Score the statements:
1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly Agree.
- I can play a musical instrument
- I often have a song or piece of music in my head
- I find it easy to make up stories
- I have always been physically well co-ordinated (run, jump, balance, etc)
- Music is very important to me
- I am a good liar (if I want to be)
- I play a sport or dance
- I am a very social person and like being with other people
- I find graphs, charts and diagrams easy to understand
- I find it easy to remember quotes or phrases or poems or song lyrics
- I can always recognise places that I have been before, even when I was very young
- When I am concentrating I tend to doodle
- I find mental arithmetic easy (sums in my head)
- At school one of my favourite subjects is / was English
- I like to think through a problem carefully, considering all the consequences
- I love adrenaline sports and scary rides
- I enjoy individual sports best
- I find it easy to remember telephone numbers
- I set myself goals and plans for the future
- I can tell easily whether someone likes me or dislikes me
- To learn something new, I need to just get on and try it
- I often see clear images when I close my eyes
- I don’t use my fingers when I count
- At school I love / loved music lessons
- I find ball games easy and enjoyable
- My favourite subject at school is / was maths
- I always know how I am feeling
- I keep a diary
- My favourite subject at school is / was art
- I really enjoy reading
- It upsets me to see someone cry and not be able to help
- I prefer team sports
- Singing makes me feel happy
- I am happy spending time alone
- My friends always come to me for emotional support and advice
Linguistic : 3,6,10,14,30
Logical-Mathematical : 13,15,18,23,26
Musical : 1,2,5,24,33
Bodily-Kinesthetic : 4,7,16,21,25
Spatial-Visual : 9,11,12,22,29
Interpersonal : 8,20,31,32,35
**The highest scores indicate your natural strengths and
potential - your natural intelligences.
Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43).
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
In Frames of Mind Howard Gardner treated the personal intelligences 'as a piece'. Because of their close association in most cultures, they are often linked together. However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.
In essence Howard Gardner argued that he was making two essential claims about multiple intelligences. That:
The theory is an account of human cognition in its fullness. The intelligences provided 'a new definition of human nature, cognitively speaking' (Gardner 1999: 44). Human beings are organisms who possess a basic set of intelligences.
People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences' (ibid.: 45).
*These intelligences, according to Howard Gardner, are amoral - they can be put to constructive or destructive use.
Education have massive effect on improving MI. These are important factors that foster MI in students:
Culture: support for diverse learners and hard work. Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary.
Readiness: awareness-building for implementing MI. Building staff awareness of MI and of the different ways that students learn.
Tool: MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself.
Collaboration: informal and formal exchanges. Sharing ideas and constructive suggestions by the staff in formal and informal exchanges.
Choice: meaningful curriculum and assessment options. Embedding curriculum and assessment in activities that are valued both by students and the wider culture.
Arts: Employing the arts to develop children's skills and understanding within and across disciplines.