Multiple Intelligences and Learning Styles Pt.3

Instruct the wise, and they will be even wiser. Teach the righteous, and they will learn even more. 

~ Proverbs 9:9, NLT 

Sometimes we see the Learning Styles and Multiple Intelligences that come out strongly in our students without giving them a test at all. Logical and Mathematic kids are usually very science, math, and sequence oriented. Verbal and Linguistic students show it in the way they speak, listen, and write; they love to share and when new words are learned, they use them. Visuals who want to see examples also tend to draw or doodle. But the ones we don’t see as clearly can also be easily identified if we stop and watch our students throughout the school day. How they interact with others and the world around them can be big indicators of how they think and where their intelligences show best. Here are a few things to look for with the more obscure intelligences as well as ways to allow their M.I. to best be displayed.

Visual and Spatial students have the ability to think in images and they understand the relationship of objects. They tend to excel at using multi-sensory learning. Allow them to show graphs or pictures in their math work as well as using maniputlatives to explain their thinking. Let them add pictures to their writing, allow them to read graphic novels if and when appropriate. They may also tend to have the Naturalist Intelligence simply because of the many visuals natural lends to us.

Consider those students who are affected by their environment; the students who choose the window seats are probably the ones who also fall into the Naturalist Intelligence and may be the ones to ask if they can have the lesson outside. I was able to grant that opportunity to my students when the weather and lesson permitted. Or they could choose to go out on the lawn for independent reading if they chose. They are able to recognize patterns and you may see this in their math work. They tend to write about times they were outdoors or will add bits of this into their writing. They may also be quite interested in the early grade sciences because most are nature related.

Musical Intelligences are not easy for some teachers to incorporate into lessons especially if it isn’t a strong M.I. for them. However, pay attention to poetry for these students; they can easily rhyme and may have a nice flow to their writing. They will also pick up on patterns in math. Some of these students will be Kinesthetic, movers, hummers, and tappers; allow freedom of movement when possible. Soft music in a corner of the classroom may help their focus on a lesson but use it with caution and watch to see if others are distracted by it.

I am going to leave the Interpersonal, Intrapersonal, and Existential Intelligences until next time. This is plenty to dwell on for now and the last three are certainly obscure to most of us.

Blessings to you, Tammy



Multiple Intelligences and Learning Styles Pt. 2

Whoever heeds instruction is on the path to life, but he who rejects reproof leads others astray. Proverbs 10:17 ESV

In the last post I mentioned that I would put some of these two theories together that seem most logical, but remember that it doesn’t mean it is true across the spectrum and in every situation. Look for the patterns that help lead you to the correct conclusion for each student. Don’t make an assumption based on the preferences of a Learning Style, that a student will possess strength in a similar intelligence and visa-versa.

With that said, I have attempted to categorize some of the Learning Styles and Multiple Intelligences in the simplest form, realizing that these can be interspersed within each other. I simply want you to see how M.I. can fit alongside the Learning Styles for the ease of lesson planning. Some fit together quite logically and obviously; a student who is primarily Visual in their L.S. will most likely choose M.I. tasks which are Visual-Spatial. Remember however, no one fits into one box.

These are some example fits for the categories of L.S. and M.I.

Visual – Visual-Spatial Intelligence, Naturalist Intelligence

Social – Bodily-Kinesthetic Intelligence, Verbal-Linguistic Intelligence, Interpersonal Intelligence

Physical – Bodily-Kinesthetic Intelligence, Musical Intelligence

Aural – Verbal-Linguistic Intelligence, Musical Intelligence

Verbal – Verbal-Linguistic Intelligence, Musical Intelligence

Solitary – Intrapersonal Intelligence, Existential Intelligence

Logical – Mathematical-Logical Intelligence

I will add some reasoning behind these in the next post.

The best and easiest way to see where each student match up, in the general sense, is to give them an inventory test for L.S. and for M.I. Below is a short list of links for inventory tests.

 This site offers both tests and is catered to L.D. and ADHD students

You can print this one!

The site is my favorite. The M.I. inventory tests it put into a lesson plan that you can add to your objectives for the day/week. It also has links for L.S. too!

I do want you to understand that my point here is on learning, not simply creating a lesson using every M.I. to fit each child. Creating a lesson or lessons that cater to every M.I. is impractical and does not always fit every lesson every time. Again, you don’t want to box a child into one or two areas because of an inventory test or two. We want our students to be well-rounded; pay attention to how they learn and offer a couple of methods/options if appropriate.

How do your students line up? Do you see any patterns? Finding patterns in your student will greatly help in your lesson planning.

Blessing to you,


Multiple Intelligences and Learning Styles

Let the wise hear and increase in learning, and the one who understands obtain guidance  Proverbs 1:5 ESV

I have addressed a couple of types of Learning Styles and want to share the research of the others with you, but I am going to pause here to add some additional information about Multiple Intelligences and attempt to draw these two theories together in some respect. I also want to mention the differences that are often misconceived between the two.

All of us possess all of the Multiple Intelligences but they are demonstrated in varying degrees based on experience, culture, and motivation. One can have an appreciation for dance, but may not demonstrate the coordination or discipline to become a dancer; this would be a Bodily-kinesthetic Intelligence. Much is the same with Musical Intelligence, one may enjoy singing but may not be able to carry a tune nor have the ambition to learn how to read music. Someone with a strong Mathematical-logical Intelligence would be able to calculate numbers in their head that most would take several minutes to work through if the numbers aren’t in front of them to see and work out on paper. I am not necessarily saying that this is intelligence based on this demonstration solely. Someone with a strong intelligence will be able to demonstrate the strengths of the intelligence on many levels and in many aspects.

I want to give you a simple statement as to how these two theories differ from each other. A Learning Style can be used across a spectrum of academics, it is a preference. Multiple Intelligences is based on potential, how it is used and developed as it is geared toward specific content.

As stated above, a Learning Style is a preference in a way one learns; this is not to say that other styles can’t be learned or acquired. The older we get the more we learn to adapt to our surroundings and expectations and in so doing, we develop other learning styles.

As we look at the two together, understanding that Learning Style preference, a student with a Physical L.S. may have a strong Bodily-Kinesthetic Intelligences. So they will gravitate toward sports and can even excel in one or more particular sport or activity. Now, this isn’t to say that all students demonstrating a Physical L.S. will have that intelligence; it may simply mean that they have a lot of energy and movement helps them concentrate.

In the next post I will put some of these two theories together that seem most logical, but remember that it doesn’t mean it is true across the spectrum and in every situation. Look for the patterns that help lead you to the correct conclusion for each student. Don’t make an assumption based on the preferences of a Learning Style that a student will possess strength in a similar intelligence and visa-versa.

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