The Multiple Intelligences 1.Musical Intelligence 2.Bodily-kinesthetic intelligence 3.Logical-mathematical intelligence 4.Linguistic intelligence 5.Spatial intelligence 6.Interpersonal intelligence 7.Intrapersonal intelligence 8.Naturalistic intelligence

Musical intelligence show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD’s, or multimedia. (Lane, C.)

Bodily-Kinesthetic intelligence use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. (Lane, C)

Logical-mathematical intelligence reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details. (Lane, C).

Linguistic intelligence using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. (Lane, C).

Spatial intelligence Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. (Lane, C).

Interpersonal intelligence understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, . (Lane, C)

Intrapersonal Intelligence understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners (Lane, C)

Naturalistic Intelligence This is the ability to recognize and appreciate our relationship with the natural world. Astronomers, biologists, and zoologists are examples of professions with a high level of naturalist intelligence (Lance, C).

Gardner’s theory Harvard professor Howard Gardner has identified eight different types of intelligences that each individual has the capacity to possess. The idea of multiple intelligences is important because it allows for educators to identify differing strengths and weaknesses in students and also contradicts the idea that intelligence can be measured through IQ. In researching about genius, we found that Howard Gardner's theory of Multiple Intelligences provides a great alternative to the popular measurable IQ method. (Howard Gardner's Theory of Multiple Intelligences)

Interpersonal Intelligence I struggle most with interpersonal intelligence. I would prefer to work alone, and get things done at my own pace. Although, I know it is a very important intelligence to possess and it is very important to introduce to young children. So I have thought of three different activities or ideas to introduce interpersonal intelligence in a subtle and fun way.

Working in small groups Working in small groups is a great way to get to know children in the classroom. When the children are assigned to work in groups it forces them to talk to and work with different children. The teacher could randomly pick names out of a hat, count of by numbers, or purposely assign certain people in a certain group to have the children interact with different children in the class.

The mirror exercise The mirror exercise is similar to follow the leader only in pairs. Two children stand facing each other and copy everything each other is doing. After a few moments into the exercise the idea is that the children can sort of guess what the other is going to do. This exercise is also a great icebreaker for children.

The buddy system The buddy system is a great way for children to interact. Your buddy is suppose to go with you anytime one or the other needs to leave the room. With younger kids they may hold hands in the hallway, and older kids may walk with each other when they need to go anywhere outside of the room. It may be helpful to assign a different “Buddy” every other week so each child gets to know one another.

References Lane, C. (n.d.). Gardner's Multiple Intelligences. Retrieved December 14, 2015, from Howard Gardner's Theory of Multiple Intelligences. (n.d.). Retrieved December 14, 2015, from measure/genius/research02.html