Understanding your own intelligence strengths.
Questions
marks/5
totals
I am able to explain topics which are difficult and make them clear
I learn well from talks, lectures and listening to others
I have a well developed vocabulary and am expressive with it
I enjoy and value taking written notes
A
I always do things one step at a time
I enjoy puzzles, crosswords, logical problems
I can discern patterns & relationships between experiences and things
I have a facility with numbers and mathematical problems
B
I have a good sense of direction
Charts, diagrams, visual displays are important for my learning
I can visualise remembered and constructed scenes easily
I am observant and will often see things that others miss
C
I can remember the words to music easily
When listening to music I experience changes in mood
I can pick out individual instruments in complex musical pieces
D
I enjoy making music
I have a natural ability to sort arguments out between friends
I enjoy community activities and social events
I am sensitive to the moods and feelings of those around me
In teams I co-operate and build on the ideas of others
E
I know myself well and understand why I behave as I do
I need to see something in it for me before I want to learn something
I like privacy and quiet for learning and reflecting
I enjoy working or learning independently of others
F
I am skilful in working with objects
I learn best when I have to get up and do it for myself
I have a good sense of balance and enjoy physical movement
G
I get restless easily
1
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Now see what each intelligence category is…
A.
Verbal & Linguistic
B.
Mathematical and Logical
C.
D.
E.
Visual and Spatial
F.
G.
Musical & Rhythmic
Interpersonal
Intrapersonal
Kinaesthetic
… and how your intelligences are distributed by shading in your score for each (colour in
as a pie chart)
N.B. only the distribution is relevant here, not the scaling.
interpe rso nal
20
visual and
spatial
15
10
verbal and
linguistic
5
lo gical and
mathematical
musical and
r hythmical
kinaesthetic
intr aper sonal
2
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What are the types of Multiple Intelligence?
visual and
spatial
i.e. an ability to perceive the visual.
visual.
These learners tend to
• think in pictures
• need to create vivid mental images to retain information
• enjoy looking at maps, charts, pictures, videos, and movies
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, computer specialists.
colour
videos
charts
gesticulate.... use
hand wav y
explanations
How to use your
visual and sp atial
intelligence
using pictures
spider diagrams,
flow charts and
family trees
use visually
evocative
language
graphs
3
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verbal and
linguistic
i.e. an ability to use words and language
These learners tend to
• have highly developed auditory skills and are generally elegant speakers
• think in words rather than pictures
Skills include: listening, speaking, writing, story-telling, explaining, teaching, using
humour, understanding the syntax and meaning of words, remembering information,
convincing someone of your own point of view, analyzing language usage.
Possible career interests: poet, journalist, writer, teacher, lawyer, politician, translator.
play on
words
make
tapes of
notes
How to use your
verbal and linguistic
intelligence
using humour
talking and
listening
to others
working out
how you can
convince
people
4
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working
tea
breaks
lo gical and
mathematical
i.e. an ability to use reason, logic and numbers.
These learners tend to
• think conceptually in logical and numerical patterns, making connections between
pieces of information
• are always curious about the world around them
• ask lots of questions and like to do experiments
Skills include: problem-solving, classifying and categorizing information, working with
abstract concepts to figure out the relationship of each to the other, doing controlled
experiments, questioning and wondering about natural events, performing complex
mathematical calculations, working with geometric shapes.
Possible career interests: scientists, engineers, computer programmers, researchers,
accountants, mathematicians.
look for
patterns
find analogues
make lists
or mind
maps
How to use your
logical and
mathematical
intelligence
looking at stuff
as problem
solving
experiments
dividing
tasks up...
being
methodical
5
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look for
geometry
kinaesthetic
i.e.
i.e. an ability to control body movements and handle objects skilfully.
These learners tend to
• express themselves through movement
• have a good sense of balance and eye-hand co-ordination
• are able to remember and process information through interacting with the space
around them
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 interests: athletes, physical education teachers, dancers, actors, firefighters.
Use wall
charts
make physical
mindmaps (e.g.
with post-its and
string on a wall)
reviewing/planning
while exercising, e.g.
by recording notes
onto your
Dictaphone...
regular
active breaks
How to use your
kinaesthetic
intelligence
hand waving
discussions
6
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toys on desk, e.g. a
ball (or something
that you can use to
demonstrate a point
or just relieve stress)
cut stuff up and
physically
rearrange it
musical and
rhythmical
i.e. an ability to produce and appreciate music
These learners tend to
• think in sounds, rhythms and patterns
• immediately respond to music either appreciating or criticizing what they hear
• be very sensitive to environmental sounds (e.g. crickets, bells, dripping taps)
Skills include: singing, whistling, playing musical instruments, recognizing tonal patterns,
composing music, remembering melodies, understanding the structure and rhythm of
music.
Possible career interests: musician, disc jockey, singer, composer.
listening to
music while
you work
turn
information
into lyrics...
... and
then sing
information
How to use yo ur
musical and
rhythmical
intelligence
think about how a
particular instrument
would convey this
information
pick particular music
to go with particular
subjects (thus
building in triggers)
7
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interpe rso nal
i.e. an ability to empathize with and understand others
These learners tend to
• try to see things from other people's point of view in order to understand how they
think and feel
• often have an uncanny ability to sense feelings, intentions and motivations
• are great organizers, although they can sometimes resort to manipulation
• generally try to maintain peace in group settings and encourage co-operation
• use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body
language) to open communication channels with others
Skills include: seeing things from other perspectives; listening; being empathetic;
understanding other people's moods and feelings; counselling; co-operating with groups;
noticing people's moods, motivations and intentions; communicating both verbally and
non-verbally; building trust; seeking peaceful conflict resolution; establishing positive
relations with other people.
Possible Career interests: counsellor, salesperson, politician, business person.
form study
groups
anticipating
other people's
needs
role play
helping
others
How to use your
interpersonal
intelligence
discussing
problems with
other people
pretend you're
explaining it to
someone else
talk to people
(lecturers/peers
etc)
attach positive
emotions to
work
8
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intrapersonal
i.e. an ability
ability to selfself-reflect and be aware of one's inner state of being.
These learners tend to
• try to understand their inner feelings, dreams, relationships with others, and
strengths and weaknesses.
Skills include: recognizing their own strengths and weaknesses; awareness of their inner
feelings, desires and dreams; evaluating their thinking patterns; reasoning with
themselves; understanding their role in relation to others
Possible career interests: researchers, theorists, philosophers.
look at
big
picture
see how doing /
not doing
benefits /is
detrimental to
your life/goals
analysing why
something is
causing you
stress and work
out de-stress
strategies
How to use
your
intrapersonal
intelligence
remind yourself
that you are
working towards
a bigger picture
(the click factor)
work out
theories/
philosophies
attach
emotions /
thoughts to
what you're
working on
9
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Learning Styles: different approaches or ways of learning.
Visual Learners:
These learners need to see someone’s body language and
facial expression to fully understand lesson content.
They tend to prefer sitting at the front of the classroom to avoid
visual obstructions (e.g. people's heads).
They may think in pictures and learn best from visual displays
including: diagrams, illustrated text books, overhead
learn
through seeing
transparencies, videos, flipcharts and hand-outs.
During a lecture or classroom discussion, visual learners often
prefer to take detailed notes to absorb the information.
These learners learn best through verbal lectures,
Auditory Learners:
discussions, talking things through and listening to what
others have to say.
Auditory learners interpret the underlying meanings of speech
through listening to tone of voice, pitch, speed and other
nuances. Written information may have little meaning until it is
heard.
learn through
listening
These learners often benefit from reading text aloud and
getting software to read back their work.
Tactile/Kinaesthetic Learners:
Tactile/Kinaesthetic persons learn
best through a hands-on approach,
actively exploring the physical world
around them. They may find it hard to
sit still for long periods and may
become distracted by their need for
activity and exploration.
learn through moving, doing and
touching
10
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