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Characteristics and Strategies
for
Different Learning Styles (Intelligences)
see The Smart Profile by Lynda Miller
Verbal/Linguistic Logical/Mathematical Visual/Spatial Musical Body/KinaestheticInterpersonal
Intrapersonal
Characteristics of people who
organize thoughts and experiences
in a particular Intelligence
Strategies and Activities matching differentstyles
Verbal/Linguistics:
imagines events/interactions by
thinking of words, phrases,
dialogue--
thinks and innovates
linguistically most of the time.
can hear words, phrases andsentences as they are being read
silently
plays with sounds/words to
make jokes, puns, humor
enjoying reading/writing to
relax
writes notes as memory aid
writes to communicate ideas
hears language more than
anything else (hears words
before seeing how things look
or hearing music)
reacts with pleasure to
information in linguistic form
translates emotions into
linguistic form
reading (choral, oral, group,
interpretive)
writing (poems,
lyrics/stories/plays/books/reports/new
spapers/advertisements/letters/survey
s/magazine articles/note-taking)
literary interpretation/analysis
story telling
vocabulary activities
word roots and parts/development of
language
speeches/lectures/presentations
journal/diary keeping
verbal debate
impromptu speaking
humor/jokes/riddles/puns
class discussions
tape recordings
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invents words, stories,
dialogues
can tell when something is
"wrong" in certain style, can
tell when an important part ofa story is missing
attends to and remembers
linguistic information
prefers to have language in the
environment
actions can be affected by
linguistic information
enjoys discovering new words
can predict what comes next in
linguistic units (parts of
sentence, parts of a story, parts
of a formal argument)
creates linguistic products with
whatever tools are at hand
(letters out of toothpicks, finds
materials for writing)
differentiates linguistic styles
(poetry, story, drama, fairy
tale) though not necessarily by
name
is willing and anxious to share
linguistic experiences and
achievements
cultural/social events marked
or remembered linguistically
(conversations, what people
said at certain times)
linguistic information increases
and heightens experiences such
as movies, plays
can interpret and extend novel
linguistic forms (essay, satires)
apprehends linguistic subtleties
(variations or risk-taking by
typing
wordprocessing
interviews
oral histories
foreign languages
acting
mneumonics
panel discussion
fieldtrips to
bookstores/libraries/newspaper
companies
mock trial
teaching others
making dictionary/glossary
revising endings to works of others
research studies/reports
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speakers or writers)
quickly assimilates and imitates
new linguistic styles both oral
and written
finds linguistic significance
natural and/or mechanical
phenomena (landscapes, how
machines work, see words in
clouds, uses al narrative to
describe airplane noise
Back to the top
Logical Intelligence
thinks logically most of the time
seeks new logically information,
uses logical means to describe
things, ideas and emotions
wants to find out what logical
concepts are called
seeks new ways to express self
logically
reacts with pleasure to
information in logical form
codes emotional phenomena in
logic
invents logical forms/new
classification systems
can tell when something is
'wrong' in a certain logical
style/when something is
incomplete or missing in a
classification system
differentiates logical styles
(inductive, deductive, syllogism,
analogy) and discerns patterns
of similarity
regularly uses logical means to
encode experiences, thought,
Logical/Mathematical Intelligence activities
computation games/kits/puzzles
creating games incorporating math
concepts/other concepts
collections
classifying/categorizing
creating story problems based on reallife issues
building models
(kites/animals/machines/toys)
making calendars
creating recipes
making artistic patterns based on
math facts
pattern study/games
number sequences/sequencing events
analysis of a system
write/role play life of famous
mathematician/scientist
computers/calculators
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emotions
is willing and anxious to share
logical experiences and
achievements
cultural/social events marked
or remembered logically
(recalls grouping of people
throughout the event)
is often profoundly emotionally
affected by logical information
can interpret novel logical
forms, can quickly assimilate
and imitate new logical styles
finds logical significance to
natural and/or mechanical
phenomena, such as landscapes,
social events, how machines
work
thinks and innovates logically
without conscious translation
automatically attends to and
remembers logical information
sees logical information over
anything else (see logical
arrangements before hearing
the music or works or seeing
how things work)
uses logical means to aid
memory
enjoys logical humor (funny
classification systems or
illogical proofs)
experiences strong reactions to
logical information
actions affected by logical
information
seeks new logical terms to use
can predict what comes next in
creating computer programs/games
graphs/charts/diagrams/graphs
problem recognition/problem solving
Family math activities
symmetry study
math manipulative
interdisciplinary math activities
logical activities/syllogisms
flow charting
statistics/probability
math in nature
brain teasers
outlining
graphic organizers
topology
deciphering codes
inquiry
scientific experiments/scientific
methods
data interpretation
research projects
field trips to museums/science
displays/computer fairs
organizing a task
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logical units
uses logical symbol systems to
communicate ideas
invents mathematical forms,content and uses
Mathematical Intelligence:
thinks mathematically most of
the time
seeks new mathematical
information, wants to find out
what mathematical concepts
are called, seeks new ways to
express self mathematically
reacts with pleasure to
information in mathematical
form
invents mathematical forms
(new numbers or number
systems)
automatically attends to
mathematical information enjoys mathematical humor
(funny numbers or illogical
proofs)
experiences strong reactions to
mathematical information,
actions affected by
mathematical information
chooses to use mathematical
means to express ideas and/oremotions
recognizes that printed notation
stands for physical phenomena
or statements about the
phenomena
can predict what comes next in
mathematical units, discerns
parts of mathematical units
imagines in numbers and
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groups
plays with numbers
uses mathematical means to
relax (plays with numbers andtheir symbols)
uses mathematical means to aid
memory (writes notes to self in
formulas)
sees mathematical information
over anything else (sees
mathematical characteristics
before hearing the music or
words or seeing how things
look)
creates mathematical products
with whatever tools are at hand
differentiates mathematical
styles and discerns patterns of
similarity (addition, division,
algebra, calculus)
is willing and anxious to share
mathematical experiences andachievements
cultural/social events marked
or remembered mathematically
(remembers how many people
were at a meal, recalls what
number each person
represents)
extends mathematical
achievements into novel formssuch as new algebras/calculi
apprehends mathematical
subtleties (variations or risk-
taking by mathematicians)
finds mathematical significance
in natural and/or mechanical
phenomena, such as landscapes,
social events, how machines
work
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thinks and innovates
mathematically without
conscious translation
can envision physical
phenomena as they are read insymbolic notation
uses mathematical symbol
systems to communicate ideas
Back to the top
Visual/Spatial Intelligence
imagines in spatial form (visual
arrays , color, lines, forms,
balance, light)
plays with spatial
arrangements, especially how
they look
uses spatial means to relax
(creates pictures, imagines
landscapes, sees colors, builds
puzzles)
things spatially most of he time
reacts with pleasure to
information in spatial form
(photographs, graphs,
paintings)
codes emotional phenomena in
spatial terms
invents spatial forms (new
colors or lines)
can tell when something is
'worrying" in certain style,
when something is incomplete
or missing
automatically attends to spatial
information (landscape, the
sight of weather activity, a
photograph)
remembers spatial information
automatically
Visual/Spatial Intelligence Activities
guided imagery/visualization
exercises
color schemes
patterns/designs
visual arts
(drawing/painting/sculpting/crafting
mind mapping/clustering
pretending
view and/or make visuals(films/photography/slides/filmstrips/ov
erheads/videos/charts/models/maps/blu
eprints/3D objects/diagrams/flow
charts/study
prints/timelines/graphs/illustrations
chess
puzzles/games with visual strategies
color coding
cartooning
visual mnemonic devices
navigational activities/compass
reading
tool making and using
manipulatives
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prefers spatial information in
the environment, actively seeks
spatial information
enjoys spatial humor (funny
pictures, cartoons, comics)
experiences strong reactions to
spatial information
actions affected by spatial
information (when waling, will
change course on the basis of
how the upcoming landscape
looks)
seeks new spatial terms, to find
and/or use new spatial forms
(new style of photography), new
says to express self in spatial
realm
recognizes that visual
representations stand for
spatial information (maps,
graphs, photographs, dress
patterns)
seeks using spatial terms suchas color, movement, line
can predict a logical extension
of a spatial array
chooses to use spatial means to
express ideas/emotions
discerns parts of spatial units
(lines, colors, distances,
shadows, perspective) thoughnot necessarily by name
regularly uses spatial means to
encode experiences, thoughts,
emotions (colors of clothing,
how pictures look mounted on a
wall)
is willing an anxious to share
spatial experiences and
achievements
mazes
making models
murals
notetaking with symbols and pictures
illustrate picture books
make bulletin board or display
give visual presentation
create costumes of a period in history
or famous person
design a poster/t-shirt
design a city/house,
playground/building
invent a visual language
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cultural/social events marked
or remembered spatially
(remembers who sat next to
whom at a holiday meal, what
color suits what a certain
person wore, the stage set for
the school play
is often profoundly emotionally
affected by spatial information
spatial information increases
and heightens experiences such
as plays or car trips
extends spatial achievements
into novel forms such as newgraphic designs or drawings.
can interpret novel spatial
forms (painting or photo one
has never seen before)
apprehends spatial subtleties
(variations or risk-taking by
designers or painters)
quickly assimilates and imitates
new spatial styles
pursues activities that entail
spatial arrangements
sees the spatial in natural
and/or mechanical events
thinks spatially without
conscious translation
innovates spatially
understands less popularly
accessible spatial forms, content
and uses (visual art forms,
graphic designs, photography)
can envision spatial array from
their visual representations
uses spatial means to
communicate ideas
plays with spatial forms,
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content, and uses to create
humor (decorating a house,
choosing one's clothing,
cartooning)
invents spatial forms, contentand uses
Back to the top
Musical Intelligence
imagines in music
uses music to relax
use music as a memory aid(sings items on the grocery list
to familiar song)
hears music in public places
before hearing announcements
or seeing how things look
thinks musically most of the
time
feels emotional information inmusical terms, reacts with
pleasure to music
plays music by ear
invents, writes music
can tell when something is
'wrong" in a certain style (can
tell when a part of the melody is
unfinished)
automatically listens to music
remembers music automatically
prefers music in the
environment, actively seeks
music in the environment
understands music humor
(Victor Borge, PDQ Bach,
Weird Al Yankovic), plays with
music to create humor
Musical/Rhythmic Intelligence Activities
rhythmic patterns/tapping/clapping
vocal sounds/ tones
music composition/creating
percussion vibrations
humming
environmental sounds
instrumental sounds
singing
musical performances
background music while working
making instruments
talking about words of a song
musical games
reading/writing music or lyrics
musicals
drawing/writing imaging to music
rhyming/rapping/moving to music
singing information to be learned
using music to enhance presentations
studying music
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experiences strong reactions to
music, actions affected by
music
can repeat rhythmic patterns,
simple melodies
seeks new music to listen to
play, pursues activities that
entail music
finds musical significance to
natural and/or mechanical
phenomena, such as ocean
waves, wind, birds, metal
dangling, etc.
seeks new ways to express self
in musical ways
recognizes that printed music
stands for heard music
seeks listening to and/or
performing music
can predict what comes next in
a musical piece
chooses to use music to express
ideas/emotions
discerns melody and harmony
creates musical instruments
from ordinary items (oven
racks, pots, silverware, glasses)
differentiates styles of music
and discerns patterns of
similarity, though notnecessarily with words (what
makes opera or jazz or
minimalist music)
listens/performs regularly
understands the written
symbolic representations of
written musical forms
is willing and anxious to sharemusical experience and
history/composers/instruments
musical mnemonic devices
song collections about
concepts/current issues/themes
lecture to music/facts to music
musical selections to represent
different animals/cultures/historical
events/great works of art
create musical to cover class material
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achievements
cultural/social events marked
or remembered by the music
(remembers the music more
than the holiday meal or theclothing people wore)
is often profoundly emotionally
affected by music
music increases and heightens
experiences such as movies,
plays
extends performance ability
into two pieces
can interpret novel forms of
music
apprehends subtleties in music
(variations or risk-taking by
composers or performers)
quickly assimilates and imitates
new styles of music
thinks in music withoutconscious translation
innovates musically
hears music as it is being read
in printed form
can play music as it being read
for the first time
Back to the top
Body/Kinesthetic Intelligence
imagines in body movement,
imagines how body feels as it
moves in certain ways
plays with bodily movements,
especially how they feel
uses bodily means to aid
memory, remembers how one's
body felt as it moved throughan unfamiliar building in order
Body/Kinesthetic Intelligence
Activities
folk/creative dance
role playing/pantomime
miming
drama/plays/creative dramas
martial arts
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to remember how to get to a
specific room
focuses on bodily information
over anything else (focuses on
how one's body feels in eachsituation before hearing the
music or words or seeing the
spatial information)
thinks bodily most of the time
reacts with pleasure to
information in bodily form
codes emotional phenomena in
bodily terms
invents bodily forms (new
movements or movement
sequences)
can tell when something is
"wrong" in a certain style,
when something is incomplete
or missing
automatically attends to bodily
information in self and others,including animals
seeks acting and interacting in
bodily ways including
interactions with animals
remembers bodily information
automatically
prefers bodily information in
the environment
seeks new bodily forms to use
(dancing, athletics, exercise)
expresses ideas and thoughts in
bodily terms when talking
uses body to express ideas and
thoughts
wants to find out what bodily
movements are called
body language exercises/charades
physical exercise/sports games
inventing
manipulatives
simulations/activities with direct
involvement
action packed stories
hands-on/multi-sensory activities
construction with tools
putting together models
fixing/taking apart machines
field trips (hikes/exploratory
museums)computers/typewriters
scavenger hunts
experiments/labs
relaxation/energizing/centering/focusing activities
tai chi/yoga exercise
cooperative games
demonstrations
dance concepts learned
acting out concepts learned usingbody parts (punctuation
marks/angles/digestive
system/division/volcano/tectonic
plates)
models/dioramas
mobiles/collages
design and construct a product
make a game/timeline/bulletin
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seeks new ways to express self
in bodily forms
actively seeks bodily
information
enjoys bodily humor (funny
movements or movement
sequences)
experiences strong reactions to
bodily information
actions affected by bodily
information
recognizes that printed
notations stand for bodilyinformation (dance steps, range
of motion, gestures)
seeks using bodily movements
and movement sequences
can predict a logical extension
of movement sequence or set of
gestures
chooses to use bodily to expressideas/emotions
discerns parts of bodily units
(leg lifts, leaps, spins, dips)
though not necessarily by name
creates bodily whenever
possible, uses whatever can be
found to show and represent
information with the body
differentiates bodily styles(drama, athletics, dance, mime)
and discerns patterns of
similarity though not
necessarily by name
regularly used bodily means to
encode experiences, thoughts,
emotions
is willing and anxious to share
bodily experiences and
board/mural
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achievements
is profoundly emotionally
affected by bodily information
cultural/social events markedor remembered bodily
(remembers who had the odd
gestures, recalls how one felt at
a holiday meal, remembers
people's gaits)
bodily information increases
and heightens experiences such
as vacations, parties, cultural
events
extends bodily achievements
into novel forms such as new
movement games, dances or
"conversations"
can interpret novel bodily
forms
apprehends bodily subtleties
(variations or risk-taking by
actors or mimes)
quickly assimilates and imitates
new bodily styles
pursues activities that entail
bodily movement
finds bodily significance to
natural and/or mechanical
phenomena (how one's body
would feel in a particular
landscape, how a given car feelsto drive, how it feels to sew a
sequence of stitches)
thinks bodily without conscious
translation
understands less popularly
accessible bodily forms, content
and uses (acting and dancing)
can envision bodily movements
and movement sequences from
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their notational representations
uses bodily means to
communicate ideas
plays with bodily forms,content, and uses to create
humor
invents bodily forms, content
and uses
Back to the top
Interpersonal Intelligence
shows an affinity for people
prefers interacting with others
attends automatically to others
makes culturally appropriate
eye contact
shows an affinity for affiliation
with peers
relates well with peers
recognizes others' resources
mobilizes others in mutually
satisfying ways
shares well, considering
developmental level and
cultural appropriateness
is able to engage cooperatively
with others
is able to engage in playful
activities with others
seeks appropriate interactions
with others
displays emotion appropriate to
the situation
helps others in need when
appropriate
has learned appropriate polite
Interpersonal Intelligence Activities
cooperative learning
giving and receiving feedback
person-to-person communication
empathy practices/active listening/
"I" messages
group projects
class meetings
clubs
community service programs
social events
leadership skill development/leading
a process/facilitating
creative dramatics
conflict resolution
interviews
coaching
case studies
simulation
apprenticeships
collaborative problem solving
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forms for a variety of situations
is appropriately frank with
others
acts appropriately respectful ofothers
exhibits appropriate degrees of
intimacy with others
exhibits appropriate degrees of
distance from others
exhibits appropriate degrees of
distance from others
exhibits reasonableexpectations of others
shows understanding of
cultural values
exhibits understanding of
others' beliefs, values and
intentions
recognizes others' needs to
make choices based on their
own value systems
respect others' need for
distance
seeks new relationships when
appropriate
demonstrates conscious
awareness of relationship
dynamics
respects boundaries of various
relationships
is comfortable in groups
situations
is comfortable in one-to-one
situations
expresses needs and wishes to
others appropriately
is comfortable hearing others'
mentoring/cross-age tutoring
peer coaching
current events
exchange programs
studying world religions
multicultural studies/global studies
futuristic
character analysis
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concerns/comments
imagines in interactions
uses interaction with others
(including in one's head) torelax
uses interactions as a memory
aid
tunes in to interactions over
any other form (is aware of
interactions in public places
before hears announcements or
music)
thinks in interactions most ofthe time
codes emotional information
into interactional forms
reacts with pleasure to
interactions
can tell when something is
"wrong" in interactions
automatically focuses on
interactions
remembers interactions
automatically
prefers interaction in the
environment
actively seeks interactions in
the environment
enjoys interactional humor
(culturally appropriate and
nonthreatening teasing)
experiences strong reactions to
interactions
actions affected by interactions
can role play interactions
seeks new people and friends
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seeks interactions with others
can predict what is likely to
come next in any given
interaction
chooses to express ideas and
emotions in interactions with
others
discerns feelings and emotions
in others
differentiate emotions in others
engages in interactions
regularly and frequently
is willing and anxious to share
own experience and
achievements through
interactions with others
cultural/social events marked
or remembered by the
interactions (remembers who
fought with whom or who
really like whom at any given
event)
is often profoundly emotionally
affected by interactions
interactions with others
increases and heightens
experiences such a movies,
plays
can interpret emotions and
feeling in others
apprehends subtleties in
interactions (when a person
takes an emotional risk with
another)
quickly assimilates others'
feelings
pursues activities that entail
interactions
thinks in interactions without
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conscious transition
innovates in own interactions
with others.
Back to the top