, or other visual
  presentations
• Enjoys doing puzzles, mazes, Wheres Waldo? or
  hidden picture or I spy-  types activities,
  and challenges like hidden pictures or similar
  games
• Builds interesting three-dimensional
  constructions for age (Legos)
• Gets more out of pictures than words when reading
  
• Doodles on workbooks, worksheets, or other
  materials

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Bodily-Kinesthetic Intelligence (Body Smart)

• Excels in one or more sports
• Moves, twitches, taps, fidgets while seated for a
  long time in one spot
• Cleverly mimics other peoples gestures and
  mannerisms
• Loves to take things apart and put them back
  together again
•  Has trouble keeping his/her hands off something
  new just seen   
•  

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• Enjoys jumping, wrestling, or similar activities
•  Shows skill on a craft or good fine-motor
  coordination in other ways
•  Has dramatic way of expressing him/herself
•  Reports different physical sensations while
  thinking or working
•  Enjoys working with clay or other tactile
  medium, and enjoys hands on art activity

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Interpersonal Intelligence (People Smart)

• Enjoys socializing with peers
• Seems to be a natural leader
• Gives advice to friends who have problems
• Seems to be people smart  -- attuned to others
• Belongs to clubs, committees, or other
  organizations

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• 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 company

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Intrapersonal Intelligence (Self Smarts)

• Displays a sense of independence or strong will
• Has a realistic sense of his/her strengths and
  weaknesses
• Does well when left alone 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 or she doesn't
  talk about much

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• 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
• Has high self-esteem

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Naturalistic Intelligence (Nature Smarts)

• Has a strong affinity to the outside world, to
  the beauty in nature, or to animals
• Enjoys subjects, shows, or stories that deal
  with animals or natural phenomena
• May show unusual interest in subjects like
  biology, zoology, botany, geology, meteorology or
  astronomy
• Is keenly aware of his/her surroundings and
  changes in the environment

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• Has highly developed senses that help him/her
  notice similarities, differences and changes in
  his/her surroundings
• May be able to categorize or catalogue things
  easily
• May notice things others might may not be aware
  of
• Likes to collect, classify, or read about things
  from nature rocks, fossils, butterflies,
  feathers, shells, and the like

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• Prefers to be outside and readily appreciates and
  embraces activities like camping, hiking, scuba
  diving, bird watching, gardening, or climbing, or
  perhaps he/she may just like sitting quietly and
  noticing the subtle differences in his/her
  environment

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