Multiple Intelligences and Learning Styles

BLM 26 (3.H.1)

Wha

t th

is s

ays

abou

t m

y pr

efer

red

lear

nin

g st

yle

Verb

al/li

ngui

stic

lear

ners

thi

nk in

wor

ds a

nd le

arn

by r

eadi

ng,

spea

king

, and

list

enin

g, b

y pl

ayin

g w

ord

gam

es, a

nd b

y cr

eatin

g te

xts

such

as

poem

s an

d st

orie

s, u

sing

too

ls s

uch

as b

ooks

, co

mpu

ters

, ga

mes

, mul

timed

ia, t

ape

reco

rder

s, a

nd le

ctur

es.

Logi

cal/m

athe

mat

ical

lear

ners

thi

nk c

once

ptua

lly a

nd a

bstr

actly

, no

ticin

g pa

tter

ns a

nd r

elat

ions

hips

. The

y le

arn

by e

xper

imen

ting

and

inve

stig

atin

g, s

olvi

ng p

uzzl

es, m

yste

ries,

and

logi

c ga

mes

, an

d as

king

big

que

stio

ns. T

hey

tend

to

need

the

big

pic

ture

or

conc

ept

befo

re t

hey

can

focu

s on

the

det

ails

.

Inte

rper

sona

l/soc

ial l

earn

ers

lear

n by

inte

ract

ing

with

oth

ers

durin

g gr

oup

activ

ities

, dis

cuss

ions

, deb

ates

, sem

inar

s, a

nd

dial

ogue

s, u

sing

too

ls s

uch

as t

elep

hone

s, a

udio

con

fere

ncin

g,

vide

o co

nfer

enci

ng, c

ompu

ter

conf

eren

cing

, writ

ing,

and

em

ail.

Mus

ical

/rhy

thm

ic le

arne

rs a

re s

ensi

tive

to r

hyth

m a

nd s

ound

and

le

arn

by s

peak

ing

rhyt

hmic

ally

, tur

ning

less

ons

into

lyric

s, a

nd

tapp

ing

out

time

usin

g to

ols

such

as

mus

ic, m

usic

al in

stru

men

ts,

radi

os, s

tere

os, C

D-R

OM

s, a

nd m

ultim

edia

.

Intr

aper

sona

l/int

rosp

ectiv

e le

arne

rs a

re in

tuiti

ve a

nd in

tun

e w

ith

thei

r in

ner

feel

ings

. The

y le

arn

inde

pend

ently

usi

ng t

ools

suc

h as

bo

oks,

dia

ries,

priv

acy,

and

tim

e to

the

mse

lves

.

Visu

al/s

patia

l lea

rner

s th

ink

in t

erm

s of

phy

sica

l spa

ce.

They

lear

n by

rep

rese

ntin

g, v

iew

ing,

pic

turin

g im

ages

, and

man

ipul

atin

g ob

ject

s, u

sing

too

ls s

uch

as m

odel

s, g

raph

ics,

cha

rts,

ph

otog

raph

s, d

raw

ings

, 3-

D m

odel

s, v

ideo

s, v

ideo

con

fere

ncin

g,

tele

visi

on, a

nd m

ultim

edia

.

How

str

ong

I am

in t

his

are

a

Inte

llige

nce

verb

al/li

ngui

stic

logi

cal/m

athe

mat

ical

inte

rper

sona

l/soc

ial

mus

ical

/rhy

thm

ic

intr

aper

sona

l/int

rosp

ectiv

e

visu

al/s

patia

l

Multiple Intelligences and Learning Styles (2)

BLM 26 (3.H.1)

Wha

t th

is s

ays

abou

t m

y pr

efer

red

lear

nin

g st

yle

Body

/kin

esth

etic

lear

ners

hav

e a

keen

sen

se o

f bo

dy a

war

enes

s an

d m

ove

effe

ctiv

ely.

The

y le

arn

thro

ugh

phys

ical

act

ivity

, han

ds-

on e

xper

ienc

es, a

ctin

g ou

t, a

nd r

ole

play

ing,

usi

ng s

uch

tool

s as

eq

uipm

ent,

rea

l obj

ects

, and

pro

ps.

Nat

ural

istic

lear

ners

obs

erve

and

car

e fo

r th

e na

tura

l env

ironm

ent.

Th

ey le

arn

by n

otin

g ob

serv

atio

ns,

sim

ilarit

ies

and

diff

eren

ces,

an

d ch

ange

s in

the

env

ironm

ent

and

by g

oing

on

field

trip

s to

ex

plor

e na

ture

exh

ibits

, mus

eum

s, o

r th

e ou

tdoo

rs,

usin

g to

ols

such

as

bino

cula

rs, t

eles

cope

s, m

icro

scop

es,

cam

eras

, an

d m

agni

fiers

.

Exis

tent

ialis

t le

arne

rs a

re c

once

rned

with

the

“ul

timat

e” q

uest

ions

ab

out

hum

an e

xist

ence

, suc

h as

why

we

are

here

on

eart

h an

d ho

w w

e sh

ould

bes

t sp

end

our

time

here

, and

the

y ar

e ve

ry a

war

e of

the

div

ersi

ty,

com

plex

ity,

and

won

der

of t

he u

nive

rse.

The

y se

e be

yond

the

obv

ious

to

the

deep

er m

eani

ng o

f ev

ents

and

issu

es.

They

lear

n be

st w

hen

the

subj

ect

mat

ter

is r

elat

ed t

o th

eir

mai

n pu

rpos

e in

life

and

whe

n th

ey u

nder

stan

d th

e th

eory

and

ph

iloso

phy

behi

nd t

he s

ubje

ct. T

hey

lear

n th

roug

h ce

rem

onie

s,

med

itatio

n, r

efle

ctio

n, c

onte

mpl

atio

n, r

eadi

ng, a

nd d

iscu

ssio

n.

How

str

ong

I am

in t

his

are

a

Inte

llige

nce

body

/kin

esth

etic

natu

ralis

tic*

exis

tent

ialis

t*

* Ab

orig

inal

com

mun

ities

incl

ude

natu

ralis

ts a

nd e

xist

entia

lists

am

ong

How

ard

Gar

dner

’s m

ultip

le in

telli

genc

es. B

rian

McL

eod

prov

ides

su

mm

ary

defin

ition

s fo

r na

tura

list

and

exis

tent

ialis

t le

arne

rs:

Nat

ural

ist

lear

ner

s—be

lieve

and

app

reci

ate

that

hum

ans

co-e

xist

with

all

form

s of

life

on

this

pla

net.

The

y ex

plor

e an

d tr

y to

un

ders

tand

how

all

thin

gs o

n ea

rth

are

rela

ted

to e

ach

othe

r. T

radi

tiona

l kno

wle

dge

of t

he c

ycle

s of

life

, bal

ance

, and

res

pect

for

life

are

in

trin

sic

to t

his

lear

ning

.

Exis

tent

ialis

t le

arn

ers—

seek

vis

ion

to u

nder

stan

d th

e pa

th c

hose

n fo

r on

e to

ful

fill o

ne’s

rol

es a

nd r

espo

nsib

ilitie

s in

the

ir lif

e w

alks

. Ce

rem

onie

s su

ch a

s fa

stin

g, v

isio

n qu

ests

, sun

dan

ces,

et

cete

ra, a

re a

ll pa

rt o

f st

reng

then

ing

the

unde

rsta

ndin

g of

the

nat

ural

wor

ld. T

he

emph

asis

is n

ot s

o m

uch

on t

ryin

g to

ans

wer

the

que

stio

n “W

hat

is t

he p

urpo

se o

r m

eani

ng o

f lif

e?”

but

rath

er t

he q

uest

ion

“Wha

t is

a

good

way

to

hono

ur li

fe (

my

rela

tions

) w

ith m

y pu

rpos

e?”

A de

eper

rel

atio

nshi

p to

the

Cre

ator

is c

entr

al t

o th

is le

arni

ng.

Multiple Intelligences and Learning Styles (3)

BLM 26 (3.H.1)

Arm

stro

ng, T

hom

as. M

ultip

le I

ntel

ligen

ces

in th

e Cl

assr

oom

. Ale

xand

ria, V

A: A

ssoc

iatio

n fo

r Su

perv

isio

n an

d Cu

rric

ulum

D

evel

opm

ent,

199

4.

The

Educ

atio

n Co

aliti

on.

“Mul

tiple

Int

ellig

ence

s.”

ww

w.t

ecw

eb.o

rg/s

tyle

s/ga

rdne

r.ht

ml (

4 O

ct. 2

007)

. G

ardn

er, H

owar

d.

Inte

llige

nce

Refr

amed

: M

ultip

le I

ntel

ligen

ces

for

the

21st

Cen

tury

. New

Yor

k, N

Y: B

asic

Boo

ks,

1999

. M

cLeo

d, B

rian.

“W

alki

ng in

a G

ood

Way

.” A

borig

inal

Edu

catio

n Co

nfer

ence

. Abo

rigin

al C

ircle

of

Educ

ator

s. G

reen

woo

d In

n,

Win

nipe

g. 3

Feb

. 200

6.

Shea

rer,

Bra

nton

. “D

evel

opm

ent

and

Valid

atio

n of

a S

cale

for

Exi

sten

tial T

hink

ing.

” M

ultip

le I

ntel

ligen

ces

Rese

arch

and

Con

sulti

ng

Inc.

ww

w.m

irese

arch

.org

/file

s/Ex

iste

ntia

l_Su

mm

ary_

4-05

.doc

(10

Oct

. 20

07).

Sm

ith, M

ark

K. “

How

ard

Gar

dner

and

Mul

tiple

Int

ellig

ence

s.”

The

Ency

clop

edia

of I

nfor

mal

Edu

catio

n. 2

7 Se

pt. 2

007

ww

w.in

fed.

org/

thin

kers

/gar

dner

.htm

(10

Oct

. 200

7).

The

Stud

ents

Com

mis

sion

with

Ben

Wic

ks. T

he S

ixth

Mes

seng

er a

nd th

e H

igh

Five

Car

eer

Mes

sage

s. T

oron

to, O

N:

The

Stud

ents

Co

mm

issi

on.

Wils

on,

Lesl

ie O

wen

. “N

ewer

Vie

ws

of L

earn

ing—

Expl

orin

g th

e N

inth

Int

ellig

ence

–May

be.”

Les

lie O

wen

Wils

on’s

Hom

epag

e. 2

005.

w

ww

.uw

sp.e

du/E

duca

tion/

lwils

on/le

arni

ng/n

inth

inte

llige

nce.

htm

(10

Oct

. 200

7).