Multiple Intelligences and Learning StylesW

hat

this

say

s ab

out

my

pref

erre

d le

arni

ng s

tyle

Verb

al/li

ngui

stic

lear

ners

thin

k in

wor

ds a

nd le

arn

by

read

ing,

spea

king

, and

list

enin

g, b

y pl

ayin

g wo

rd g

ames

, an

d by

cre

atin

g te

xts s

uch

as p

oem

s and

stor

ies,

usin

g to

ols s

uch

as b

ooks

, com

pute

rs, g

ames

, mul

timed

ia, t

ape

reco

rder

s, an

d le

ctur

es.

Logi

cal/m

athe

mat

ical l

earn

ers t

hink

con

cept

ually

and

ab

stra

ctly

, not

icing

pat

tern

s and

rela

tions

hips

. The

y le

arn

by e

xper

imen

ting

and

inve

stig

atin

g, so

lvin

g pu

zzle

s, m

yste

ries,

and

logi

c ga

mes

, and

ask

ing

big

ques

tions

. Th

ey te

nd to

nee

d th

e bi

g pi

ctur

e or

con

cept

bef

ore

they

ca

n fo

cus o

n th

e de

tails

.In

terp

erso

nal/s

ocia

l lea

rner

s lea

rn b

y in

tera

ctin

g wi

th

othe

rs d

urin

g gr

oup

activ

ities

, disc

ussio

ns, d

ebat

es,

sem

inar

s, an

d di

alog

ues,

usin

g to

ols s

uch

as te

leph

ones

, au

dio

conf

eren

cing,

vid

eo c

onfe

renc

ing,

com

pute

r co

nfer

encin

g, w

ritin

g, a

nd e

mai

l.

Mus

ical/r

hyth

mic

lear

ners

are

sens

itive

to rh

ythm

and

so

und

and

lear

n by

spea

king

rhyt

hmica

lly, t

urni

ng le

sson

s in

to ly

rics,

and

tapp

ing

out t

ime

usin

g to

ols s

uch

as

mus

ic, m

usica

l ins

trum

ents

, rad

ios,

ster

eos,

CD-R

OMs,

and

mul

timed

ia.

Intra

pers

onal

/intro

spec

tive

lear

ners

are

intu

itive

and

in

tune

with

thei

r inn

er fe

elin

gs. T

hey

lear

n in

depe

nden

tly

usin

g to

ols s

uch

as b

ooks

, dia

ries,

priv

acy,

and

tim

e to

th

emse

lves

.

Visu

al/s

patia

l lea

rner

s thi

nk in

term

s of p

hysic

al sp

ace.

Th

ey le

arn

by re

pres

entin

g, v

iewi

ng, p

ictur

ing

imag

es,

and

man

ipul

atin

g ob

ject

s, us

ing

tool

s suc

h as

mod

els,

grap

hics

, cha

rts, p

hoto

grap

hs, d

rawi

ngs,

3-D

mod

els,

vide

os, v

ideo

con

fere

ncin

g, te

levi

sion,

and

mul

timed

ia.

How

str

ong

I am

in t

his

area

Inte

llige

nce

verb

al/li

ngui

stic

logi

cal/m

athe

mat

ical

inte

rper

sona

l/soc

ial

mus

ical/r

hyth

mic

intra

pers

onal

/in

trosp

ectiv

e

visu

al/s

patia

l

BLM 26(3.H.1)

Multiple Intelligences and Learning Styles (2)W

hat

this

say

s ab

out

my

pref

erre

d le

arni

ng s

tyle

Body

/kin

esth

etic

lear

ners

hav

e a

keen

sens

e of

bod

y aw

aren

ess a

nd m

ove

effec

tivel

y. T

hey

lear

n th

roug

h ph

ysica

l act

ivity

, han

ds-o

n ex

perie

nces

, act

ing

out,

and

role

pla

ying

, usin

g su

ch to

ols a

s equ

ipm

ent,

real

obj

ects

, an

d pr

ops.

Natu

ralis

tic le

arne

rs o

bser

ve a

nd c

are

for t

he n

atur

al

envi

ronm

ent.

They

lear

n by

not

ing

obse

rvat

ions

, sim

ilarit

ies a

nd d

iffer

ence

s, an

d ch

ange

s in

the

envi

ronm

ent a

nd b

y go

ing

on fi

eld

trips

to e

xplo

re n

atur

e ex

hibi

ts, m

useu

ms,

or th

e ou

tdoo

rs, u

sing

tool

s suc

h as

bi

nocu

lars

, tel

esco

pes,

micr

osco

pes,

cam

eras

, and

m

agni

fiers

.Ex

isten

tialis

t lea

rner

s are

con

cern

ed w

ith th

e “u

ltim

ate”

qu

estio

ns a

bout

hum

an e

xist

ence

, suc

h as

why

we

are

here

on

earth

and

how

we

shou

ld b

est s

pend

our

tim

e he

re, a

nd th

ey a

re v

ery

awar

e of

the

dive

rsity

, co

mpl

exity

, and

won

der o

f the

uni

vers

e. T

hey

see

beyo

nd

the

obvi

ous t

o th

e de

eper

mea

ning

of e

vent

s and

issu

es.

They

lear

n be

st w

hen

the

subj

ect m

atte

r is r

elat

ed to

thei

r m

ain

purp

ose

in li

fe a

nd w

hen

they

und

erst

and

the

theo

ry

and

philo

soph

y be

hind

the

subj

ect.

They

lear

n th

roug

h ce

rem

onie

s, m

edita

tion,

refle

ctio

n, c

onte

mpl

atio

n,

How

str

ong

I am

in t

his

area

Inte

llige

nce

body

/kin

esth

etic

natu

ralis

tic*

exist

entia

list*

* Abo

rigin

al c

omm

uniti

es in

clude

nat

ural

ists a

nd e

xist

entia

lists

am

ong

Howa

rd G

ardn

er’s

mul

tiple

inte

lligen

ces.

Bria

n M

cLeo

d pr

ovid

es su

mm

ary

defin

ition

s for

nat

ural

ist a

nd e

xist

entia

list l

earn

ers:

Nat

ural

ist

lear

ners

—be

lieve

and

app

recia

te th

at h

uman

s co-

exist

with

all

form

s of l

ife o

n th

is pl

anet

. The

y ex

plor

e an

d try

to u

nder

stan

d ho

w al

l thi

ngs o

n ea

rth a

re re

late

d to

eac

h ot

her.

Trad

ition

al k

nowl

edge

of t

he c

ycle

s of l

ife,

bala

nce,

and

resp

ect f

or li

fe a

re in

trins

ic to

this

lear

ning

.

Exis

tent

ialis

t le

arne

rs—

seek

visi

on to

und

erst

and

the

path

cho

sen

for o

ne to

fulfi

ll on

e’s r

oles

and

resp

onsib

ilitie

s in

thei

r life

wal

ks. C

erem

onie

s suc

h as

fast

ing,

visi

on q

uest

s, su

n da

nces

, et c

eter

a, a

re a

ll pa

rt of

stre

ngth

enin

g th

e un

ders

tand

ing

of th

e na

tura

l wor

ld. T

he e

mph

asis

is no

t so

muc

h on

tryi

ng to

ans

wer t

he q

uest

ion

“Wha

t is t

he p

urpo

se

or m

eani

ng o

f life

?” b

ut ra

ther

the

ques

tion

“Wha

t is a

goo

d wa

y to

hon

our l

ife (m

y re

latio

ns) w

ith m

y pu

rpos

e?” A

de

eper

rela

tions

hip

to th

e Cr

eato

r is c

entra

l to

this

lear

ning

.

BLM 26(3.H.1)

Multiple Intelligences and Learning Styles (3)

* Abo

rigin

al c

omm

uniti

es in

clude

nat

ural

ists a

nd e

xist

entia

lists

am

ong

Howa

rd G

ardn

er’s

mul

tiple

inte

lligen

ces.

Bria

n M

cLeo

d pr

ovid

es su

mm

ary

defin

ition

s for

nat

ural

ist a

nd e

xist

entia

list l

earn

ers:

Nat

ural

ist

lear

ners

—be

lieve

and

app

recia

te th

at h

uman

s co-

exist

with

all

form

s of l

ife o

n th

is pl

anet

. The

y ex

plor

e an

d try

to u

nder

stan

d ho

w al

l thi

ngs o

n ea

rth a

re re

late

d to

eac

h ot

her.

Trad

ition

al k

nowl

edge

of t

he c

ycle

s of l

ife,

bala

nce,

and

resp

ect f

or li

fe a

re in

trins

ic to

this

lear

ning

.

Exis

tent

ialis

t le

arne

rs—

seek

visi

on to

und

erst

and

the

path

cho

sen

for o

ne to

fulfi

ll on

e’s r

oles

and

resp

onsib

ilitie

s in

thei

r life

wal

ks. C

erem

onie

s suc

h as

fast

ing,

visi

on q

uest

s, su

n da

nces

, et c

eter

a, a

re a

ll pa

rt of

stre

ngth

enin

g th

e un

ders

tand

ing

of th

e na

tura

l wor

ld. T

he e

mph

asis

is no

t so

muc

h on

tryi

ng to

ans

wer t

he q

uest

ion

“Wha

t is t

he p

urpo

se

or m

eani

ng o

f life

?” b

ut ra

ther

the

ques

tion

“Wha

t is a

goo

d wa

y to

hon

our l

ife (m

y re

latio

ns) w

ith m

y pu

rpos

e?” A

de

eper

rela

tions

hip

to th

e Cr

eato

r is c

entra

l to

this

lear

ning

.

Arm

stro

ng, T

hom

as. M

ultip

le In

telli

genc

es in

the

Cla

ssro

om. A

lexa

ndria

, VA:

Ass

ocia

tion

for S

uper

visio

n an

d Cu

rricu

lum

Dev

elop

men

t, 19

94.

The

Educ

atio

n Co

aliti

on.

“Mul

tiple

Inte

lligen

ces.”

www

.tecw

eb.o

rg/s

tyle

s/ga

rdne

r.htm

l (4

Oct.

2007

).

Gard

ner,

Howa

rd.

Inte

llige

nce

Refr

amed

: Mul

tiple

Inte

llige

nces

for

the

21st

Cen

tury

. New

Yor

k, N

Y: B

asic

Book

s, 19

99.

McL

eod,

Bria

n. “W

alki

ng in

a G

ood

Way

.” Ab

orig

inal

Edu

catio

n Co

nfer

ence

. Abo

rigin

al C

ircle

of E

duca

tors

. Gr

eenw

ood

Inn,

Win

nipe

g. 3

Feb

. 200

6.

Shea

rer,

Bran

ton.

“Dev

elop

men

t and

Val

idat

ion

of a

Sca

le fo

r Exi

sten

tial T

hink

ing.

” Mul

tiple

Inte

llige

nces

Re

sear

ch a

nd C

onsu

lting

Inc.

www

.mire

sear

ch.o

rg/fi

les/

Exist

entia

l_Sum

mar

y_4-

05.d

oc (1

0 Oc

t. 20

07).

Smith

, Mar

k K.

“How

ard

Gard

ner a

nd M

ultip

le In

tellig

ence

s.” T

he E

ncyc

lope

dia

of In

form

al E

duca

tion.

27

Sept

. 20

07 w

ww.in

fed.

org/

thin

kers

/gar

dner

.htm

(10

Oct.

2007

).

The

Stud

ents

Com

miss

ion

with

Ben

Wick

s. Th

e Si

xth

Mes

seng

er a

nd t

he H

igh

Five

Car

eer

Mes

sage

s. T

oron

to,

ON: T

he S

tude

nts C

omm

issio

n.

Wils

on, L

eslie

Owe

n. “N

ewer

Vie

ws o

f Lea

rnin

g—Ex

plor

ing

the

Nint

h In

tellig

ence

–May

be.”

Lesl

ie O

wen

Wils

on’s

H

omep

age.

200

5. w

ww.u

wsp.

edu/

Educ

atio

n/lw

ilson

/lear

ning

/nin

thin

tellig

ence

.htm

(10

Oct.

2007

).

BLM 26(3.H.1)