Linquistic-verba I

Logical-mathematical

Spatial-visual

Body-ki nesthetic

M usica i

I nte rpersona I

Naturalist

Ability to engage in inductive

and deductive reasoning; use

numbers effectively and to

categorize, infer, make general-

izations, and test hypotheses

Ability to visualize objects and

speoal dimensions, think in

images and prctures, like todraw and design, and enjoy

puzzles

Ability to move the body withskill and control, expertise in

using the body to express ideas

and feelings

Ability to recognize patterns

and sounds; sensitivity to Pitchand rhythm; the capacity toperceive, express, transform or

discern musical forms; think in

tones, and learn through

rhythm and melody

Ability to understand and

communicate effectively withothers, understand them, and

interpret their behavior

An awareness of onesell goals,

and emotions; the capactty for

self-knowledge of one's own

feelings; and the abilrtY to use

that knowledge for personal

understanding

An awareness of the natural

world around them; can identify

people, plants, and other envi-

ronmental features; can develop

a sense of cause and effect in

relation to natural occurrences

such as weather; can formulate

and test hypotheses

Ease in using language; Word processing programs, prompted programs,

think in words; sensitivity to label-making programs, word game programs,

rhythm and order; en.1oy writ- and programs that require the student to read

ing, reading, tellrng stories, and and answer questions

doing crossword puzzles

lntrapersonal

FIGURE 11 Using Gardner's original eight multiple intelligences and technology

integration, teachers can find ways to reach all students.

Database pr0grams, spreadsheet pr0grams,

problem-solving software, simulations that allow

students to experiment with problems and

observe results, and strategy game formats

Draw and paint programs; graphic production

software; reading programs that use visual clues

such as color coding, desktop publishing, hyper-

media, multimedia, concept mapping, and atlas

pr0grams

Software requiring alternate input such as joystick,

mouse, touch window, or graphics tablet; keyboard-

ing/word processing programs; graphics programs

that produce blueprints for making 3-D models; and

software that includes animated graphics

Programs that combine stories with songs;

reading programs that associate letterslsounds

with music; programs that use music as a

reward; programs that allow students to create

their own songs, hypermedia, and multimedia

Telecommunications programs, programs that

address social issues, pr0grams that include

group participation or decision making, pro-

grams that turn learning into a social activity,

and games that require two or more players

Tutorial software, programs that are self-paced,

instructional games in which the opponent is

the computer, programs that encourage

self-awareness or build self-rmprovement skills,

and programs that allow students to work

independently

Problem-solving software, stmulations that allow

students to experiment with problems and

observe results, strategy game formats, database

software, concept mapping software, and

weather probeware