1. What is intelligences?

2. How can we measure it?

Intelligence:
- power of learning, understanding and reasoning;
mental ability (Oxford Dictionary)
Explorations of the human mind and how it
works?
1.1981: Right/left brain (Dr. Roger Sperry)
-left hemisphere: process more linear &
sequential information
- right hemisphere: more simultaneous &
creative
What are the types of Multiple Intelligences?
Visual/Spatial Intelligence
• ability to perceive the visual. These learners tend to think in
pictures and need to create vivid mental images to retain
information. They enjoy looking at maps, charts, pictures, videos,
and movies.
• Their skills include:
puzzle building, reading, writing, understanding charts and graphs,
a good sense of direction, sketching, painting, creating visual
metaphors and analogies (perhaps through the visual arts),
manipulating images, constructing, fixing, designing practical
objects, interpreting visual images.
• Possible career interests:
navigators, sculptors, visual artists, inventors, architects, interior
designers, mechanics, engineers
Visual/Spatial Strategies (“Art Smart”) kids may enjoy:
• Creating charts, posters, graphs, or diagrams
• Creating a Web page or PowerPoint project
• Making a videotape or film
• Creating pie charts, bar graphs, etc.
• Making a photo album
• Creating a collage
• Making a mobile or sculpture
• Designing a mind map
• Making a map
• Using color and shape
• Developing or using Guided Imagery
• Understanding Color Schemes
• Pretending to be someone else, or something else.

Michelangelo   Leonardo Da Vinci   Picasso Van Gogh   Monet   Mary 

Cassatt Rembrandt   Diane Arbus   Grandma Moses I.M.  Pei   Frank  Lloyd 
Wright   Meryl Streep  Annie Liebovitz   Steven Spielberg     Georgia O'Keefe
• Verbal/Linguistic
"Word Smart" kids may enjoy: Writing letters, poems, stories,
descriptions
• Leading an oral discussion or debate
• Creating audio tapes
• Giving an oral presentation
• Writing or giving a news report
• Developing questions for, and conducting an interview
• Presenting a radio drama
• Creating a slogan
• Writing their own story problems
• Keeping a journal or diary
• Writing a verbal defense
• Creating a word game to go along with your present topic
• Doing Storytelling or writing all types of Humor/Jokes

SHAKESPEARE         J.K. ROWLING HABIBURAHMAN EL-SHIRAZY

 Logical/Mathematical Intelligence
ability to use reason, logic and numbers. These learners
think conceptually in logical and numerical patterns
making connections between pieces of information.
Always curious about the world around them, these
learner ask lots of questions and like to do experiments.
• Their skills include:
problem solving, classifying and categorizing information,
working with abstract concepts to figure out the
relationship of each to the other, handling long chains of
reason to make local progressions, doing controlled
experiments, questioning and wondering about natural
events, performing complex mathematical calculations,
working with geometric shapes
• Possible career paths:
Scientists, engineers, computer programmers,
researchers, accountants, mathematicians
Logical/Mathematical kids, may enjoy:
• Listing or organizing facts Using deductive reasoning skills
• Using abstract symbols and formulas
• Solving logic and/or story problems
• Doing brainteasers
• Analyzing data
• Using graphic organizers
• Working with number sequences
• Computing or Calculating
• Deciphering codes
• Forcing relationships/Syllogisms
• Creating or finding patterns
• Hypothesizing/Conducting an experiment

Archimedies        Sir  Isaac  Newton       Galileo

Copernicus        Einstein             Pythagoras
Euclid           Kepler        Pascal 
 Bodily/Kinesthetic Intelligence
• ability to control body movements and handle objects
skillfully. These learners express themselves through
movement. They have a good sense of balance and eye-
hand co-ordination. (e.g. ball play, balancing beams).
Through interacting with the space around them, they are
able to remember and process information.
• Their skills include:
dancing, physical co-ordination, sports, hands on
experimentation, using body language, crafts, acting,
miming, using their hands to create or build, expressing
emotions through the body
• Possible career paths:
Athletes, physical education teachers, dancers, actors,
firefighters, artisans
"Body Smart" kids may enjoy:
• Creating a dance or movement sequence Role Playing
• Using physical gestures to communicate an idea
• Performing a skit or play
• Making manipulatives
• Building a model
• Performing Martial Arts
• Making a board or floor game
• Putting together a puzzle
• Creating and/or participating in a scavenger hunt
• Performing a pantomime
• Demonstrating sports games
 Musical/Rhythmic Intelligence
• ability to produce and appreciate music. These musically
inclined learners think in sounds, rhythms and patterns. They
immediately respond to music either appreciating or criticizing
what they hear. Many of these learners are extremely sensitive
to environmental sounds (e.g. crickets, bells, dripping taps).
• Their skills include:
• singing, whistling, playing musical instruments, recognizing
tonal patterns, composing music, remembering melodies,
understanding the structure and rhythm of music
• Possible career paths:
• musician, disc jockey, singer, composer
Mozart      Bach      Beethoven       Debussy      Gershwin
Haydn     Tchaikovsky      Chopin      Scott Joplin
John Lennon        Stevie Wonder          Burt Bacharach
Carole King        John Williams      Carlos Santana
"Music Smart" kids may enjoy:
• Writing or singing a curriculum song in the content area
Developing and/or using rhythmic patterns as learning aids
• Composing a melody
• Changing the words to a song
• Finding song titles that help explain content
• Creating a musical game or collage
• Identifying music that helps students study
• Using musical vocabulary as metaphors
• Creating, designing, and building a musical instrument
• Incorporating environmental sounds into a project or presentation
• Using percussion vibrations
• Showing or explaining tonal patterns
Barishnakov        Cathy Rigby        Tiger Woods
Michael Jordan        David Copperfield
Marcel Marceau        Charlie Chaplin
Harry Houdini         Mia Hamm
Naturalist  Intelligence
• Naturalist intelligence 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. 
• The kind of pattern recognition valued in
certain sciences may also draw upon the
naturalist intelligence.
Naturalist Intelligence
"Nature Smart" kids may enjoy:
• Categorizing species of plants and animals Developing an
outdoor classroom
• Collecting objects from nature
• Making celestial observations
• Using scientific equipment for observing nature
• Initiating projects on the Food chain, Water Cycle, or
environmental issues
• Predicting problems in nature related to human habitation
• Joining an environmental/wildlife protection group
• Finding/Reporting/Researching local/global
     environmental concerns
• Building and labeling collections of natural objects
     from a variety of sources
 Intrapersonal  Intelligence
• ability to self-reflect and be aware of one's inner state of being.
These learners try to understand their inner feelings, dreams,
relationships with others, and strengths and weaknesses.
• Intrapersonal intelligence, (self smart) refers to having an
understanding of yourself, of knowing who you are, what you can
do, what you want to do, how you react to things, which things to
avoid, and which things to gravitate toward.  They tend to know
what they can do.   They tend to know what they can’t do.  And
they tend to know where to go if they need help.
• Their Skills include:
• Recognizing their own strengths and weaknesses, reflecting and
analyzing themselves, awareness of their inner feelings, desires
and dreams, evaluating their thinking patterns, reasoning with
themselves, understanding their role in relationship to others
• Possible Career Paths:
• Researchers, theorists, philosophers
• Intrapersonal "Self Smart" kids may enjoy:
• Keeping a journal or diary
• Setting short/long-term goals
• Learning why and how the content under study is important in real life
• Describing his/her feelings about a subject
• Evaluating his/her own work
• Describing his/her personal strengths
• Carrying out an independent project
• Writing or drawing a personal history of his/her work
• Creating his/her own schedule and environment for completing classwork
• Having silent reflection time
• Being allowed to emotionally process information
• Using metacognition techniques
• Using Focusing and/or Concentration skills
• Using higher-order reasoning skills
• Complex guided imagery
• "Centering" practices
• Thinking strategies
• Interpersonal Intelligence
• ability to relate and understand others. These learners try to see things
from other people's point of view in order to understand how they think
and feel. They often have an uncanny ability to sense feelings, intentions
and motivations. They are great organizers, although they sometimes
resort to manipulation. Generally they try to maintain peace in group
settings and encourage co-operation.They use both verbal (e.g.
speaking) and non-verbal language (e.g. eye contact, body language)  to
open communication channels with others.

• Their skills include:

• seeing things from other perspectives (dual-perspective), listening, using
empathy, understanding other people's moods and feelings, counseling,
co-operating with groups, noticing people's moods, motivations and
intentions, communicating both verbally and non-verbally, building
trust, peaceful conflict resolution, establishing positive relations with
other people.
• Possible Career Paths:
• Counselor, salesperson, politician, business person
Interpersonal
"People Smart" kids may enjoy:
• Giving feedback to the teacher or to classmates Intuiting other's feelings
• Empathy practices
• Establishing a Division of Labor
• Person-to-person communication
• Cooperative learning strategies Collaborative skills
• Receiving feedback
• Sensing other's motives
• Group projects
• Teaching someone else something new
• Learning from someone outside of school
• Other points of view
• Creating  group rules
• Acting in a play or simulation
• Conducting an interview
• Creating "phone buddies" for homework
 USING MI MENU TO DESIGN TEST
• Process 1: 8-in 1 tests
- select one instrument from each intelligence area that we
feel will help students show what they know
-just because students can write a convincing essay or can
choose the right items on a multiple choice test does not
mean they truly understand
• Process 2: 8 options
- choose one assessment instrument from each intelligence
that would be an acceptable way for students to demonstrate
their knowledge
- explain each test to students, then allow students to choose
a test they feel they can use to demonstrate their
understanding
Teaching with multiple intelligences
Activate the Senses and
Stage 1 Turn on the Brain
Awaken Intelligence

Multiply ways of knowing

Stage 2 beyond the classroom
Amplify Intelligence
Exercise and strengthen
awakened capacities
Stage 3
Teach for/with
Intelligence

Structure Lessons for

Multiple Intelligences
Stage 4
Transfer Intelligence
The LESSON..
The LESSON..