Characteristics and Strategies for Different Learning Styles (Intelligences)

see The Smart Profile by Lynda Miller

Verbal/Linguistic Logical/Mathematical Visual/Spatial Musical Body/Kinaesthetic Interpersonal Intrapersonal

Characteristics of people who Strategies and Activities matching different organize thoughts and experiences styles in a particular Intelligence
Verbal/Linguistics:

imagines events/interactions by thinking of words, phrases, dialogue-thinks and innovates linguistically most of the time. can hear words, phrases and sentences as they are being read silently plays with sounds/words to make jokes, puns, humor enjoying reading/writing to relax writes notes as memory aid writes to communicate ideas hears language more than anything else (hears words before seeing how things look or hearing music) reacts with pleasure to information in linguistic form translates emotions into linguistic form

reading (choral, oral, group, interpretive) writing (poems, lyrics/stories/plays/books/reports/new spapers/advertisements/letters/survey s/magazine articles/note-taking) literary interpretation/analysis story telling vocabulary activities word roots and parts/development of language speeches/lectures/presentations journal/diary keeping verbal debate impromptu speaking humor/jokes/riddles/puns class discussions tape recordings

invents words, stories, dialogues can tell when something is "wrong" in certain style, can tell when an important part of a story is missing attends to and remembers linguistic information prefers to have language in the environment actions can be affected by linguistic information enjoys discovering new words can predict what comes next in linguistic units (parts of sentence, parts of a story, parts of a formal argument) creates linguistic products with whatever tools are at hand (letters out of toothpicks, finds materials for writing) differentiates linguistic styles (poetry, story, drama, fairy tale) though not necessarily by name is willing and anxious to share linguistic experiences and achievements cultural/social events marked or remembered linguistically (conversations, what people said at certain times) linguistic information increases and heightens experiences such as movies, plays can interpret and extend novel linguistic forms (essay, satires) apprehends linguistic subtleties (variations or risk-taking by

typing wordprocessing interviews oral histories foreign languages acting mneumonics panel discussion fieldtrips to bookstores/libraries/newspaper companies mock trial teaching others making dictionary/glossary revising endings to works of others research studies/reports

speakers or writers)

quickly assimilates and imitates new linguistic styles both oral and written finds linguistic significance natural and/or mechanical phenomena (landscapes, how machines work, see words in clouds, uses al narrative to describe airplane noise

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Logical Intelligence

Logical/Mathematical Intelligence activities

thinks logically most of the time seeks new logically information, uses logical means to describe things, ideas and emotions wants to find out what logical concepts are called seeks new ways to express self logically reacts with pleasure to information in logical form codes emotional phenomena in logic invents logical forms/new classification systems can tell when something is 'wrong' in a certain logical style/when something is incomplete or missing in a classification system differentiates logical styles (inductive, deductive, syllogism, analogy) and discerns patterns of similarity regularly uses logical means to encode experiences, thought,

computation games/kits/puzzles creating games incorporating math concepts/other concepts collections classifying/categorizing creating story problems based on real life issues building models (kites/animals/machines/toys) making calendars creating recipes making artistic patterns based on math facts pattern study/games number sequences/sequencing events analysis of a system write/role play life of famous mathematician/scientist computers/calculators

emotions

creating computer programs/games graphs/charts/diagrams/graphs problem recognition/problem solving Family math activities symmetry study math manipulative interdisciplinary math activities logical activities/syllogisms flow charting statistics/probability math in nature brain teasers outlining graphic organizers topology deciphering codes inquiry scientific experiments/scientific methods data interpretation research projects field trips to museums/science displays/computer fairs

is willing and anxious to share logical experiences and achievements cultural/social events marked or remembered logically (recalls grouping of people throughout the event) is often profoundly emotionally affected by logical information can interpret novel logical forms, can quickly assimilate and imitate new logical styles finds logical significance to natural and/or mechanical phenomena, such as landscapes, social events, how machines work thinks and innovates logically without conscious translation automatically attends to and remembers logical information sees logical information over anything else (see logical arrangements before hearing the music or works or seeing how things work) uses logical means to aid memory enjoys logical humor (funny classification systems or illogical proofs) experiences strong reactions to logical information actions affected by logical information seeks new logical terms to use can predict what comes next in

organizing a task

logical units

uses logical symbol systems to communicate ideas invents mathematical forms, content and uses

Mathematical Intelligence:

thinks mathematically most of the time seeks new mathematical information, wants to find out what mathematical concepts are called, seeks new ways to express self mathematically reacts with pleasure to information in mathematical form invents mathematical forms (new numbers or number systems) automatically attends to mathematical information enjoys mathematical humor (funny numbers or illogical proofs) experiences strong reactions to mathematical information, actions affected by mathematical information chooses to use mathematical means to express ideas and/or emotions recognizes that printed notation stands for physical phenomena or statements about the phenomena can predict what comes next in mathematical units, discerns parts of mathematical units imagines in numbers and

groups

plays with numbers uses mathematical means to relax (plays with numbers and their symbols) uses mathematical means to aid memory (writes notes to self in formulas) sees mathematical information over anything else (sees mathematical characteristics before hearing the music or words or seeing how things look) creates mathematical products with whatever tools are at hand differentiates mathematical styles and discerns patterns of similarity (addition, division, algebra, calculus) is willing and anxious to share mathematical experiences and achievements cultural/social events marked or remembered mathematically (remembers how many people were at a meal, recalls what number each person represents) extends mathematical achievements into novel forms such as new algebras/calculi apprehends mathematical subtleties (variations or risktaking by mathematicians) finds mathematical significance in natural and/or mechanical phenomena, such as landscapes, social events, how machines work

thinks and innovates mathematically without conscious translation can envision physical phenomena as they are read in symbolic notation uses mathematical symbol systems to communicate ideas

Back to the top Visual/Spatial Intelligence

Visual/Spatial Intelligence Activities

imagines in spatial form (visual arrays , color, lines, forms, balance, light) plays with spatial arrangements, especially how they look uses spatial means to relax (creates pictures, imagines landscapes, sees colors, builds puzzles) things spatially most of he time reacts with pleasure to information in spatial form (photographs, graphs, paintings) codes emotional phenomena in spatial terms invents spatial forms (new colors or lines) can tell when something is 'worrying" in certain style, when something is incomplete or missing automatically attends to spatial information (landscape, the sight of weather activity, a photograph) remembers spatial information automatically

guided imagery/visualization exercises color schemes patterns/designs visual arts (drawing/painting/sculpting/crafting mind mapping/clustering pretending view and/or make visuals (films/photography/slides/filmstrips/ov erheads/videos/charts/models/maps/blu eprints/3D objects/diagrams/flow charts/study prints/timelines/graphs/illustrations chess puzzles/games with visual strategies color coding cartooning visual mnemonic devices navigational activities/compass reading tool making and using manipulatives

prefers spatial information in the environment, actively seeks spatial information enjoys spatial humor (funny pictures, cartoons, comics) experiences strong reactions to spatial information actions affected by spatial information (when waling, will change course on the basis of how the upcoming landscape looks) seeks new spatial terms, to find and/or use new spatial forms (new style of photography), new says to express self in spatial realm recognizes that visual representations stand for spatial information (maps, graphs, photographs, dress patterns) seeks using spatial terms such as color, movement, line can predict a logical extension of a spatial array chooses to use spatial means to express ideas/emotions discerns parts of spatial units (lines, colors, distances, shadows, perspective) though not necessarily by name regularly uses spatial means to encode experiences, thoughts, emotions (colors of clothing, how pictures look mounted on a wall) is willing an anxious to share spatial experiences and achievements

mazes making models murals notetaking with symbols and pictures illustrate picture books make bulletin board or display give visual presentation create costumes of a period in history or famous person design a poster/t-shirt design a city/house, playground/building invent a visual language

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cultural/social events marked or remembered spatially (remembers who sat next to whom at a holiday meal, what color suits what a certain person wore, the stage set for the school play is often profoundly emotionally affected by spatial information spatial information increases and heightens experiences such as plays or car trips extends spatial achievements into novel forms such as new graphic designs or drawings. can interpret novel spatial forms (painting or photo one has never seen before) apprehends spatial subtleties (variations or risk-taking by designers or painters) quickly assimilates and imitates new spatial styles pursues activities that entail spatial arrangements sees the spatial in natural and/or mechanical events thinks spatially without conscious translation innovates spatially understands less popularly accessible spatial forms, content and uses (visual art forms, graphic designs, photography) can envision spatial array from their visual representations uses spatial means to communicate ideas plays with spatial forms,

content, and uses to create humor (decorating a house, choosing one's clothing, cartooning)

invents spatial forms, content and uses

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Musical Intelligence

Musical/Rhythmic Intelligence Activities

imagines in music uses music to relax use music as a memory aid (sings items on the grocery list to familiar song) hears music in public places before hearing announcements or seeing how things look thinks musically most of the time feels emotional information in musical terms, reacts with pleasure to music plays music by ear invents, writes music can tell when something is 'wrong" in a certain style (can tell when a part of the melody is unfinished) automatically listens to music remembers music automatically prefers music in the environment, actively seeks music in the environment understands music humor (Victor Borge, PDQ Bach, Weird Al Yankovic), plays with music to create humor

rhythmic patterns/tapping/clapping vocal sounds/ tones music composition/creating percussion vibrations humming environmental sounds instrumental sounds singing musical performances background music while working making instruments talking about words of a song musical games reading/writing music or lyrics musicals drawing/writing imaging to music rhyming/rapping/moving to music singing information to be learned using music to enhance presentations studying music

experiences strong reactions to music, actions affected by music can repeat rhythmic patterns, simple melodies seeks new music to listen to play, pursues activities that entail music finds musical significance to natural and/or mechanical phenomena, such as ocean waves, wind, birds, metal dangling, etc. seeks new ways to express self in musical ways recognizes that printed music stands for heard music seeks listening to and/or performing music can predict what comes next in a musical piece chooses to use music to express ideas/emotions discerns melody and harmony creates musical instruments from ordinary items (oven racks, pots, silverware, glasses) differentiates styles of music and discerns patterns of similarity, though not necessarily with words (what makes opera or jazz or minimalist music) listens/performs regularly understands the written symbolic representations of written musical forms is willing and anxious to share musical experience and

history/composers/instruments

musical mnemonic devices song collections about concepts/current issues/themes lecture to music/facts to music musical selections to represent different animals/cultures/historical events/great works of art create musical to cover class material

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achievements

cultural/social events marked or remembered by the music (remembers the music more than the holiday meal or the clothing people wore) is often profoundly emotionally affected by music music increases and heightens experiences such as movies, plays extends performance ability into two pieces can interpret novel forms of music apprehends subtleties in music (variations or risk-taking by composers or performers) quickly assimilates and imitates new styles of music thinks in music without conscious translation innovates musically hears music as it is being read in printed form can play music as it being read for the first time

Back to the top Body/Kinesthetic Intelligence

imagines in body movement, imagines how body feels as it moves in certain ways plays with bodily movements, especially how they feel uses bodily means to aid memory, remembers how one's body felt as it moved through an unfamiliar building in order

Body/Kinesthetic Intelligence Activities

folk/creative dance role playing/pantomime miming drama/plays/creative dramas martial arts

to remember how to get to a specific room

body language exercises/charades physical exercise/sports games inventing manipulatives simulations/activities with direct involvement action packed stories hands-on/multi-sensory activities construction with tools putting together models fixing/taking apart machines field trips (hikes/exploratory museums)computers/typewriters scavenger hunts experiments/labs relaxation/energizing/centering/focusi ng activities tai chi/yoga exercise cooperative games demonstrations dance concepts learned acting out concepts learned using body parts (punctuation marks/angles/digestive system/division/volcano/tectonic plates) models/dioramas mobiles/collages design and construct a product make a game/timeline/bulletin

focuses on bodily information over anything else (focuses on how one's body feels in each situation before hearing the music or words or seeing the spatial information) thinks bodily most of the time reacts with pleasure to information in bodily form codes emotional phenomena in bodily terms invents bodily forms (new movements or movement sequences) can tell when something is "wrong" in a certain style, when something is incomplete or missing automatically attends to bodily information in self and others, including animals seeks acting and interacting in bodily ways including interactions with animals remembers bodily information automatically prefers bodily information in the environment seeks new bodily forms to use (dancing, athletics, exercise) expresses ideas and thoughts in bodily terms when talking uses body to express ideas and thoughts wants to find out what bodily movements are called

seeks new ways to express self in bodily forms actively seeks bodily information enjoys bodily humor (funny movements or movement sequences) experiences strong reactions to bodily information actions affected by bodily information recognizes that printed notations stand for bodily information (dance steps, range of motion, gestures) seeks using bodily movements and movement sequences can predict a logical extension of movement sequence or set of gestures chooses to use bodily to express ideas/emotions discerns parts of bodily units (leg lifts, leaps, spins, dips) though not necessarily by name creates bodily whenever possible, uses whatever can be found to show and represent information with the body differentiates bodily styles (drama, athletics, dance, mime) and discerns patterns of similarity though not necessarily by name regularly used bodily means to encode experiences, thoughts, emotions is willing and anxious to share bodily experiences and

board/mural
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achievements

is profoundly emotionally affected by bodily information cultural/social events marked or remembered bodily (remembers who had the odd gestures, recalls how one felt at a holiday meal, remembers people's gaits) bodily information increases and heightens experiences such as vacations, parties, cultural events extends bodily achievements into novel forms such as new movement games, dances or "conversations" can interpret novel bodily forms apprehends bodily subtleties (variations or risk-taking by actors or mimes) quickly assimilates and imitates new bodily styles pursues activities that entail bodily movement finds bodily significance to natural and/or mechanical phenomena (how one's body would feel in a particular landscape, how a given car feels to drive, how it feels to sew a sequence of stitches) thinks bodily without conscious translation understands less popularly accessible bodily forms, content and uses (acting and dancing) can envision bodily movements and movement sequences from

their notational representations

uses bodily means to communicate ideas plays with bodily forms, content, and uses to create humor invents bodily forms, content and uses

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Interpersonal Intelligence

Interpersonal Intelligence Activities

shows an affinity for people prefers interacting with others attends automatically to others makes culturally appropriate eye contact shows an affinity for affiliation with peers relates well with peers recognizes others' resources mobilizes others in mutually satisfying ways shares well, considering developmental level and cultural appropriateness is able to engage cooperatively with others is able to engage in playful activities with others seeks appropriate interactions with others displays emotion appropriate to the situation helps others in need when appropriate has learned appropriate polite

cooperative learning giving and receiving feedback person-to-person communication empathy practices/active listening/ "I" messages group projects class meetings clubs community service programs social events leadership skill development/leading a process/facilitating creative dramatics conflict resolution interviews coaching case studies simulation apprenticeships collaborative problem solving

forms for a variety of situations

mentoring/cross-age tutoring peer coaching current events exchange programs studying world religions multicultural studies/global studies futuristic character analysis

is appropriately frank with others acts appropriately respectful of others exhibits appropriate degrees of intimacy with others exhibits appropriate degrees of distance from others exhibits appropriate degrees of distance from others exhibits reasonable expectations of others shows understanding of cultural values exhibits understanding of others' beliefs, values and intentions recognizes others' needs to make choices based on their own value systems respect others' need for distance seeks new relationships when appropriate demonstrates conscious awareness of relationship dynamics respects boundaries of various relationships is comfortable in groups situations is comfortable in one-to-one situations expresses needs and wishes to others appropriately is comfortable hearing others'

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concerns/comments

imagines in interactions uses interaction with others (including in one's head) to relax uses interactions as a memory aid tunes in to interactions over any other form (is aware of interactions in public places before hears announcements or music) thinks in interactions most of the time codes emotional information into interactional forms reacts with pleasure to interactions can tell when something is "wrong" in interactions automatically focuses on interactions remembers interactions automatically prefers interaction in the environment actively seeks interactions in the environment enjoys interactional humor (culturally appropriate and nonthreatening teasing) experiences strong reactions to interactions actions affected by interactions can role play interactions seeks new people and friends

seeks interactions with others can predict what is likely to come next in any given interaction chooses to express ideas and emotions in interactions with others discerns feelings and emotions in others differentiate emotions in others engages in interactions regularly and frequently is willing and anxious to share own experience and achievements through interactions with others cultural/social events marked or remembered by the interactions (remembers who fought with whom or who really like whom at any given event) is often profoundly emotionally affected by interactions interactions with others increases and heightens experiences such a movies, plays can interpret emotions and feeling in others apprehends subtleties in interactions (when a person takes an emotional risk with another) quickly assimilates others' feelings pursues activities that entail interactions thinks in interactions without

conscious transition

innovates in own interactions with others.

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