December 3, 2014 Neurodiversity in the Classroom - Plymouth, MN - Handouts

Neurodiversity in the Classroom

A Revolutionary New Concept

for Special Education

Thomas Armstrong, Ph.D.

www.institute4learning.com

Grants and Research Office (GRO)

Intermediate 287 & Northeast Metro 916

Plymouth, Minnesota

December 3, 2014

Neurodiversity

An idea which asserts that atypical

(neurodivergent) neurological

development is a normal human

difference that is to be recognized and

respected as any other human variation.

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Agenda for Workshop

1. Timeline of Neurodiversity

2. Five Principles of Neurodiversity

3. Understanding the Strengths of Students

with Special Needs

4. Importance of Positive Role Models

5. Using Assistive Technologies/UDL

6. Developing Strength-Based Learning

Strategies3

Agenda for Workshop

7. Enhancing the Student’s Social Networks

8. Nurturing Affirmative Career Aspirations

9. Implementing Positive Environmental

Modifications

10. Creating Positive Niche Construction

Charts

4

Agenda for Workshop

11. Writing Positive IEP Objectives

12. Using Appreciative Inquiry in IEP

Meetings

13. Putting It All Together

14. Resources and Closing: Leonardo da

Vinci’s IEP Meeting

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Neurodiversity Timeline

• 1993 – Jim Sinclair–‘’Don’t Mourn for Us’’

• 1998 – Judy Singer – First to Use Word

• 1998 - Harvey Blume – First Use in Print

• 2004 – Amy Harmon – New York Times

• 2005 – Autistic Pride (Neurodiversity) Day

• 2005 – Neurodiversity.Com

• 2006 ˃ Media, Schools, Business, Scholars

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Principles of Neurodiversity

• The Brain is a Rain Forest

• Cultural Values Dictate Disorders

• Success = Adapting to the Environment

• Success = Changing the Environment

• Niche Construction Modifies the Brain

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Positive Niche Construction

• Helping to ensure the thriving of a

child by directly modifying the

environment in such a way that it

enhances that child’s chances for

success.

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Positive Niche Construction

• Strength Awareness

• Positive Role Models

• Assistive Technologies/UDL

• Strength-Based Learning Strategies

• Enhanced Social Resource Network

• Affirmative Career Aspirations

• Positive Environmental Modifications

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Strengths Summary

• Autism Spectrum Disorder

• Gift for detail

• Enhanced perceptual functioning

• Scores higher on Raven’s Progressive Matrices

• Systemizers rather than empathizers

• Savant abilities (10% of all with ASD)

• Special Interests

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Strengths Summary

• Learning Disabilities (Dyslexia)

• Often strong in spatial intelligence

• Many are 3-D thinkers

• Entreprenurial proclivities

• Holistic thinkers

• Mechanical Aptitude

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Strengths Summary

• Attention Deficit Hyperactivity Disorder

• Hunters in a farmer’s world

• Learn by moving around

• Warning signs are actually creative traits

• Excel at novelty-seeking

• Have neotenous characteristics important for

evolution (such as playfulness)

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Evolutionary Advantages of ADHD

Hunter Child with ADHD

Constantly on the move Hyperactivity

Attention on many things Distractibility

Responds quickly to

stimuli

Impulsivity

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ADHD or Creative?

Child with ADHD Creative Person

Hyperactivity Vitality

Distractibility Divergent Mind

Impulsivity Spontaneity

Hyper-Focus Passion

Poor Executive Function Creative Imagination

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Neoteny: retention of juvenile

characteristics in the adults of a

species

“a major evolutionary trend in human

beings" is ‘greater prolongation of

childhood and retardation of maturity.’“

J.B.S. Haldane

Strengths Summary

• Intellectual Disabilities

• Capacity for dramatic expression (Down)

• Emotional warmth (Down, Williams, Fragile X,

Willi-Prader)

• Specific capacities such as:

• Musical intelligence (Williams)

• Verbal capacity (Williams)

• Caring for others (Willi-Prader)

• Hands-on abilities (Fetal Alcohol Syndrome etc.)

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Strengths Summary

• Emotional and Behavioral Disorders

• Emotional expressiveness

• Scores higher on creative thinking test (bipolar)

• Creative capabilities (art, drama, music,

creative writing)

• Strengths in humanistic disciplines (e.g.

philosophy, poetry, the arts etc.)

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Neurodiversity Strengths Checklist

Personal Strengths

___ Enjoys working independently

___ Has a good sense of his/her personal strengths and

weaknesses

___ Learns from past mistakes

___ Has persistence in carrying out assignments or activities

___ Is courageous in dealing with adversity and/or the

unknown

___ Keeps a personal diary or journal

___ Has a good sense of humor

___ Possesses a sense of responsibility

___ Has strong opinions about controversial topics

___ Marches to the beat of a different drummer

___ Handles stressful events well (e.g. is resilient)

___ Has good character (e.g. honesty, integrity, fairness)

___ Has the ability to set realistic goals for him/herself

___ Has a sense of confidence or high self-esteem

___ Has good self-discipline

___ Has personal ambitions in life

___ Displays good common sense

___ Possesses personal vitality, vigor, or energy

Communication Strengths

___ Explains ideas or concepts well to others

___ Asks good questions

___ Is a good storyteller

___ Is a good joke teller

___ Has good listening skills

___ Handles verbal feedback (especially negative feedback) well

___ Has good articulation ability

___ Is able to effectively use non-verbal cues to communicate

with others

___ Is persuasive in getting someone to do something

___ Has good assertive skills without being pushy

Emotional Strengths

____ Is emotionally sensitive to perceiving the world around

him/her

____ Has an optimistic attitude toward life

____ Can tell how he/she is feeling at any given moment

____ Can easily pick up on the emotional state of another person

____ Is able to handle strong internal feelings in a

constructive manner

____ Receives gut feelings about things

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."

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Social Strengths

___ Has leadership ability___ Has a good sense of empathy for others___ Enjoys socializing with others___ Is good at helping others___ Is kind or affectionate towards others___ Has at least one good friend___ Prefers working with others___ Likes to play board games and/or card games with others___ Has skill in refereeing disputes conflicts between

classmates___ Is polite and has good manners___ Is able to work out his/her own conflicts with others___ Works well in groups___ Volunteers his/her time in some worthy cause___ Belongs to at least one club or social group (e.g. Scouts.)___ Has a good relationship with at least one family member___ Is friendly to others___ Is good at sharing with others___ Follows class rules___ Has a good relationship with at least one teacher in the

school___ Has good personal hygiene___ Trusts others without being taken in___ Is liked by his peers

Cognitive Strengths

___ Has good organizational skills___ Has good study skills___ Is able to use cognitive strategies (e.g. self-talk) in

solving problems___ Is able to pay close attention to details___ Has a good short-term and/or long-term

memory___ Is able to think ahead___ Is able to become totally absorbed in an activity___ Can easily divide his attention between two or more

activities

Cultural Strengths

___ Has traveled to other countries___ Speaks more than one language___ Is tolerant of others who have cultural, ethnic, or racial

differences___ Has pride in his/her own cultural, ethnic, or racial

background___ Likes to find out about historical events around the world___ Enjoys learning about different cultural traditions


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Literacy Strengths

___ Enjoys reading books___ Has good reading comprehension___ Enjoys doing word puzzles or playing word games___ Is a good writer in one or more genres (e.g. poetry,

stories, reports, letters)___ Is a good speller___ Has a large vocabulary___ Enjoys listening to audio books or to someone telling a

story or reading out loud

Logical Strengths

___ Does well in science class___ Can estimate things easily___ Enjoys working with numbers and/or statistics___ Is good at solving math problems___ Has a chemistry set or other science kit that he/she works with

at home___ Has an interest in astronomy, chemistry, physics, or biology___ Enjoys logical or number games or puzzles like Rubik’s cube

or Sudoku___ Can easily calculate numbers in his/her head

Visual-Spatial Strengths

___ Has an aptitude for fixing machines___ Likes to create three-dimensional structures with building

materials___ Is good at doing jigsaw puzzles or other visual puzzles___ Is able to read maps well___ Reports being able to visualize images clearly___ Gets information more easily through pictures than words___ Is sensitive to the visual world around him/her

Physical Strengths

___ Has a good sense of balance___ Learns material best when moving around___ Likes to ride his/her bike, skateboard, and/or other self-powered

personal vehicle___ Is good at playing team sports like baseball, soccer, basketball, or

football___ Is good at playing individual sports like tennis, swimming,

gymnastics, or golf___ Is in good physical health___ Likes to dance___ Is physically strong___ Is a fast runner or has other athletic abilities___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)___ Has good physical endurance___ Has good physical flexibility


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Dexterity Strengths

___ Has a hobby building model cars, planes, ships or other similar projects

___ Displays good handwriting___ Likes to juggle or do magic tricks___ Enjoys hand crafts like knitting, crocheting, embroidery,

or needlepoint___ Likes to make things with his/her hands___ Has good tactile ability___ Enjoys arts and crafts like origami, collage, and/or paper

maché___ Enjoys woodworking, carpentry, carving, and/or metal

work____Has good eye-hand coordination

Nature Strengths

___ Has good rapport with animals___ Is good at taking care of plants in the classroom or at home___ Is sensitive to weather patterns___ Takes care of a pet at home or at school___ Is concerned about the welfare of the planet (e.g. is

ecologically-minded)___ Likes to go hiking and/or camping in nature___ Enjoys studying nature (e.g. insects, plants, birds, rocks,

and/or animals)___ Likes to hunt or fish___ Has a good sense of direction

Musical Strengths

___ Is sensitive to the rhythms of music___ Enjoys playing a musical instrument___ Knows the music and lyrics of many songs___ Has a particular interest in one or more musical

genres (e.g. rock, classical, jazz) ___ Enjoys listening to music___ Has a good sense of hearing auditory acuity___ Has a good sense of pitch___ Has a good singing voice___ Makes up his/her own tunes or melodies with or

without/lyrics

High Tech Strengths

___ Likes to spend time using a computer, tablet, or smart phone

___ Has a facility for playing video games___ Likes to surf the Internet___ Knows how to set up audio-visual or computer equipment___ Likes to text on the phone___ Enjoys social networking (e.g. blog, website, Facebook)___ Enjoys using a still camera or video camera to record

events or express him/herself___ Has several his/her own favorite movies or TV shows that

he/she likes to talk about____Understands at least one computer language


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Creative Strengths

___ Expresses him/herself dramatically___ Has a good imagination___ Enjoys doodling, drawing, and/or painting___ Likes to act in plays and skits___ Works well with clay or other forms of sculpture___ Demonstrates creativity in one or more school assignments___ Possesses a love of beautiful things___ Has ideas for futuristic or fantastic projects___ Comes up with ideas that nobody else has thought of

Spiritual Strengths

___ Enjoys meditation, yoga, or some other form of contemplation

___ Asks big life questions (e.g. what is the purpose of life?)

___ Has a deep sense of wisdom___ Participates in religious or other spiritual events___ Has a philosophical attitude toward life___ Has a strong faith in something higher than

him/herself

Miscellaneous Strengths

___ Likes collecting things (e.g. stamps, coins, buttons)___ Loves to cook___ Has a love of learning new things___ Is a good test taker___ Possesses a good memory for nighttime dreams___ Is curious about the world around him/her___ Has a good sense of time___ Manages money well___ Has good fashion sense in the clothes he/she wears___ Has good entrepreneurial skills (e.g. has started own

business) started his/her own business

Other Strengths (write in other strengths not mentionedelsewhere in checklist):


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Identifying Strengths in Students

• Observation

• Documentation

• Cumulative Files

• Colleagues

• Parents

• Students

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Name of Student:

Age:

Diagnosis:

Elements to Be Used in Positive Niche Construction

Strength Awareness

Positive Role Models

Assistive

Technologies/UDL

Strength-Based Learning

Strategies

Enhanced Human

Resource Network

Career Aspirations

Positive Environmental

Modifications 24

Name of Student: Jake

Age: 14

Diagnosis: dyslexia

Suggested Interventions to Construct a Positive Niche for

Jake

Strength Awareness good sense of own strengths; humor, verbal skills,

assertiveness, good with Legos, loves comics, computers, has

empathy with younger kids and adults

Positive Role Models find a comic or graphic book writer with dyslexia (e.g. Dav

Pilkey who writes Captain Underpants, or Scott Adams who

does Dilbert) that he can admire and learn about

Assistive

Technologies/UDL

give computer time, Echo Pen (LiveScribe), Dragon Naturally

Speaking (speech-to-text software), interactive books, Kurzweil

2000 text-to-speech software; animation software

Strength-Based Learning

Strategies

give him reading materials in areas of interest (e.g. comics ,

computers), have him learn coding, have him draw cartoon or

comic strips in lieu of more traditional writing assignments

Enhanced Human

Resource Network

Find a cartoon drawing class in the community he can take,

form a comic lovers club after school, have him teach comics or

coding to a younger student

Career Aspirations computer programmer, animator. He could create user friendly

software using pictures to teach computer programming skills

to others.

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Enhancing Social Networks

• Repair Difficult Relationships

• Strengthen Weak Relationships

• Foster New Positive Relationships

• Engage Existing Positive Relationships

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27

Difficult

Relationship

Positive

RelationshipOne-Way

Relationship

Strong Two-Way

Relationship

Weak

Relationship

Suggested Key

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Strength-Based IEPs

• Be comprehensive when initially stating

child’s strengths

• Build the language of strengths into the

instructional objectives themselves

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Deficit-Based Objective:

By March. 20xx, when discussing a story,

Jason will answer 4 out of 10 "why" and

"how" questions in a mixed question probe

Strength-Based Objective:

By March. 20xx, when discussing a story,

Jason will answer 4 out of 10 ‘’why’’ and

‘’how’’ questions in reference to a preferred

activity such as a three-dimensional structure

he has just built.

Example 1

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Example 2


In 12 months, Timmy will follow 2-step

directions, 1 time per observation period,

across 5 consecutive group times.


In 12 months, Timmy will follow 2-step

directions that are necessary for engaging in a

favorite activity such as playing an interactive

video game, 1 time per observation period,

across 5 consecutive group times.

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Example 3


By November 1, 20XX, when given a verbal

direction by an adult, Robin will begin to

comply with the direction within 10 seconds.


By November 1, 20XX, when given a verbal

direction (by an adult with whom he has a

positive relationship) which concerns a self-

chosen activity such as a favorite board game

he is playing, Robin will begin to comply with

the direction within 10 seconds. 32

Example 4


In 12 months, while at school, Bobbie will use the

toilet independently when necessary for a period of

at least 3 weeks without an accident.


In 12 months, while at school, Bobbie will use the

toilet independently when necessary for a period of

at least 3 weeks without an accident. He is allowed

to take along a favorite stuffed animal if he wants

and use a modified ‘’rocket ship’’ toilet seat with

hand grips if he wishes. 33

AI-IEP Protocol: Questions for

Discussion at IEP meetings p. 1

First, Success

1) To the student: Tell us about some of your successes this year. (If

appropriate, add: What have you done well and what has worked well for

you? What's been happening to make you successful?)

2) To the parent: What successes have you seen your child enjoy this

year? (If appropriate add: tell us about what's been happening to help make

your child successful?)

3) To the teachers and specialists: What successes have you seen for [the

student]? (If appropriate, add: Tell us about what's been happening to help

make him/her successful?)

4) To the group: What suggestions or changes can you think of to make

[the student]'s program work even better?

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AI-IEP Protocol: Questions for

Discussion at IEP meetings p. 2

Second, Goals

5) To the student:

* What do you think you’d most love to do when you grow up? (Or: What

is your goal in life [or after school]?)

And

* What do you think you’ll need to do to get to do what you love most [or

to get to your goal]?

And

* What have you done so far to get to do what you love most [or to move

toward your goal]?

6) To the group: What kinds of support and help can you provide to

make [the student]'s program work toward the goals he/she's set for

him/herself?

Source: Peter Kozik, doctoral dissertation, Syracuse University, June

2008. Used with permission of author. 35

References p. 1• Armstrong, Thomas. “Describing Strengths in Children Identified as ‘Learning Disabled’ Using

Howard Gardner’s Theory of Multiple Intelligences as an Organizing Framework,” Ph.D.

Dissertation, (San Francisco, CA, California Institute of Integral Studies), Ann Arbor, MI: University

Microfilms International, 1987, 48(08A).

• Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd ed. Alexandria, VA: ASCD, 2009.

• Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently

Wired Brain. Cambridge, MA: DaCapo Lifelong, 2010.

• Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students

with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.

• Armstrong, Thomas. ‘’Leonardo da Vinci’s IEP Meeting,’’

http://institute4learning.com/blog/2013/02/19/leonardo-da-vincis-iep-meeting/

• Baron-Cohen, Simon. The Essential Difference: The Truth About the Male and Female Brain. New

York: Basic, 2003.

• Beane, Allan L. The New Bully Free Classroom.: Proven Prevention and Intervention Strategies for

Teachers K-8 . Minneapolis, MN, Free Spirit Publishing, 2011.

• Blume, Harvey. “Neurodiversity,” The Atlantic, September 30, 1998.

http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/305909/

• Cooperrider, David, and Diane Whitney. Appreciative Inquiry: A Positive Revolution in Change.

San Francisco, CA: Berrett-Koehler Publishers, 2005.

36

References p. 2•Crammond, Bonnie. ‘’Attention-deficit Hyperactivity Disorder and Creativity: What is the

Connection?’’ Journal of Creative Behavior, 1994, vol. 38, no. 3, pp. 193-210.

•Doidge, Norman. The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain

Science. New York: Penguin, 2007.

•Edelman, Gerald. Neural Darwinism: The Theory of Neuronal Group Selection. New York: Basic,

1987.

•Eisenberg, Dan, and Benjamin Campbell, The Evolution of ADHD: Social Context Matters, San

Francisco Medicine, October 2011, pp. 21-22.

•Grandin, T.(1996).Thinking in pictures:And other reports from my life with autism.New York:Vintage.

•Greenspan, Stanley, & Wieder, Serena . Engaging autism: Using the Floortime approach to help children

relate, communicate, and think. Cambridge, MA:DaCapo/Perseus, 2009.

•Happé, F. (1999). ‘’Understanding assets and deficits in autism: why success in more interesting than

failure,’’ Spearman Medal Lecture, The Psychologist, vol. 12, no. 11, November, 1999.

•Jamison, K.R. (1996). Touched with fire: Manic-depressive illness and the artistic temperament. New

York: Free Press.

•Karolyi, C.V., et al. ‘’Dyslexia Linked to Talent: Global Visual-Spatial Ability,’’ Brain and Language.

June, 2003, vol. 85, no. 3, pp. 427-431.

•Kent, Deborah, and Kathryn A. Quinlin. Extraordinary People with Disabilities. Children’s Press, 1997.

•Kingsley, Jason, and Mitchell Levitz. Count Us In: Growing up with Down Syndrome, New York:

Harcourt, 1994.37

References p. 3•Kolb, Bryan, etc. ‘’Age, Experience and the Changing Brain’’, Neuroscience & Biobehavioral Review,

March 1998.

•Kozik, Peter L. "Examining the Effects of Appreciative Inquiry on IEP Meetings and Transition Planning,"doctoral dissertation, Syracuse University, June 2008.

•Montagu, Ashley. Growing Young. New York: Praeger, 1988.

•Mottron, L. ‘’The Power of Autism,’’ Nature, November 2, 2011. Vol. 479, pp. 33-35.

•National Center on Universal Design for Learning - http://www.udlcenter.org/.

•Odling-Smee, F. John et al. Niche Construction: The Neglected Process in Evolution. Princeton, N.J.:

Princeton University Press, 2003.

•Pineda, Pablo. Interview: "Down Syndrome is not a Disease, but Another Personal Characteristic”’

http://www.disabilityworld.org/06-08_03/il/down.shtml.

•Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience.

Scientific American, Vol. 226, pp. 22-29.

•Sforza, T., Lenhoff, H., & Lenhoff, S. The (Strangest) Song: One Father’s Quest to Help His Daughter

Find Her Voice. Amherst, N.Y.: Prometheus Books, 2006.

•Shaw, P., et al. Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation.

Proceedings of the National Academy of Sciences, December 4, 2007, Vol. 104 No. 49, pp.19649–19654.

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References, p. 4•Simeonova, D. I. et al. ‘’Creativity in familial bipolar disorder.,’’ Journal of Psychiatric Research,

November, 2005, Vol. 39, no. 6, pp. 623–631.

•Singer, Judy. “Why Can’t You Be Normal for Once in Your Life,” in Mairian Corker and Sally French

(eds), Disability Discourse, Buckingham, England: Open University Press, 1999, p. 64.

•Taylor, Andrea Faber & Frances E. Ming Kuo. Could Exposure to Everyday Green Spaces Help Treat

ADHD? Evidence from Children's Play Settings. Applied Psychology: Health and Well-Being, 2011, Vol

3, no. 3, pp. 281 – 303.

•Yale Center for Dyslexia and Creativity, http://www.dyslexia.yale.edu/ .

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Contact Information

• Email: [email protected]

• Website: www.institute4learning.com

• Blog: http://institute4learning.com/blog/

• Twitter: @Dr_Armstrong

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MI Inventory for StudentsCheck those statements that apply:

Word Smart

__ I believe I am a good writer.

__ I like to tell jokes and stories.

__ I have a good memory for names, places, dates, or trivia.

__ I enjoy word games.

__ I enjoy reading books.

__ I’m a pretty accurate speller.

__ I like playing around with the sounds of words in puns, tongue twisters, and that kind of thing.

__ I like listening to audio books.

__ I enjoy finding out the definitions of words that I don’t know.

__ I see myself as a verbal learner (learning best through words)

Logic Smart__ I can get really interested in figuring out how things work.

__ I enjoy working with numbers (math, statistics etc.)

__ I like my math class.

__ I like playing video games or using apps that involve logical thinking.

__ I enjoy playing chess, checkers, or other logical strategy games.

__ I’m pretty good with logic puzzles or brainteasers.

__ I like to put things in categories, charts, or other logical patterns..

__ I enjoy science class.

__ I’m interested in science-related topics.

__ I see myself as a pretty logical thinker.Adapted from Thomas Armstrong, Multiple

Intelligences in the Classroom, 3rd ed. Alexandria,

VA: ASCD, 2009.

MI Inventory (cont’d)Picture Smart

__ I can see visual images in my mind pretty clearly.

__ I tend to daydream a lot.

__ I enjoy doing art.

__ I am a good drawer.

__ I like to watch movies, videos, TV other visual programs.

__ I like doodling and believe it helps me to think better.

__ I enjoy building three-dimensional structures (e.g. carpentry, Legos, sculpture).

__ I see visual images when I read.

__I enjoy doing puzzles, mazes, or other visual activities.

__ I see myself primarily as visual thinker or visual learner.

Body Smart__ I am good in at least one sport.

__ I tend to twitch, tap, or fidget when I have been sitting for a long time in one spot.

__ I am a good at imitating or mimicking the gestures and mannerisms of my firiends or relatives..

__ I love to take things apart and put them back together.

__ I generally like to touch or hold things to learn more about them.

__ I have demonstrated skill in a craft (e.g. woodworking, sewing, mechanics)

__ I can use my body effectively in a dramatic way to express feelings and ideas.

__ I love dare devil amusement rides.

__ I enjoy working with clay or other tactile experiences (e.g. finger painting).

__ I see myself primarily as a physical learner.

Adapted from Thomas Armstrong, Multiple


VA: ASCD, 2009.

MI Inventory (cont’d)

Music Smart

__ I believe I have a pleasant singing voice.

__ I can usually tell when a musical note is off-key.

__ I frequently listen to music on radio, boom box, smart phone, tablet, or other source.

__ I enjoy playing at least one musical instrument.

__ I can remembers the melodies of songs pretty easily.

__ I hav a rhythmic way of speaking and/or moving.

__ I sometimes find myself unconsciously humming to myself.

__ I sometimes find myself tapping rhythmically on a table or desk when I am studying..

__ I’m sensitive to environmental sounds around me (e.g. rain on the roof)

__ I see myself primarily as a musical learner.

People Smart__ I enjoy socializing with my friends.

__ I like being a leader in a group.

__ People come to me to ask for help in solving a social conflict or situation.

__ I prefer working or studying with other people rather than by myself.

__ I belong to at least one club, group, organization or informal peer group.

__ I like teaching things to other people.

__ I prefer playing sports and games with others rather than by myself.

__ I have at least one or more close friends.

__ I believe I have a good sense of empathy or caring for others.

__ I see myself primarily as a social learner.Adapted from Thomas Armstrong, Multiple


VA: ASCD, 2009.

MI Inventory (cont’d)Self Smart__ I feel like I’m pretty independent and/or am strong-willed.

__ I have a pretty realistic sense of my personal strengths and weaknesses.

__ I do well when I’m left to study on my own at home and school..

__ I have a hobby or special interest that I don’t really talk much to people about.

__ I think I know where I’m going in life as far as goals for the future.

__ I prefer working or studying alone rather than with other people.

__ I’m pretty in touch with my feelings and can express them appropriately.

__ I believe that I’m able to learn from my mistakes.

__ I feel really good about myself and what I am able to achieve in life.

__ I see myself primarily as an individualist.

Nature Smart__ I like to spend time with animals.

__ I like taking trips to natural settings.

__ I’m able to notice details in natural formations (e.g. clouds, mountains, geology) that others might miss.

__ I prefers to spend my free time in a natural setting.

__ I have spoken out for the rights of animals, or the preservation of the environment.

__ I have a good ability to identify different kinds of birds, plants, or other living things.

__ I enjoy doing nature projects, such as bird watching or raising animals.

__ I enjoy gardening or growing plants..

__ I do well in subjects at school related to living things and systems (e.g. biology, ecology).

__ I see myself primarily as a naturalist.

Adapted from Thomas Armstrong, Multiple


VA: ASCD, 2009.