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Gardner´s multiple intelligences

1) Linguistic

 Retention
 Interpretation
 Explanation of ideas and information Through words and language
 Understand relationship between written or spoken.
communication and meaning.

Typical roles:
o Writers
o Lawyers
o Journalists
o Speakers
o English teachers, etc. Preferred learning styles

Related tasks, activities or tests: WORDS AND LANGUAGE

 Write a set of instructions
 Speak on a subject
 Edit a written piece of work d) Write a speech
 Commentate an event e) Apply positive or negative “spin” to a story.

2) Logical / Mathematical

 Detecting patterns
 Scientific reasoning and deduction
 Analyse problems Through logical
 Perform mathematical calculations thinking
 Understand relationship between
cause and effect.

Typical roles:
o Scientists
o Engineers
o Computer experts Preferred learning styles
o Researchers
o Bankers, etc. NUMBERS AND LOGIC
Related tasks, activities or tests:
 Perform a mental arithmetic calculation.
 Create a process to measure something difficult.
 Analyse how a machine works.
 Devise a strategy to achieve an aim.
 Assess a value of a business or a proposition.

3) Musical

 Awareness
 Appreciation and use of sound Through
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 Recognition of tonal and rhythmic patterns. musical

 Understanding of the relationship between sound and feeling ability

Typical roles:
o Musicians
o Singers
o Composers Preferred learning style
o Entertainers
o Voice coaches, etc MUSIC – RHYTHM - SOUNDS

Related tasks, activities or tests:

 Perform a musical piece.
 Sing a song
 Review a musical work
 Play an instrument.

4) Bodily – Kinesthetic
 Manual dexterity
 Physical agility and balance. Through body movement control
 Eye and body coordination

Typical roles: Preferred learning style

o Dancers
o Demonstrators PHYSICAL EXPERIENCE AND
o Athletes MOVEMENT.
o Sports-people TOUCH AND FEEL
o Adventurers

Related tasks, activities or tests:

 Demonstrate a sports technique
 Juggle
 Create a mime to explain something
 Coach work-place posture e) Assess work-station ergonomics.
.

5) Spatial – Visual
 Interpretation and creation of visual images. Through pictures,
 Pictorial imagination and expression. shapes, images,
 Understanding of relationship between images and meanings 3D space
 Understanding of relationship between space and effect.

Typical roles: Preferred learning style

o Story boarders
o Architects VISUAL MATERIAL
o Photographers
o Inventors
o Cosmetic and beauty consultants.
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Related tasks, activities or tests:

 Painting, create a room layout
 Create a corporate logo
 Design a building
 Pack a suitcase or the boot of a car.

6) Interpersonal
 Perception of other people´s feelings
 Ability to relate to others. Through human
 Interpretation of behaviour and communications contact,
 Understanding of relationships between people and their Team work
 situations.
 Cooperation
 Including other people

Typical roles: Preferred learning style

o Therapists TEAM WORK – COOPERATIVE WORK

o Mediators
o Leaders
o Educators
o Sales-people

Related tasks, activities or tests:

 Interpret moods from facial expressions

 Demonstrate feelings through body language
 Affect the feelings of others in a planned way
 Coach or counsel another person.

7) Intrapersonal
 Self- awareness Through self-reflection
 Personal cognisance and
 Personal objectivity self-discovery
 The capability to understand oneself
 One´s relationship to others and the world
 One´s own need for and reaction to change

Typical roles:
o Anyone who is self-aware and involved in the process of changing personal
Thoughts, beliefs and behaviour in relation to their situation , other people , their purpose and aims – in
this respect there is a similarity to Maslow´s Self actualisation level, and a clear association between this
type of intelligence and what is now termed “Emotional Intelligence or EQ”.

Related tasks, activities or tests:

 Consider and decide one´s own aims and personal changes required to
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achieve them.
 Consider and decide one´s own position in relation to the “Emotional Intelligence model”.