How Am I Smart

Group 1 I prefer written directions rather than a map. I enjoy telling stories, jokes & riddles. I enjoy word games (e.g. Scrabble & riddles.) I read books just for fun. I like using field guides to see what things are. I am a good speller (most of the time.) I like talking and writing about my ideas. If I have to memorize something I sometimes create a rhyme or saying to help me remember. If something breaks and won't work, I read the instruction book first. For a class presentation I prefer to do a lot of book research and writing.

Group 2 I find it easy to use the scales on maps. I like logical puzzles and brain teasers. I enjoy rope system challenges. If I have to memorize something I tend to place events in a logical order. I like to find out how things work. I enjoy computer and math games. I love playing chess, checkers, Monopoly, cribbage, cards or other games. In an argument, I try to find a fair and logical solution. If something breaks and won't work, I look at the pieces and try to figure out how it works. For a class presentation I prefer to create logical systems, and use charts and graphs.

Group 3 I prefer a map to written directions. I daydream a lot. I enjoy hobbies such as photography. I like to draw and create. If I have to memorize something I draw a diagram to help me remember. I like to doodle on paper whenever I can. In a magazine, I prefer looking at the pictures rather than reading the text. In an argument I try to keep my distance, keep silent or visualize some solution. If something breaks and won't work I tend to study the diagram of how it works. For a class presentation I prefer to draw pictures.

Group 4 I like playing sports and other physical activities. I enjoy activities such as woodworking, sewing and building models. When looking at things, I like touching them. I have trouble sitting still for any length of time. I use a lot of body movements when talking. If I have to memorize something I write it out a number of times until I know it. I tend to tap my fingers or play with my pencil while reading things like this form. In a bad argument I tend to strike out and hit things or run away. If something breaks and won't work I tend to play with the pieces to try to fit them together. For a class presentation I prefer to move props around, hold things up, or build a model.

Group 5 I enjoy listening to music. I tend to hum to myself when working. I like to sing. I play a musical instrument quite well. I can usually tell if music is off-key. If I have to memorize something I try to create a rhyme about the event. I an argument I tend to shout or punch or move in some sort of rhythm. I can remember the melodies of many songs. I notice natural sounds like rain falling and birds singing. For a class presentation I prefer to put new words to a popular tune or use music.

Group 6 I get along well with others. I like to belong to clubs and organizations. I have several very close friends. I like helping teach other students, and can do it without it creating a power struggle. I like working with others in groups. Friends ask my advice because I seem to be a natural leader. If I have to memorize something I ask someone to quiz me to see if I know it. I care about the physical and mental welfare of my fellow expedition members. If something breaks and won't work I try to find someone who can help me. For a class presentation I like to team teach.

Group 7 I like to work independently. I like to keep a personal journal. I like myself, most of the time. I don't like crowds. I know what I am good at and what I am weak at. I find that I am strong-willed, independent, and don't follow the crowd. I know what I want to do with my life. In an argument I will usually walk away until I calm down. I can express my feelings. For a class presentation I like to contribute something that is uniquely mine, often based on how I feel.

Group 8 I am keenly aware of my surroundings and of what goes on around me. I love to go exploring in the woods and looking at the flora and fauna. I enjoy gardening or raising animals. I like to collect things (e.g., rocks, sports cards, stamps, etc.) I like to get away from the city and enjoy nature. If I have to memorize something, I tend to organize it into categories. I enjoy learning the names of living things in our environment, such as flowers and trees. In an argument I tend to compare my opponent to something I have read or heard about and react accordingly. If something breaks down, I look around me to try and see what I can find to fix the problem. For a class presentation I prefer to organize the information into categories so it makes sense.

Group 1 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 or to read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Group 2 Logical-Mathematical Intelligence - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. Like to experiment, solve puzzles, ask cosmic questions. Can be taught through logic games, investigations, and mysteries. Need to learn and form concepts before they can deal with details.

Group 3 Visual-Spatial Intelligence - think in terms of physical space, as do architects and sailors. Are very aware of their environment. Like to draw, do jigsaw puzzles, read maps, daydream. 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.

Group 4 Bodily-Kinesthetic Intelligence - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. Like movement, making things, touching. Communicate well through body language and can be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Group 5 Musical Intelligence - show sensitivity to rhythm and sound. Love music, but are also sensitive to sounds in their environments. May study better with music in the background. Can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Group 6 Interpersonal Intelligence - understanding, interacting with others. Learn through interaction. Have many friends, empathy for others, street smarts. Can be taught through group activities, seminars, and dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Group 7 Intrapersonal Intelligence - understanding one's own interests, goals. Tend to shy away from others. In tune with their inner feelings; have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. 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.

Group 8 Naturalist Intelligence - demonstrates expertise in the recognition and classification of numerous species – the flora and fauna – of the environment. Value is placed on these individuals who can recognize members of a species that are especially valuable or notably dangerous and can appropriately categorize new and unfamiliar organisms. These abilities come into play more probably with respect to “artificial” items. Discrimination by a teenager with regard to sneakers, cars, sound systems, or CDs also fits the intelligence.

Summary Verbal/Linguistic plays with words Logical/Mathematical plays with questions Visual/Spatial plays with pictures Bodily/Kinesthetic plays with moving Musical/Rhythmic plays with music Interpersonal plays with socializing Intrapersonal plays alone Naturalist plays with categories