Multiple Intelligences

Howard Gardner of Harvard has identified seven distinct intelligences. This theory has
emerged from recent cognitive research and "documents the extent to which students
possess different kinds of minds and therefore learn, remember, perform, and
understand in different ways," according to Gardner (1991). According to this theory,
"we are all able to know the world through language, logical-mathematical analysis,
spatial representation, musical thinking, the use of the body to solve problems or to
make things, an understanding of other individuals, and an understanding of ourselves.
Where individuals differ is in the strength of these intelligences - the so-called profile of
intelligences -and in the ways in which such intelligences are invoked and combined to
carry out different tasks, solve diverse problems, and progress in various domains."
Gardner says that these differences "challenge an educational system that assumes
that everyone can learn the same materials in the same way and that a uniform,
universal measure suffices to test student learning. Indeed, as currently constituted, our
educational system is heavily biased toward linguistic modes of instruction and
assessment and, to a somewhat lesser degree, toward logical-quantitative modes as
well." Gardner argues that "a contrasting set of assumptions is more likely to be
educationally effective. Students learn in ways that are identifiably distinctive. The broad
spectrum of students - and perhaps the society as a whole - would be better served if
disciplines could be presented in a numbers of ways and learning could be assessed
through a variety of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors. Very
aware of their environments. They like to draw, do jigsaw puzzles, read maps,
daydream. They can be taught through drawings, verbal and physical imagery. Tools
include models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of
body awareness. They like movement, making things, touching. They communicate well
through body language and be taught through physical activity, hands-on learning,
acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also
sensitive to sounds in their environments. They may study better with music in the
background. They can be taught by turning lessons into lyrics, speaking rhythmically,
tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM,
multimedia.
Interpersonal - understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street smarts. They can be

taught through group activities, seminars, dialogues. Tools include the telephone, audio
conferencing, time and attention from the instructor, video conferencing, writing,
computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy
away from others. They're in tune with their inner feelings; they have wisdom, intuition
and motivation, as well as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books, creative materials,
diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory
skills and often think in words. They like reading, playing word games, making up poetry
or stories. They can be taught by encouraging them to say and see words, read books
together. Tools include computers, games, multimedia, books, tape recorders, and
lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are
able to see and explore patterns and relationships. They like to experiment, solve
puzzles, ask cosmic questions. They can be taught through logic games, investigations,
mysteries. They need to learn and form concepts before they can deal with details.
At first, it may seem impossible to teach to all learning styles. However, as we move into
using a mix of media or multimedia, it becomes easier. As we understand learning
styles, it becomes apparent why multimedia appeals to learners and why a mix of media
is more effective. It satisfies the many types of learning preferences that one person
may embody or that a class embodies. A review of the literature shows that a variety of
decisions must be made when choosing media that is appropriate to learning style.
Visuals: Visual media help students acquire concrete concepts, such as object
identification, spatial relationship, or motor skills where words alone are inefficient.
Printed words: There is disagreement about audio's superiority to print for affective
objectives; several models do not recommend verbal sound if it is not part of the task to
be learned.
Sound: A distinction is drawn between verbal sound and non-verbal sound such as
music. Sound media are necessary to present a stimulus for recall or sound recognition.
Audio narration is recommended for poor readers.
Motion: Models force decisions among still, limited movement, and full movement
visuals. Motion is used to depict human performance so that learners can copy the
movement. Several models assert that motion may be unnecessary and provides
decision aid questions based upon objectives. Visual media which portray motion are
best to show psychomotor or cognitive domain expectations by showing the skill as a
model against which students can measure their performance.

Color: Decisions on color display are required if an object's color is relevant to what is
being learned.
Realia: Realia are tangible, real objects which are not models and are useful to teach
motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use
with individuals or groups and may be situation based. Realia may be used to present
information realistically but it may be equally important that the presentation
corresponds with the way learner's represent information internally.
Instructional Setting: Design should cover whether the materials are to be used in a
home or instructional setting and consider the size what is to be learned. Print
instruction should be delivered in an individualized mode which allows the learner to set
the learning pace. The ability to provide corrective feedback for individual learners is
important but any medium can provide corrective feedback by stating the correct
answer to allow comparison of the two answers.
Learner Characteristics: Most models consider learner characteristics as media may
be differentially effective for different learners. Although research has had limited
success in identifying the media most suitable for types of learners several models are
based on this method.
Reading ability: Pictures facilitate learning for poor readers who benefit more from
speaking than from writing because they understand spoken words; self-directed good
readers can control the pace; and print allows easier review.
Categories of Learning Outcomes: Categories ranged from three to eleven and most
include some or all of Gagne's (1977) learning categories; intellectual skills, verbal
information, motor skills, attitudes, and cognitive strategies. Several models suggest a
procedure which categorizes learning outcomes, plans instructional events to teach
objectives, identifies the type of stimuli to present events, and media capable of
presenting the stimuli.
Events of Instruction: The external events which support internal learning processes
are called events of instruction. The events of instruction are planned before selecting
the media to present it.
Performance: Many models discuss eliciting performance where the student practices
the task which sets the stage for reinforcement. Several models indicate that the elicited
performance should be categorized by type; overt, covert, motor, verbal, constructed,
and select. Media should be selected which is best able to elicit these responses and
the response frequency. One model advocates a behavioral approach so that media is
chosen to elicit responses for practice. To provide feedback about the student's
response, an interactive medium might be chosen, but any medium can provide
feedback. Learner characteristics such as error proneness and anxiety should influence
media selection.

Testing which traditionally is accomplished through print, may be handled by electronic

media. Media are better able to assess learners' visual skills than are print media and
can be used to assess learner performance in realistic situations.
from "The Distance Learning Technology Resource Guide," by Carla Lane
http://www.tecweb.org/styles/gardner.html

Multiple Intelligences
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of
education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q.
testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a
broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logicalmathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr.
Gardner says that we should also place equal attention on individuals who show gifts in the other
intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs,
and others who enrich the world in which we live. Unfortunately, many children who have these gifts dont
receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning
disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking
and learning arent addressed by a heavily linguistic or logical-mathematical classroom. The theory of
multiple intelligences proposes a major transformation in the way our schools are run. It suggests that
teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning,
art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences
in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of

many educators around the country, and hundreds of schools are currently using its philosophy to
redesign the way it educates children. The bad news is that there are thousands of schools still out there
that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The
challenge is to get this information out to many more teachers, school administrators, and others who
work with children, so that each child has the opportunity to learn in ways harmonious with their unique
minds (see In Their Own Way).
The theory of multiple intelligences also has strong implications for adult learning and development. Many
adults find themselves in jobs that do not make optimal use of their most highly developed intelligences
(for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when
he or she would be much happier in a job where they could move around, such as a recreational leader, a
forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to
look at their lives, examining potentials that they left behind in their childhood (such as a love for art or
drama) but now have the opportunity to develop through courses, hobbies, or other programs of selfdevelopment (see 7 Kinds of Smart).
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight
different potential pathways to learning. If a teacher is having difficulty reaching a student in the more
traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several
other ways in which the material might be presented to facilitate effective learning. Whether you are a
kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing
self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or
learning, see how you might connect it with

words (linguistic intelligence)

numbers or logic (logical-mathematical intelligence)

pictures (spatial intelligence)

music (musical intelligence)

self-reflection (intrapersonal intelligence)

a physical experience (bodily-kinesthetic intelligence)

a social experience (interpersonal intelligence), and/or

an experience in the natural world. (naturalist intelligence)

For example, if youre teaching or learning about the law of supply and demand in economics, you might
read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a
graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in

the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you
supply your body with lots of food, the hunger demand goes down; when there's very little supply, your
stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal);
and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of
Nothing?").
You dont have to teach or learn something in all eight ways, just see what the possibilities are, and then
decide which particular pathways interest you the most, or seem to be the most effective teaching or
learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of
available teaching/learning tools beyond the conventional linguistic and logical methods used in most
schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of
whatever youre interested in teaching or learning about in the center of a blank sheet of paper, and draw
eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence.
Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each
intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways
as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
Resources

http://www.thomasarmstrong.com/multiple_intelligences.php

Multiple Intelligence Types

There are various types of multiple intelligence. Level of intelligence differs from person to person.
Everyone has an inherent talent that keeps on developing and improving through the process of
learning. Let's find out more about multiple intelligence types.

Howard Gardner, a professor of cognition and education at the Harvard University, developed the
theory of multiple intelligences (MI) in 1983. The word 'intelligence' is coined from a Latin
word intellegere, which means 'to understand'. Intelligence is the ability to acquire and apply

knowledge. Let's discuss the multiple intelligence types of Gardner.

Theory of Multiple Intelligences

Traditionally, the concept 'intelligence' is based on intelligence quotient (IQ) test.

Though, IQ is assumed to be a standard test, a set to assess intellect of a person in a
particular subject or task, it cannot refer to human intellect as the whole. For example, if
a student scored less marks in math but he can draw nice paintings, how will you
calculate his intellect? Do you think his painting art is an outstanding and unique skill
that can be an intellectual activity? But, what about other talents and creative skills of an
individual? Howard also came across the same questions and thought out an ideology
of assessment based on IQ.

However, intelligent quotient test is reliable, but it restricts an individual from his unique
abilities to some extent. Howard worked on different parameters of intelligence and
devised the theory of 'MI'. His multiple intelligence theory was an invention in the study
of human psychology. According to Howard Gardner, intelligence is 'the capacity to
solve problems or to fashion products which are valued in one or more cultural settings'.
Previously, he categorized the 'MI' into seven types, i.e. linguistic, logical-mathematical,
musical, bodily-kinesthetic, spatial-visual, interpersonal, and intrapersonal intelligence.
Earlier, he added two more type of intelligence, namely, naturalist and existential
intelligences.

Nine Multiple Intelligence Types

Types of MI

Linguistic
Intelligence

Characteristics
Ability to learn different
languages, grammar,
syntax and vocabulary.

Suitable Professions
Editor, writer, reporter, translator,
salesperson, poet, linguistician,
lawyer, novelist, secretary,
speaker and journalist

Computer programmer,
Logical/Mathematic Experts in math, reasoning mathematician, accountant,
al Intelligence
and logic.
banker, logician, lawyer and
scientist
Has the sensitivity to
Spatial Intelligence understand images and
direction.

Advertiser, artist, pilot, sailor,

geographer, tailor, engineer and
builder

Fond of music, sound,

Musical Intelligence rhythm and can analyze
tones and pitch.

Singer, musician, composer and

music teacher, piano tuner,
violinist and choir or choral
director

Body-kinesthetic
Intelligence

Activities related to control Carpenter, actor, juggler,

of body movement.
magician, dancer and sportsmen

Interpersonal
Intelligence

Religious and political leader,

Gifted with leadership
educators, salesperson,
qualities and organizing, as
counselor, peacemakers,
well as understanding other
administrator, anthropologist,
people.
psychologist, and mediator

Intrapersonal
Intelligence

Analyzing things, selfClergy, nurse, spiritual counselor,

reflection, setting goals and
analyzer and philosopher
motivations

Naturalist
Intelligence

Understanding the natural

world and has the ability to
easily classify animal
species.

Biologist, anthropologist,
geologist, zoologist and
environmental scientist, gatherer,
farmer and bird watcher

Thinks beyond life, death,

and after death, in other
words, what lies beyond

Astrologist and theologian

Existential
intelligence

the subjective perspective.

The above-mentioned multiple intelligence types are categorized, according to the characteristics and
professions of individuals. One may be gifted with one or more types of intelligence.

http://www.buzzle.com/articles/multiple-intelligence-types.html

multiple intelligences theory

Howard Gardner's Multiple Intelligence Theory was first published in

Howard Gardner's book, Frames Of Mind (1983), and quickly became
established as a classical model by which to understand and teach
many aspects of human intelligence, learning style, personality and
behaviour - in education and industry. Howard Gardner initially
developed his ideas and theory on multiple intelligences as a
contribution to psychology, however Gardner's theory was soon
embraced by education, teaching and training communities, for
whom the appeal was immediate and irresistible - a sure sign that
Gardner had created a classic reference work and learning model.
Howard Gardner was born in Scranton, Pennsylvania USA in 1943 to
German Jewish immigrant parents, and entered Harvard in 1961,
where, after Gardner's shift from history into social relations (which
included psychology, sociology, and anthropology) he met his early
mentor Erik Erikson. Later Gardner was also influenced by
psychologists Jeane Piaget, Jerome Bruner, and philosopher Nelson
Goodman, with whom Gardner co-founded 'Project Zero' in 1967
(focusing on studies of artistic thought and creativity). Project Zero's
1970's 'Project on Human Potential', whose heady aim was to
address 'the state of scientific knowledge concerning human
potential and its realization', seems to have been the platform from
which Gardner's multiple intelligences ideas grew, and were
subsequently published in Gardner's Frames Of Mind 1983 book. A
wonderful example of 'thinking big' if ever there was one.

At the time I write/revise this summary (2005-2012) Howard Gardner

is the (John H and Elisabeth A) Hobbs Professor of Cognition and
Education at the Harvard Graduate School of Education; he serves
as adjunct Professor at Harvard University, Boston University School
of Medicine, and remains senior director of Harvard Project Zero.
Gardner has received honorary degrees from at least twenty foreign
institutions, and has written over twenty highly regarded books on
the human mind, learning and behaviour. How ironic then that
Gardner, who has contributed so much to the understanding of
people and behaviour, was born (according to his brief autobiographical paper 'One Way To Make Social Scientist', 2003), crosseyed, myopic, colour-blind and unable to recognise faces. There's
hope for us all.
Since establishing his original multiple intelligences model, Howard
Gardner has continued to develop his thinking and theory, so you
will see references to more than the seven intelligences nowadays.
Gardner most recently refers to their being eight or nine
intelligences.
This article chiefly focuses on the original seven intelligences model.

howardgardner's multiple intelligences theory

This simple grid diagram illustrates Howard Gardner's model of the

seven Multiple Intelligences at a glance.
intelligence type
Linguistic
Logical-Mathematical
Musical

Bodily-Kinesthetic
Spatial-Visual
Interpersonal
Intrapersonal
Free multiple intelligences tests based on Howard Gardner's sevenintelligences model are available below in MSExcel self-calculating
format, manual versions in MSExcel and pdf, and manual test
versions for young people.

Gardner said that multiple intelligences were not limited to the

original seven, and he has since considered the existence and
definitions of other possible intelligences in his later work. Despite
this, Gardner seems to have stopped short of adding to the seven
(some might argue, with the exception of Naturalist Intelligence)
with any clearly and fully detailed additional intelligence definitions.
This is not because there are no more intelligences - it is because of
the difficulty of adequately and satisfactorily defining them, since
the additional intelligences are rather more complex than those
already evidenced and defined.
Not surprisingly, commentators and theorists continually debate and
interpret potential additions to the model, and this is why you might
see more than seven intelligences listed in recent interpretations of
Gardner's model. As mentioned above, Naturalist Intelligence seems
most popularly considered worthy of inclusion of the potential
additional 'Gardner' intelligences.

gardner's suggested possible additional intelligences

intelligence type
Naturalist
Spiritual/Existential
Moral

If you think about the items above it's easy to see why Gardner and
his followers have found it quite difficult to augment the original
seven intelligences. The original seven are relatively cut and dried;
the seven intelligences are measurable, we know what they are,
what they mean, and we can evidence or illustrate them. However
the potential additional human capabilities, perceptions and
attunements, are highly subjective and complex, and arguably
contain many overlapping aspects. Also, the fact that these
additional intelligences could be deemed a measure of good or bad
poses extra questions as to their inclusion in what is otherwise a
model which has hitherto made no such judgement (good or bad,
that is - it's a long sentence...).

gardner's multiple intelligences - detail

The more detailed diagram below expands the detail for the original
seven intelligences shown above, and also suggests ideas for
applying the model and underpinning theories, so as to optimise
learning and training, design accelerated learning methods, and to
assess training and learning suitability and effectiveness.
intelligence type
1

Linguistic

Logical-Mathematical

Musical

Bodily-Kinesthetic

Spatial-Visual

Interpersonal

Intrapersonal

Roles and intrapersonal intelligence: Given that a 'role' tends to

imply external style/skills, engagement, etc., the intrapersonal
ability is less liable to define or suggest a certain role or range of
roles than any of the other characteristics. That said, there is a clear
correlation between intrapersonal ability/potential and introverted

non-judgemental roles/working styles. Intrapersonal capability might

also be seen as the opposite of ego and self-projection. Selfawareness is a prerequisite for self-discipline and self-improvement.
Intrapersonal capacity enables an emotionally mature ('grownup') response to external and internal stimuli. The intrapersonal
characteristic might therefore be found among (but most definitely
not extending to all) counsellors, helpers, translators, teachers,
actors, poets, writers, musicians, artists, and also any other
role to which people can bringemotional maturity, which
commonly manifests as adaptability, flexibility, facilitation,
reflection, and other 'grown-up' behaviours. There are also
associations between intrapersonal capacity
andErikson's 'generative' perspective, and to an
extent Maslow's self-actualization, that is to say: both of these
'life-stages' surely demand a reasonably strong level of selfawareness, without which adapting one's personal life, outlook and
responses to one's environment is not easy at all.

multiple intelligences tests

free Multiple Intelligences test (based on Howard Gardner's model) in MSExcel self-calculatingformat, and other versions:
free Multiple Intelligences test - manual test in MSExcel
free Multiple Intelligences test - manual test in pdf format
free Multiple Intelligences test - manual test for young people in
MSExcel
free Multiple Intelligences test - manual test for young people in
pdf format
Multiple Intelligences descriptions - pdf format

(If you are using a test to help people identify and develop unique
personal potential, especially foryoung people, try using the test in
conjunction with the Fantasticat idea, or similar ways to focus on
individual potential, rather than the more narrow imposed measures
found typically in young people's education systems. Many young
people (and older people too..) mistakenly form a dim view of their
capabilities and potential according to typical academic measures in
schools, which remain largely oriented towards university and higher
education expectations. The spectrum of human capability, and the
potential to be valued and productive in life, are much broader than
this, which are central aspects of multiple intelligence theory.
Encouraging people to think beyond traditional academic measures
of value and talent is a vital early step to enabling better selfesteem and bigger personal belief, confidence and aspiration.)

is this test scientifically validated or

normed?..
This free Multiple Intelligences testing instrument has not been
scientifically validated or normed.
If your research or study requires the use of a scientifically validated
instrument then this instrument may not be suitable for your work.
However, where you have reason/flexibility to justify the use of a
free 'non-scientifically-validated' instrument, the following details
about this test (and its various versions) might be of help to you in
deciding whether to use it:
This instrument is a simple directly reflective assessment tool which
works in a single dimension. That is, the results are produced
directly from the inputs (the scored answers to the statement
questions). There are no complex computations or correlations or
scaling. As such it less prone to distortion or confusion than a more

complicated testing methodology might be, especially one involving

convoluted formulae or scales on several dimensions. The
instrument in its various versions has been downloaded and used
tens of thousands of times by teachers, trainers, managers,
academics, and researchers all around the world since 2005, and (to
my knowledge) has not generated any complaint or criticism about
its reliability and suitability for purpose. Additionally, this webpage
featuring the instrument download links has been highly ranked (top
five or so in Google's listings for keywords such as 'multiple
intelligence tests') for several years and remains so, with zero
advertising and promotion, which is perhaps a virtual validation of
sorts.
That said, I repeat, the instrument has not been scientifically
validated, and where you are definitely required to use an
instrument that has been scientifically validated or normed, then
this free tool is probably not the right one for you.

gardner's multiple intelligences - principles and interpretation

Howard Gardner asserts certain principles relating to his multiple

intelligence theory, which are explained and interpreted here, along
with implications and examples:
The multiple intelligences theory represented/represents a definition
of human nature, from a cognitive perspective, ie., how we perceive;
how we are aware of things.
This provides absolutely pivotal and inescapable indication as to
people's preferred learning styles, as well as their behavioural
and working styles, and their natural strengths. The types of
intelligence that a person possesses (Gardner suggests most of us
are strong in three types) indicates not only a persons capabilities,
but also the manner or method in which they prefer to learn and
develop their strengths - and also to develop their weaknesses.

So for example:

A person who is strong musically and weak numerically will be

more likely to develop numerical and logical skills through music,
and not by being bombarded by numbers alone.

A person who is weak spatially and strong numerically, will be

more likely to develop spatial ability if it is explained and
developed by using numbers and logic, and not by asking them to
pack a suitcase in front of an audience.

A person who is weak bodily and physically and strong

numerically might best be encouraged to increase their physical
activity by encouraging them to learn about the mathematical and
scientific relationships between exercise, diet and health, rather
than forcing them to box or play rugby.

The pressure of possible failure and being forced to act and think
unnaturally, have a significant negative influence on learning
effectiveness. Happy relaxed people learn more readily than
unhappy stressful people.
A person's strength is also a learning channel. A person's weakness
is not a great learning channel. Simple huh?
When you add in what we know about personal belief and
confidence it all begins to make even more sense. Develop people
through their strengths and we not only stimulate their development
- we also make them happy (because everyone enjoys working in
their strength areas) - and we also grow their confidence and lift
their belief (because they see they are doing well, and they get told
they are doing well too).
Developing a person's strengths will increase their response to the
learning experience, which helps them to develop their weaknesses
as well as their strengths.

Having illustrated that sensible use of a person's natural strengths

and types of intelligence is a good thing it's important to point out
that intelligence in itself is not a measure of good or bad, nor of
happy or sad.
The different intelligences - in Gardner's context (and normally in
most other interpretations and definitions of the term) - are not a
measure or reflection of emotion type. Intelligences are emotionally
neutral. No type of intelligence is in itself an expression of happiness
or sadness; nor an expression of feeling good or good or bad.
In the same way, the multiple intelligences are morally neutral too.
No type of intelligence is intrinsically right or wrong. In other words
intelligences are amoral, that is, neither moral nor immoral irrespective of a person's blend of intelligences.
Intelligences are separate to the good or bad purposes to which
people apply whatever intelligences they possess and use.
Intelligences are not in themselves good or bad.
The types of intelligences that a person possesses are in themselves
no indication or reflection - whatsoever - of whether the person is
good or bad; happy or sad, right or wrong.
People possess a set of intelligences - not just one type and level of
intelligence. This was a primary driver of Gardner's thinking; the
fact, or assertion, that intelligence is not a single scalable aspect of
a person's style and capability. Historically, and amazingly a
perception that still persists among many people and institutions
and systems today, intelligence was/is thought to be measurable on
a single scale: a person could be judged - supposedly - to have a
high or low or average intelligence; or a person would be considered
'intelligent or 'unintelligent'. Gardener has demonstrated that this
notion is ridiculous.
Intelligence is a mixture of several abilities (Gardner explains seven
intelligences, and alludes to others) that are all of great value in life.

But nobody's good at them all. In life we need people who

collectively are good at different things. A well-balanced world, and
well-balanced organisations and teams, are necessarily comprised of
people who possess different mixtures of intelligences. This gives
the group a fuller collective capability than a group of identically
able specialists.
Incredibly many schools, teachers, and entire education systems,
persist in the view that a child is either intelligent or not, and
moreover that the 'intelligent' kids are 'good' and the 'unintelligent'
kids are 'bad'. Worse still many children grow up being told that they
are not intelligent and are therefore not of great worth; (the "you'll
never amount to anything" syndrome is everywhere).
Schools aren't the only organisations which, despite all that Gardner
has taught us, commonly still apply their own criteria (for example
IQ - 'Intelligence Quotient' - tests) to judge 'intelligence', and then
label the candidate either worthy or not. Adult people in work in
organisations and business are routinely judged by inappropriate
criteria, and then written off as being worthless by the employer.
This type of faulty assessment is common during recruitment,
ongoing management, and matters of career development and
performance review.
The fact is that we are all intelligent in different ways.
The most brilliant scientific professor may well have exceptional
intelligence in a number of areas (probably Logical-Mathematical,
and one or two others) but will also be less able in other
intelligences, and could well be inept in some.
By the same token a person who struggles with language and
numbers might easily be an excellent sportsman, or musician, or
artist.
A hopeless academic, who is tone-deaf and can't add up, could
easily possess remarkable interpersonal skills.

Many very successful business-people were judged to be failures at

school. They were of course judged according to a very narrow
definition of what constitutes intelligence.
Many very successful and fulfilled people in life were also judged to
be failures at school - brilliant scientists, leaders, writers,
entertainers, sports-people, soldiers, humanitarians, healers,
religious and political leaders - all sorts of happy, fulfilled
remarkable people - they too were judged according to a very
narrow definition of what constitutes intelligence.
Each one of us has a unique and different mix of intelligence types,
and commonly the people with the least 'conventional' intelligence
(as measured using old-fashioned narrow criteria), actually possess
enormous talent - often under-valued, unknown and underdeveloped.
Gardner, and others of course, pointed out that managing people
and organising a unique mixture of intelligence types is a hugely
challenging affair.
It starts however with the recognition that people have abilities and
potential that extend far beyond traditional methods of assessment,
and actually far beyond Gardner's seven intelligences, which after
all are only a starting point.
Gardner was one of the first to teach us that we should not judge
and develop people (especially children, young people, and people
at the beginnings of their careers) according to an arbitrary and
narrow definition of intelligence. We must instead rediscover and
promote the vast range of capabilities that have a value in life and
organisations, and then set about valuing people for who they are,
what they can be, and helping them to grow and fulfil their
potential.

other intelligences and models

Gardner said from the beginning that there could be additional

intelligences worthy of inclusion within the model, and I certainly
agree. Notably Gardner discussed Naturalist Intelligence (perception
of and relationship with the natural environment); Spiritual or
Existential Intelligence (as would concern one's relationship with the
universe or God, depending on one's personal philosophy); and
Moral Intelligence (one's relationship with other living things and
their well-being).
Thus the model is extendable to modern ideas beyond those listed
in the seven basic intelligences. As already discussed, defining
additional intelligences is not easy. But they do exist, and people do
possess capabilities, potential and values far beyond the seven
original 'multiple intelligences'.
Gardner knew - as we can now see - that his multiple intelligences
theory left some room to grow, however, while so many are still
stuck on IQ and the 'Three R's' (the hackneyed 'Reading Writing and
Arithmetic' - I ask you - how can so many buy into a framework that
has so effortlessly assumed such a ridiculous description?...), the
seven intelligences are a bloody good first step towards valuing and
developing people in a more compassionate and constructive way.
If first we concentrate on encouraging schools and industry to think
beyond IQ and the bleeding three R's - then perhaps soon we'll be
ready for morality and spiritualism.

VAK - visual, auditory, kinesthetic learning styles model

The VAK (or VARK or VACT) learning styles model and related
VAK/VARK/VACT tests (and for that matter the Multiple Intelligences
concepts) offer reasonably simple and accessible methods to
understand and explain people's preferred ways to learn.

Occasionally well-intentioned people will write that the use of such

models and tests can be problematical. This is true of course of any
tool if undue reliance is placed on the methodology, or if the results
of tests are treated as absolute and exclusive of other styles and
considerations in the overall mix of a person's personality and
needs.
As with any methodology or tool, use VAK and other learning styles
concepts with care. The concepts are an aid, not a dogma to be
followed and applied rigidly. See the notes for using Learning Styles
with young people on the Kolb Learning Styles page.
In addition to the VAK guide below, further VAK detail and VAK tests
are available on the VAK tests page.
The explanation and understanding of Gardner's Seven Intelligences
can be further illuminated and illustrated by looking at another
classical intelligence and learning styles model, known as
the Visual-Auditory-Kinesthetic (or Kinaesthetic - either is
correct) learning styles model or 'inventory', usually abbreviated to
VAK. Alternatively the model is referred to as Visual-AuditoryPhysical, or Visual-Auditory-Tactile/Kinesthetic. The VAK concept,
theories and methods (initially also referred to as VAKT, for VisualAuditory-Kinesthetic-Tactile) were first developed by psychologists
and teaching specialists such as Fernald, Keller, Orton, Gillingham,
Stillman and Montessori, beginning in the 1920's. The VAK multisensory approach to learning and teaching was originally concerned
with the teaching of dyslexic children and other learners for whom
conventional teaching methods were not effective. The early VAK
specialists recognised that people learn in different ways: as a very
simple example, a child who could not easily learn words and letters
by reading (visually) might for instance learn more easily by tracing
letter shapes with their finger (kinesthetic). The VAK theory is a
favourite of the accelerated learning community, and continues to
feature - although not nearly as strongly as it should do - in the
teaching and education of young people. The Visual-Auditory-

Kinesthetic learning styles model does not overlay Gardner's

multiple intelligences; rather the VAK model provides a different
perspective for understanding and explaining a person's preferred or
dominant thinking and learning style, and strengths. Gardner's
theory is one way of looking at thinking styles; VAK is another.
learning style
Visual
Auditory
Kinesthetic

According to the VAK model, most people possess a dominant or

preferred learning style, however some people have a mixed and
evenly balanced blend of the three styles.
A person's learning style is a reflection of their mix of intelligences.
It is also a reflection of their brain type and dominance, for which a
wonderful perspective is provided by Katherine Benziger's brain
dominance model.
It is also helpful to look at Kolb's learning styles model.

vak visual-auditory-kinesthetic learning styles

The VAK learning styles model provides a very easy and quick
reference inventory by which to assess people's preferred learning
styles, and then most importantly, to design learning methods
and experiences that match people's preferences:

Visual learning style involves the use of seen or observed things,

including pictures, diagrams, demonstrations, displays, handouts,
films, flip-chart, etc.
Auditory learning style involves the transfer of information through
listening: to the spoken word, of self or others, of sounds and noises.
Kinesthetic learning involves physical experience - touching,
feeling, holding, doing, practical hands-on experiences.
The word 'kinesthetic' describes the sense of using muscular
movement - physical sense in other words. Kinesthesia and
kinesthesis are root words, derived from the Greek kineo, meaning
move, and aisthesis, meaning sensation. Kinesthetic therefore
describes a learning style which involves the stimulation of nerves in
the body's muscles, joints and tendons. This relates to the colloquial
expression 'touchy-feely'.
It is easy to begin to assess your own or another person's learning
style within the Visual-Auditory-Kinesthetic model.
vak visual-auditory-kinesthetic learning styles indicators and quick free test

Here are some common indicators, which can be converted into a

questionnaire very easily. Ask the person to score each statement
and then total each column to indicate learning style dominance.
There are no right and wrong answers. See also the longer version
free VAK learning styles test.

v
operate new equipment

re

travel directions

lo

cook a new dish

fo

teach someone something

you'd say..

you'd say..

sh

you'd say..

faulty goods

leisure

buying gifts

shopping

lo

choose a holiday

re

choose a new car

re

You can use this grid as a simple learning style indicator

questionnaire - for example score each box out of five or ten and
then put the total for each column in the boxes below. The totals will
indicate your relative learning style preference and mix. There are
no right or wrong answers.
totals indicate preferred learning style(s)
See also the longer version free VAK learning styles test
questionnaire, including assessment and scoring instructions.

vark and vact learning styles models

Consistent with many other classical models and theories (for

example Tuckman's Forming Norming etc., Conscious Competence
learning stages model, and others), certain people have chosen to
augment the VAK model.
This has been done by the addition of R for 'Reading'.
Or by the addition of T for 'Tactile'.
Accordingly you may see the VAK model represented in this
elongated VARK or VACT forms. You might even see it expressed as
VARKT, combining the two variations.
I leave it to you to decide whether it's worth introducing these fourth
and/or fifth elements to what is otherwise an adequate and nicely
balanced model, in which the Visual style arguably (and many would
suggest, certainly) covers a person's preference towards absorbing
via the written or printed word, which is obviously a visual sensory
activity, and in which the Kinesthethic style arguably encompasses a
preference for tactile experiences (touching and holding things),
because this is obviously a sensory activity related to muscular
movement and sensation (see the definition of Kinesthetic
above).
It's up to you. As ever, use these models and theories in ways that
suit your purposes.
Apply your own judgement and interpretation so that you get the
best out of them, and where possible even improve and adapt them
for your own situation. As the quote says, "A dwarf standing on the
shoulders of a giant may see farther than the giant himself"
(Didacus Stella, circa AD60).
Also relevant to the subject of intelligence, particularly the fact that
'intelligence', however it is defined, is never as important as the way
we use our brains, and make the best of ourselves:

"Many highly intelligent people are poor thinkers. Many people of

average intelligence are skilled thinkers. The power of a car is
separate from the way a car is driven." (Edward de Bono, b.1933,
British psychologist, writer and expert on thinking.)
http://www.businessballs.com/howardgardnermultipleintelligences.htm

The Nine Types of Intelligence

By Howard Gardner

1. Naturalist Intelligence (Nature Smart)

Designates the human ability to discriminate among living things (plants, animals)
as well as sensitivity to other features of the natural world (clouds, rock
configurations). This ability was clearly of value in our evolutionary past as hunters,
gatherers, and farmers; it continues to be central in such roles as botanist or chef. It
is also speculated that much of our consumer society exploits the naturalist
intelligences, which can be mobilized in the discrimination among cars, sneakers,
kinds of makeup, and the like.

2. Musical Intelligence (Musical Smart)

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This
intelligence enables us to recognize, create, reproduce, and reflect on music, as
demonstrated by composers, conductors, musicians, vocalist, and sensitive
listeners. Interestingly, there is often an affective connection between music and
the emotions; and mathematical and musical intelligences may share common
thinking processes. Young adults with this kind of intelligence are usually singing or
drumming to themselves. They are usually quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence (Number/Reasoning Smart)

Logical-mathematical intelligence is the ability to calculate, quantify,

consider propositions and hypotheses, and carry out complete
mathematical operations. It enables us to perceive relationships
and connections and to use abstract, symbolic thought; sequential
reasoning skills; and inductive and deductive thinking
patterns. Logical intelligence is usually well developed in
mathematicians, scientists, and detectives. Young adults with lots of
logical intelligence are interested in patterns, categories, and
relationships. They are drawn to arithmetic problems, strategy
games and experiments.

4. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as
the meaning of life, why do we die, and how did we get here.

5. Interpersonal Intelligence (People Smart)

Interpersonal intelligence is the ability to understand and interact effectively with

others. It involves effective verbal and nonverbal communication, the ability to
note distinctions among others, sensitivity to the moods and temperaments of
others, and the ability to entertain multiple perspectives. Teachers, social workers,
actors, and politicians all exhibit interpersonal intelligence. Young adults with this
kind of intelligence are leaders among their peers, are good at communicating, and
seem to understand others feelings and motives.

6. Bodily-Kinesthetic Intelligence (Body Smart)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a

variety of physical skills. This intelligence also involves a sense of timing and the
perfection of skills through mindbody union. Athletes, dancers, surgeons, and
craftspeople exhibit well-developed bodily kinesthetic intelligence.

7. Linguistic Intelligence (Word Smart)

Linguistic intelligence is the ability to think in words and to use language to express
and appreciate complex meanings. Linguistic intelligence allows us to understand
the order and meaning of words and to apply meta-linguistic skills to reflect on our
use of language. Linguistic intelligence is the most widely shared human
competence and is evident in poets, novelists, journalists, and effective public
speakers. Young adults with this kind of intelligence enjoy writing, reading, telling
stories or doing crossword puzzles.

8. Intra-personal Intelligence (Self Smart)

Intra-personal intelligence is the capacity to understand oneself and ones thoughts

and feelings, and to use such knowledge in planning and directioning ones
life. Intra-personal intelligence involves not only an appreciation of the self, but also
of the human condition. It is evident in psychologist, spiritual leaders, and
philosophers. These young adults may be shy. They are very aware of their own
feelings and are self-motivated.

9. Spatial Intelligence (Picture Smart)

Spatial intelligence is the ability to think in three dimensions. Core capacities

include mental imagery, spatial reasoning, image manipulation, graphic and artistic
skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects
all exhibit spatial intelligence. Young adults with this kind of intelligence may be
fascinated with mazes or jigsaw puzzles, or spend free time drawing or
daydreaming.

From: Overview of the Multiple Intelligences Theory. Association for Supervision and Curriculum Development and Thomas Armstrong.com

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Your top three intelligences:

Intelligence

Score (5.0 is
highest)

4.43

Description

Logic/math:You enjoy exploring how

things are related, and you like to
understand how things work. You like
mathematical concepts, puzzles and
manipulative games. You are good at
critical thinking. Here are ways to work
with this intelligence in your lessons:

Arrange cartoons and other

pictures in a logical sequence.

Sort, categorize, and characterize

word lists.

While reading a story, stop before

you've finished and predict what
will happen next.

Explore the origins of words.

Play games that require critical

thinking. For example, pick the
one word that doesn't fit: chair,
table, paper clip, sofa. Explain
why it doesn't fit.

Work with scrambled sentences.

Talk about what happens when

the order is changed.

After finishing a story, mind map

some of the main ideas and
details.

Write the directions for

completing a simple job like
starting a car or tying a shoe.

Make outlines of what you are

going to write or of the material
you've already read.

Look for patterns in words.

What's the relationship between
heal, health, and healthier?

Look at advertisements critically.

What are they using to get you to
buy their product?

Spatial: You remember things visually,

including exact sizes and shapes of
objects. You like posters, charts, and
graphics. You like any kind of visual clues.
You enjoy drawing. Effective techniques of
enhancing your learning using your spatial
intelligence include creating and/or using
pictures, maps, diagrams, and graphs as
you learn things. Other suggestions:

Write a language experience

story and then illustrate it.

Color code words so each syllable

is a different color.

Write a word on the blackboard

with a wet finger. Visualize the
word as it disappears. See if you
can spell it afterwards.

Take a survey. Put the

information in a chart.

Write words vertically.

Cut out words from a magazine

and use them in a letter.

Visualize spelling words.

Use colorful newspapers

likeUSAToday.

3.86

Use crossword puzzles.

Self: You have a very good sense of self.

You like to spend time by yourself and
think things over. You will often take in
information from another person, mull it
over by yourself, and come back to that
person later to discuss it. You like working
on projects on your own. You often prefer
to learn by trial and error. Effective
techniques to enhance your learning
include keeping a journal and giving
yourself time to reflect on new ideas and
information. More ideas:

Go on "guided imagery" tours.

Set aside time to reflect on new

ideas and information.

Encourage journal writing.

Work on the computer.

Practice breathing for relaxation.

Use brainstorming methods

before reading.

Listen to and read "how to" tapes

and books.

Read cookbooks.

The scores for your other five intelligences:

3.29

2.71

2.71

Just because these five are not in your top three doesnt mean youre not
strong in them. If your average score for any intelligence is above three,
youre probably using that intelligence quite often to help you learn. Take a
look at the Practice section to see how to engage all your intelligences.

Vision
De La Salle University-Dasmarias is a Filipino Catholic University established and managed by the
De La Salle Brothers and their lay partners in the historic province of Cavite in response to the needs
of the Church and the Nation for human and Christian education, particularly the youth at risk. Guided
by the Lasallian values of Faith, Zeal and Communion, the University participates meaningfully in the
process of social transformation by forming God-centered, people-oriented, and patriotic persons who
serve as responsible and professionally competent stewards of God's creation.
Mission
To realize this vision, the University shall strive to become a leading institution nationally and
globally in the integral formation of the youth by offering relevant, responsive, and communityoriented academic programs, research and extension services, and promoting a keen sense of history,
arts and culture. Following the footsteps of Saint John Baptist De La Salle, the University shall
continue transforming itself into a caring community guided by Gospel values, with a fervent spirit of
service, love for learning and excellence through a holistic formation of its members.

Our Vision
Children need vocal advocates. We advocate for a brighter future for all children; one in which each
child is given the opportunity to reach his or her full potential. When Children's Memorial was
founded in 1882, most children died from infectious diseases. Today, the leading causes of
emergency care, hospitalization and death of children, such as car crashes, sports injuries,
homicide, asthma and suicide are related to behavioral, environmental and social risk factors. In
addition, children with chronic illnesses that once died in early childhood are now surviving into
adulthood.

Our Office of Child Advocacy is organized around a public health model that emphasizes prevention,
health promotion and the creation of safe, structured environments for children.

Our Mission
We pursue social and health care policies and programs that keep children healthy, reduce the need
for hospitalization and support their social development in at city, state and national levels. As
advocates, we collaborate with community leaders, organizations and legislators to effectively bring
public attention and response to children's health issues. We select issues that significantly affect
the well-being of children. In advocating for children, the hospital provides scientific and clinical
expertise, fills leadership voids, joins coalitions, and works to improve outcomes for all children and
their families.

We pursue programs and projects that support education among the children all over the Province of
Cavite. Through our programs and projects, we can help in reducing the number of out of school
youth all over the said province and therefore, increasing the number of educated children

The National Cancer Institutes (NCI) Office of Advocacy Relations is the NCIs primary point of contact for the
cancer advocacy community. OAR oversees the involvement of advocates in research in order to enhance the
scientific process and improve patient outcomes by providing diverse perspectives.
The NCI Office of Advocacy Relations:
1.

Serves as the Institute's expert and central resource for advocacy matters.

2.

Facilitates dynamic relationships and collaborations to promote mutual goals.

3.

Disseminates information and fosters understanding of key cancer issues and priorities.

Values Statement
NCI understands that the ultimate consumers of cancer research are patients, their families and friends, and the
many others affected by the disease.
NCI believes that consumers of cancer research should be involved in NCIs programs and activities because
their diverse perspectives enhance research and will ultimately improve outcomes.
NCI believes that relationships with cancer consumers should be inclusive, transparent, accountable and
dynamic.