Eight Kinds of Smart - Responding to Student Diversity with Engaging Learning Strategies

8 Kinds of Smart:
Responding to Student Diversity with Engaging
Learning Strategies
Thomas Armstrong, Ph.D. (www.institute4learning.com)
Urban Charter Schools Collective
Sacramento, CA
April 26, 2013
.

The Eight IntelligencesThe Eight Intelligences
 Word SmartWord Smart

Jennifer's brother Matthew has
one more brother than he has
sisters How many more brothers
than sisters does Jennifer have?

 Logic SmartLogic Smart

Visualize in as much detail as possible:
•Your bedroom
•A yellow hippo with orange spots in a
pink tutu
•Your mother on the ceiling
•A photo of Barack Obama
0
Nothing
10
Like
outer
sights

 Picture SmartPicture Smart

Stand Off
•Choose a partner about your same height
•Stand facing each other at arms length
•Bend your knees slightly
•Count: one….two…three…
•Then attempt to put your partner off
balance
•You can make contact only with your
partner’s palms
•Two out of three wins

 Body SmartBody Smart

Listen in your mind’s ear to:
•The sound of rain on the roof
•Your favorite popular song
•The sound of a violin playing
•A large group of people singing
‘’Three Blind Mice’’ as a round
•Any song you loved as a child
10
Like
outer
sights
0
Nothing

 Music SmartMusic Smart

To discuss (one minute each):
•A student you’ve had (present or
past) who is particularly good at
‘’pushing your buttons’’

 People SmartPeople Smart

Reflect on:
•Your most important goal for
the future.
•The biggest mistake you’ve ever
made in your past.
Note: You will not share this!

 Self SmartSelf Smart

 Self SmartSelf Smart
 Nature SmartNature Smart

The Nine Intelligences?The Nine Intelligences?
• Logic Smart
• Picture Smart
• Body Smart
• Music Smart
• People Smart
• Self Smart
• Nature Smart
• Life Smart ?

MI and HETMI and HET
 Biologically Based LearningBiologically Based Learning

(Picture
Smart)
((((Music Smart) (Body Smart)
(People and
Self Smart)
(Logic and
Nature Smart)
Word Smart

Source: Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain
changes in response to experience. Scientific American, 226, 22-29.S

Source: Bryan Kolb, Margaret Forgie, Robbin Grazyna Gorny, Sharon Rowntree, Age, Experience and the
Changing Brain, Neuroscience & Biobehavioral Review, March 1998

 Enriched Learning EnvironmentEnriched Learning Environment

 Life Skills = Personal IntelligencesLife Skills = Personal Intelligences

LIFESKILLS
•CARING – To feel and show concern for others
•COMMON SENSE – To use good judgment
•COOPERATION – To work together toward a common goal or purpose
•COURAGE – To act according to one’s beliefs despite fear of adverse consequences
•CREATIVITY – To generate ideas; To create something original or redesign through imaginative skill
•CURIOSITY – A desire to investigate and seek understanding of one’s world
•EFFORT – To do your best
•FLEXIBILITY – To be willing to alter plans when necessary
•FRIENDSHIP – To make and keep a friend through mutual trust and caring
•INITIATIVE – To do something, of one’s own free will, because it needs to be done
•INTEGRITY – To act according to a sense of what’s right and wrong
•ORGANIZATION – To plan, arrange, and implement in an orderly way; to keep things orderly and ready to use
•PATIENCE – To wait calmly for someone or something
•PERSEVERANCE – To keep at it
•PRIDE – Satisfaction from doing one’s personal best
•PROBLEM SOLVING – To create solutions to difficult situations and everyday problems
•RESOURCEFULNESS – To respond to challenges and opportunities in innovative
•RESPONSIBILITY – To respond when appropriate; to be accountable for one’s actions
•SENSE OF HUMOR – To laugh and be playful without harming others

 Lifelong Guidelines = Personal IntelligencesLifelong Guidelines = Personal Intelligences

Lifelong Guidelines
•TRUSTWORTHINESS – To act in a manner that makes one
worthy of trust and confidence
•TRUTHFULNESS – To be honest about things and feelings
with oneself and others
•ACTIVE LISTENING – To listen with the intention of
understanding what the speaker intends to communicate
•NO PUT-DOWNS – To never use words, actions and/or body
language that degrade, humiliate, or dishonor others
•PERSONAL BEST – To do one’s best given the
circumstances and available resources

 One of Five Learning PrinciplesOne of Five Learning Principles

‘’There are multiple intelligences (ways of solving
problems and/or producing products)’’

 One of Five Learning PrinciplesOne of Five Learning Principles
 Instructional StrategiesInstructional Strategies

Thinking MinuteThinking Minute
 Reflect on something interesting youReflect on something interesting you
just learned.just learned.
• Reflect on something that’s still
unclear to you.

Sharing MinuteSharing Minute
 Share something interesting you justShare something interesting you just
learned.learned.
• Share something that’s still unclear
to you.

Introducing MI to Your StudentsIntroducing MI to Your Students
 MI PizzaMI Pizza

Self
Smart
Word
Smart
Number/
Logic
Smart
Picture
Smart
Body
Smart
Music
Smart
Nature
Smart
People
Smart
MI Pizza

• Experiences

Human Intelligence HuntHuman Intelligence Hunt
 Find Someone Who Can:Find Someone Who Can:
– whistle Mozart (M)whistle Mozart (M)
– do a dance step (BK)do a dance step (BK)
– recite four lines of poetry (L)recite four lines of poetry (L)
– draw a picture of a horse (S)draw a picture of a horse (S)
– share a dream they’ve had (Intra)share a dream they’ve had (Intra)
– explain why the sky is blue (LM)explain why the sky is blue (LM)
– say they’re feeling relaxed now (Inter)say they’re feeling relaxed now (Inter)
– name 5 common birds in this area (N)name 5 common birds in this area (N)

• Experiences
• Games

• Experiences
• Games
• People

• Experiences
• Games
• People
• Trips

• Experiences
• Games
• People
• Trips
• Displays

• Experiences
• Games
• People
• Trips
• Displays
• Books

NeurodiversityNeurodiversity
An idea which asserts that atypicalAn idea which asserts that atypical
(neurodivergent) neurological(neurodivergent) neurological
development is a normal humandevelopment is a normal human
difference that is to be recognized anddifference that is to be recognized and
respected as any other human variation.respected as any other human variation.

Niche ConstructionNiche Construction
• Helping to ensure the thriving of an
organism by directly modifying the
environment in such a way that it
enhances that organism’s chances for
survival.

Positive Niche ConstructionPositive Niche Construction
• Helping to ensure the thriving of a
child by directly modifying the
environment in such a way that it
enhances that child’s chances for
success.

 Strength AwarenessStrength Awareness

– Autistic Spectrum DisorderAutistic Spectrum Disorder

05/03/13 89
Happé, F. (1999) ‘Understanding assets and deficits in autism: why success is more interesting
than failure’, Spearman Medal Lecture, The Psychologist, vol. 12, no. 11, November 1999

05/03/13 90
Source: Wikimedia Commons

– Learning DisabilitiesLearning Disabilities

– ADD/ADHDADD/ADHD

– Intellectual DisabilitiesIntellectual Disabilities

Source: Vicky Broadus, Lexington (KY) Herald Leader

– Intellectual DisabilitiesIntellectual Disabilities
– Emotional and Behavioral DisordersEmotional and Behavioral Disorders

Identifying Strengths in StudentsIdentifying Strengths in Students
 ObservationObservation

• Documentation

• Documentation
• Cum Files

• Documentation
• Cum Files
• Colleagues

• Documentation
• Cum Files
• Colleagues
• Parents

• Documentation
• Cum Files
• Colleagues
• Parents
• Students

Neurodiversity Strengths ChecklistNeurodiversity Strengths Checklist
Personal StrengthsPersonal Strengths
___ Enjoys working independently___ Enjoys working independently
___ Has a good sense of his/her personal strengths and___ Has a good sense of his/her personal strengths and
weaknessesweaknesses
___ Learns from past mistakes___ Learns from past mistakes
___ Has persistence in carrying out assignments or activities___ Has persistence in carrying out assignments or activities
___ Is courageous in dealing with adversity and/or the___ Is courageous in dealing with adversity and/or the
unknownunknown
___ Keeps a personal diary or journal___ Keeps a personal diary or journal
___ Has a good sense of humor___ Has a good sense of humor
___ Possesses a sense of responsibility___ Possesses a sense of responsibility
___ Has strong opinions about controversial topics___ Has strong opinions about controversial topics
___ Marches to the beat of a different drummer___ Marches to the beat of a different drummer
___ Handles stressful events well (e.g. is resilient)___ Handles stressful events well (e.g. is resilient)
___ Has good character (e.g. honesty, integrity, fairness)___ Has good character (e.g. honesty, integrity, fairness)
___ Has the ability to set realistic goals for him/herself___ Has the ability to set realistic goals for him/herself
___ Has a sense of confidence or high self-esteem___ Has a sense of confidence or high self-esteem
___ Has good self-discipline___ Has good self-discipline
___ Has personal ambitions in life___ Has personal ambitions in life
___ Displays good common sense___ Displays good common sense
___ Possesses personal vitality, vigor, or energy___ Possesses personal vitality, vigor, or energy
Communication StrengthsCommunication Strengths
___ Explains ideas or concepts well to others___ Explains ideas or concepts well to others
___ Asks good questions___ Asks good questions
___ Is a good storyteller___ Is a good storyteller
___ Is a good joke teller___ Is a good joke teller
___ Has good listening skills___ Has good listening skills
___ Handles verbal feedback (especially negative feedback)___ Handles verbal feedback (especially negative feedback)
wellwell
___ Has good articulation ability___ Has good articulation ability
___ Is able to effectively use non-verbal cues to communicate___ Is able to effectively use non-verbal cues to communicate
with otherswith others
___ Is persuasive in getting someone to do something___ Is persuasive in getting someone to do something
___ Has good assertive skills without being pushy___ Has good assertive skills without being pushy
Emotional StrengthsEmotional Strengths
____ Is emotionally sensitive to perceiving the world around____ Is emotionally sensitive to perceiving the world around
him/herhim/her
____ Has an optimistic attitude toward life____ Has an optimistic attitude toward life
____ Can tell how he/she is feeling at any given moment____ Can tell how he/she is feeling at any given moment
____ Can easily pick up on the emotional state of another____ Can easily pick up on the emotional state of another
personperson
____ Is able to handle strong internal feelings in a____ Is able to handle strong internal feelings in a
constructive mannerconstructive manner
____ Receives gut feelings about things____ Receives gut feelings about things
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."

Social StrengthsSocial Strengths
___ Has leadership ability___ Has leadership ability
___ Has a good sense of empathy for others___ Has a good sense of empathy for others
___ Enjoys socializing with others___ Enjoys socializing with others
___ Is good at helping others___ Is good at helping others
___ Is kind or affectionate towards others___ Is kind or affectionate towards others
___ Has at least one good friend___ Has at least one good friend
___ Prefers working with others___ Prefers working with others
___ Likes to play board games and/or card games with others___ Likes to play board games and/or card games with others
___ Has skill in refereeing disputes conflicts between___ Has skill in refereeing disputes conflicts between
classmatesclassmates
___ Is polite and has good manners___ Is polite and has good manners
___ Is able to work out his/her own conflicts with others___ Is able to work out his/her own conflicts with others
___ Works well in groups___ Works well in groups
___ Volunteers his/her time in some worthy cause___ Volunteers his/her time in some worthy cause
___ Belongs to at least one club or social group (e.g. Scouts.)___ Belongs to at least one club or social group (e.g. Scouts.)
___ Has a good relationship with at least one family member___ Has a good relationship with at least one family member
___ Is friendly to others___ Is friendly to others
___ Is good at sharing with others___ Is good at sharing with others
___ Follows class rules___ Follows class rules
___ Has a good relationship with at least one teacher in the___ Has a good relationship with at least one teacher in the
schoolschool
___ Has good personal hygiene___ Has good personal hygiene
___ Trusts others without being taken in___ Trusts others without being taken in
___ Is liked by his peers___ Is liked by his peers
Cognitive StrengthsCognitive Strengths
___ Has good organizational skills___ Has good organizational skills
___ Has good study skills___ Has good study skills
___ Is able to use cognitive strategies (e.g. self-talk) in___ Is able to use cognitive strategies (e.g. self-talk) in
solving problemssolving problems
___ Is able to pay close attention to details___ Is able to pay close attention to details
___ Has a good short-term and/or long-term___ Has a good short-term and/or long-term
memorymemory
___ Is able to think ahead___ Is able to think ahead
___ Is able to become totally absorbed in an activity___ Is able to become totally absorbed in an activity
___ Can easily divide his attention between two or more___ Can easily divide his attention between two or more
activitiesactivities
Cultural StrengthsCultural Strengths
___ Has traveled to other countries___ Has traveled to other countries
___ Speaks more than one language___ Speaks more than one language
___ Is tolerant of others who have cultural, ethnic, or racial___ Is tolerant of others who have cultural, ethnic, or racial
differencesdifferences
___ Has pride in his/her own cultural, ethnic, or racial___ Has pride in his/her own cultural, ethnic, or racial
backgroundbackground
___ Likes to find out about historical events around the world___ Likes to find out about historical events around the world
___ Enjoys learning about different cultural traditions___ Enjoys learning about different cultural traditions

Literacy StrengthsLiteracy Strengths
___ Enjoys reading books___ Enjoys reading books
___ Has good reading comprehension___ Has good reading comprehension
___ Enjoys doing word puzzles or playing word games___ Enjoys doing word puzzles or playing word games
___ Is a good writer in one or more genres (e.g. poetry,___ Is a good writer in one or more genres (e.g. poetry,
stories, reports, letters)stories, reports, letters)
___ Is a good speller___ Is a good speller
___ Has a large vocabulary___ Has a large vocabulary
___ Enjoys listening to audio books or to someone telling a___ Enjoys listening to audio books or to someone telling a
story or reading out loudstory or reading out loud
Logical StrengthsLogical Strengths
___ Does well in science class___ Does well in science class
___ Can estimate things easily___ Can estimate things easily
___ Enjoys working with numbers and/or statistics___ Enjoys working with numbers and/or statistics
___ Is good at solving math problems___ Is good at solving math problems
___ Has a chemistry set or other science kit that he/she works with___ Has a chemistry set or other science kit that he/she works with
at homeat home
___ Has an interest in astronomy, chemistry, physics, or biology___ Has an interest in astronomy, chemistry, physics, or biology
___ Enjoys logical or number games or puzzles like Rubik’s cube___ Enjoys logical or number games or puzzles like Rubik’s cube
or Sudokuor Sudoku
___ Can easily calculate numbers in his/her head___ Can easily calculate numbers in his/her head
Visual-Spatial StrengthsVisual-Spatial Strengths
___ Has an aptitude for fixing machines___ Has an aptitude for fixing machines
___ Likes to create three-dimensional structures with building___ Likes to create three-dimensional structures with building
materialsmaterials
___ Is good at doing jigsaw puzzles or other visual puzzles___ Is good at doing jigsaw puzzles or other visual puzzles
___ Is able to read maps well___ Is able to read maps well
___ Reports being able to visualize images clearly___ Reports being able to visualize images clearly
___ Gets information more easily through pictures than words___ Gets information more easily through pictures than words
___ Is sensitive to the visual world around him/her___ Is sensitive to the visual world around him/her
Physical StrengthsPhysical Strengths
___ Has a good sense of balance___ Has a good sense of balance
___ Learns material best when moving around___ Learns material best when moving around
___ Likes to ride his/her bike, skateboard, and/or other self-powered___ Likes to ride his/her bike, skateboard, and/or other self-powered
personal vehiclepersonal vehicle
___ Is good at playing team sports like baseball, soccer, basketball, or___ Is good at playing team sports like baseball, soccer, basketball, or
footballfootball
___ Is good at playing individual sports like tennis, swimming,___ Is good at playing individual sports like tennis, swimming,
gymnastics, or golfgymnastics, or golf
___ Is in good physical health___ Is in good physical health
___ Likes to dance___ Likes to dance
___ Is physically strong___ Is physically strong
___ Is a fast runner or has other athletic abilities___ Is a fast runner or has other athletic abilities
___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)
___ Has good physical endurance___ Has good physical endurance
___ Has good physical flexibility___ Has good physical flexibility

Dexterity StrengthsDexterity Strengths
___ Has a hobby building model cars, planes, ships or other___ Has a hobby building model cars, planes, ships or other
similar projectssimilar projects
___ Displays good handwriting___ Displays good handwriting
___ Likes to juggle or do magic tricks___ Likes to juggle or do magic tricks
___ Enjoys hand crafts like knitting, crocheting, embroidery,___ Enjoys hand crafts like knitting, crocheting, embroidery,
or needlepointor needlepoint
___ Likes to make things with his/her hands___ Likes to make things with his/her hands
___ Has good tactile ability___ Has good tactile ability
___ Enjoys arts and crafts like origami, collage, and/or paper___ Enjoys arts and crafts like origami, collage, and/or paper
machémaché
___ Enjoys woodworking, carpentry, carving, and/or metal___ Enjoys woodworking, carpentry, carving, and/or metal
workwork
____Has good eye-hand coordination____Has good eye-hand coordination
Nature StrengthsNature Strengths
___ Has good rapport with animals___ Has good rapport with animals
___ Is good at taking care of plants in the classroom or at home___ Is good at taking care of plants in the classroom or at home
___ Is sensitive to weather patterns___ Is sensitive to weather patterns
___ Takes care of a pet at home or at school___ Takes care of a pet at home or at school
___ Is concerned about the welfare of the planet (e.g. is___ Is concerned about the welfare of the planet (e.g. is
ecologically-minded)ecologically-minded)
___ Likes to go hiking and/or camping in nature___ Likes to go hiking and/or camping in nature
___ Enjoys studying nature (e.g. insects, plants, birds, rocks,___ Enjoys studying nature (e.g. insects, plants, birds, rocks,
and/or animals)and/or animals)
___ Likes to hunt or fish___ Likes to hunt or fish
___ Has a good sense of direction___ Has a good sense of direction
Musical StrengthsMusical Strengths
___ Is sensitive to the rhythms of music___ Is sensitive to the rhythms of music
___ Enjoys playing a musical instrument___ Enjoys playing a musical instrument
___ Knows the music and lyrics of many songs___ Knows the music and lyrics of many songs
___ Has a particular interest in one or more musical___ Has a particular interest in one or more musical
genres (e.g. rock, classical, jazz)genres (e.g. rock, classical, jazz)
___ Enjoys listening to music___ Enjoys listening to music
___ Has a good sense of hearing auditory acuity___ Has a good sense of hearing auditory acuity
___ Has a good sense of pitch___ Has a good sense of pitch
___ Has a good singing voice___ Has a good singing voice
___ Makes up his/her own tunes or melodies with or___ Makes up his/her own tunes or melodies with or
without/lyricswithout/lyrics
High Tech StrengthsHigh Tech Strengths
___ Likes to spend time using a computer, tablet, or smart___ Likes to spend time using a computer, tablet, or smart
phonephone
___ Has a facility for playing video games___ Has a facility for playing video games
___ Likes to surf the Internet___ Likes to surf the Internet
___ Knows how to set up audio-visual or computer equipment___ Knows how to set up audio-visual or computer equipment
___ Likes to text on the phone___ Likes to text on the phone
___ Enjoys social networking (e.g. blog, website, Facebook)___ Enjoys social networking (e.g. blog, website, Facebook)
___ Enjoys using a still camera or video camera to record___ Enjoys using a still camera or video camera to record
events or express him/herselfevents or express him/herself
___ Has several his/her own favorite movies or TV shows that___ Has several his/her own favorite movies or TV shows that
he/she likes to talk abouthe/she likes to talk about
____Understands at least one computer language____Understands at least one computer language

Creative StrengthsCreative Strengths
___ Expresses him/herself dramatically___ Expresses him/herself dramatically
___ Has a good imagination___ Has a good imagination
___ Enjoys doodling, drawing, and/or painting___ Enjoys doodling, drawing, and/or painting
___ Likes to act in plays and skits___ Likes to act in plays and skits
___ Works well with clay or other forms of sculpture___ Works well with clay or other forms of sculpture
___ Demonstrates creativity in one or more school assignments___ Demonstrates creativity in one or more school assignments
___ Possesses a love of beautiful things___ Possesses a love of beautiful things
___ Has ideas for futuristic or fantastic projects___ Has ideas for futuristic or fantastic projects
___ Comes up with ideas that nobody else has thought of___ Comes up with ideas that nobody else has thought of
Spiritual StrengthsSpiritual Strengths
___ Enjoys meditation, yoga, or some other form of___ Enjoys meditation, yoga, or some other form of
contemplationcontemplation
___ Asks big life questions (e.g. what is the purpose of___ Asks big life questions (e.g. what is the purpose of
life?)life?)
___ Has a deep sense of wisdom___ Has a deep sense of wisdom
___ Participates in religious or other spiritual events___ Participates in religious or other spiritual events
___ Has a philosophical attitude toward life___ Has a philosophical attitude toward life
___ Has a strong faith in something higher than___ Has a strong faith in something higher than
him/herselfhim/herself
Miscellaneous StrengthsMiscellaneous Strengths
___ Likes collecting things (e.g. stamps, coins, buttons)___ Likes collecting things (e.g. stamps, coins, buttons)
___ Loves to cook___ Loves to cook
___ Has a love of learning new things___ Has a love of learning new things
___ Is a good test taker___ Is a good test taker
___ Possesses a good memory for nighttime dreams___ Possesses a good memory for nighttime dreams
___ Is curious about the world around him/her___ Is curious about the world around him/her
___ Has a good sense of time___ Has a good sense of time
___ Manages money well___ Manages money well
___ Has good fashion sense in the clothes he/she wears___ Has good fashion sense in the clothes he/she wears
___ Has good entrepreneurial skills (e.g. has started own___ Has good entrepreneurial skills (e.g. has started own
business) started his/her own businessbusiness) started his/her own business
Other StrengthsOther Strengths (write in other strengths not mentioned(write in other strengths not mentioned
elsewhere in checklist):elsewhere in checklist):

 Positive Role ModelsPositive Role Models
 Assistive Technologies/UDLAssistive Technologies/UDL
 Strength-Based Learning StrategiesStrength-Based Learning Strategies
 Enhanced Human Resource NetworkEnhanced Human Resource Network
 Affirmative Career AspirationsAffirmative Career Aspirations
 Positive Environmental ModificationsPositive Environmental Modifications

Boyle’s Law - 8 WaysBoyle’s Law - 8 Ways
 LinguisticLinguistic - verbal definition- verbal definition

Boyle’s LawBoyle’s Law
For a fixed mass and temperature of
gas, the pressure is inversely
proportional to the volume.

• Logical-MathematicalLogical-Mathematical - equation- equation

Boyle’s LawBoyle’s Law
P x V = K
4ATM x 2cm³ = __
2ATM x __ = 8
8ATM x __ = 81cm³
8
4cm³

 Logical-MathematicalLogical-Mathematical - equation- equation
• SpatialSpatial – visual metaphor– visual metaphor

 SpatialSpatial - visual metaphor- visual metaphor
 Bodily-KinestheticBodily-Kinesthetic - mouth experiment- mouth experiment
 MusicalMusical – Boyle’s law chant– Boyle’s law chant

Boyle’s Law ChantBoyle’s Law Chant
When the volume goes down
The pressure goes up
The blood starts to boil
And a scream erupts
“I need more space or I’m going to frown!”
The volume goes up
And the pressure goes down.

 SpatialSpatial - visual metaphor- visual metaphor
 Bodily-KinestheticBodily-Kinesthetic - mouth experiment- mouth experiment
 MusicalMusical - Boyle’s law chant- Boyle’s law chant
 InterpersonalInterpersonal – cooperative activity– cooperative activity
 IntrapersonalIntrapersonal – “think of a time in your life”– “think of a time in your life”
 NaturalistNaturalist– marine biology– marine biology

MI Lesson Plan Mind-MapMI Lesson Plan Mind-Map
Objective
Linguistic - How can I
use the spoken or
written word?

Objective
use the spoken or
written word?
Logical-Mathematical - How can I
bring in numbers, calculations,
logic, classifications, or critical
thinking?

Objective
use the spoken or
written word?
thinking?
Spatial - How can I use
visual aids, visualization,
color, art, or metaphor?

Objective
use the spoken or
written word?
thinking?
Musical - How can I bring in music or
environmental sounds, or set key points in
a rhythmic or melodic framework?

Objective
use the spoken or
written word?
thinking?
Bodily-Kinesthetic - How can I
involve the whole body or the use
of hands-on experiences?

Objective
use the spoken or
written word?
thinking?
of hands-on experiences?Naturalist - How can I incorporate
living things or systems?

Objective
use the spoken or
written word?
thinking?
Interpersonal - How can I engage
students in peer sharing, cooperative
learning, or large group simulation?

Objective
use the spoken or
written word?
thinking?
Interpersonal - How can I engage
students in peer sharing, cooperative
learning, or large group simulation?
Intrapersonal - How can I evoke
personal feelings or memories, or
give students choices?

SpellingSpelling
Linguistic - Traditional
approaches
Spelling

• copy ten times
• use in a sentence
• syllabify it
• look it up in the dictionary
• take practice tests

SpellingSpelling
approaches
Logical-Mathematical -Digitalize
words (or use code)
Spelling

Consonants = 1
Vowels = 0
Foundation = 1001101001

A = 1
B = 2
C = 3
etc.
Foundation = 6-15-21-14-4-1-20-9-15-14

SpellingSpelling
approaches
words (or use code)
Spatial - Visualize words
Spelling

SpellingSpelling
approaches
words (or use code)
Musical - Sing words
Spelling

SpellingSpelling
approaches
words (or use code)
Bodily-Kinesthetic -Stand up on
vowels, sit down on consonants
Spelling

SpellingSpelling
approaches
words (or use code)
Naturalist - Spelling outside (use
naturalist lists)
Spelling

SpellingSpelling
approaches
words (or use code)
naturalist lists)
Interpersonal - People spelling
Spelling

SpellingSpelling
approaches
words (or use code)
naturalist lists)
Interpersonal - People spelling
Intrapersonal - Personalized
spelling lists
Spelling

Learning Centers ActivityLearning Centers Activity
 Select an MI symbolSelect an MI symbol
• Do the activity listed on the sheet.
• When you hear five consecutive beats go to
the next center (clockwise)
• Go to your seat on ‘’shave and a haircut two
bits”’
• On the signal (drum beat) go to that MI
center (bring handouts, pencil or pen).

Instructional Objective:
To make students aware of the
dangers of fast food eating, and
the benefits of eating a healthy
diet.

Word Smart -
Logic Smart -
Picture Smart -
Music Smart -
Body Smart -
Nature Smart -
People Smart -
Self Smart -

Group ActivityGroup Activity
 Select a scribeSelect a scribe
• Choose a specific topic
• Brainstorm strategies using
mind-map
• Be prepared to demonstrate one
30-second strategy

ResourcesResources
Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired
Brain. Cambridge, MA: DaCapo Lifelong, 2010.
Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special
Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
Armstrong, Thomas. Multiple Intelligences in the Classroom, 3nd Ed.. Alexandria, VA: ASCD, 2009.
Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences: Revised and
Updated with Information on 2 New Kinds of Smart. , New York: Plume, 1999.
Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences.
New York: Tarcher/Putnam-Penguin, 2000.
Armstrong, Thomas. The Multiple Intelligences of Reading and Writing: Making the Words Come Alive.
Alexandria, VA: ASCD, 2003.
Armstrong, Thomas. You’re Smarter Than You Think: A Kids’ Guide to Multiple Intelligences. Minneapolis,
MN: Free Spirit, 2003.
Campbell, L. and B. Campbell. Multiple Intelligences and Student Achievement: Success Stories from Six
Schools. Alexandria, VA: ASCD, 2000.
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.
Gardner, Howard.. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic, 1999.

Contact InformationContact Information
• Email: thomas@institute4learning.com
• Website: www.institute4learning.com
• Blog: http://institute4learning.com/blog/
• Twitter: @Dr_Armstrong

How to Follow Up This PresentationHow to Follow Up This Presentation
Research in the field of staff development suggests that single presentations by themselves do not produce
significance change, but rather that on-going programs serve to keep the ideas alive, provide opportunities for
practice and feedback, and establish an atmosphere of trust and safety necessary for effective transformation of
teaching practices. Consequently, I’d like to suggest three different structures for on-going support of the ideas
I’ve “planted” in this presentation
1. Curriculum Planning Groups. These groups would consist of 5-10 teachers who would come together
regularly to plan lessons, units, semester long themes, or other curricular modules based on the theory of multiple
intelligences. Teachers could use the brainstorming/mind-mapping techniques used in this presentation as a
format for each meeting. Each teacher could choose to take primary responsibility for at least one intelligence so
that group members could pool their respective expertise in developing teaching strategies that cover all 8
intelligences. Each meeting might begin with a sharing of how strategies developed in the previous meeting
worked or didn’t work. Group members could help provide feedback and support in revising or developing new
curricular strategies.
2. Support Groups. These groups are more generic sources of support for teachers charting new directions in
their teaching approaches as they seek to incorporate the philosophy as well as the specific tools of multiple
intelligences theory. A suggested format for each group meeting might go as follows:
a. Success Sharing: The first five minutes of the meeting, participants share something positive
that happened to them in their teaching since the previous support group.

b. Negotiating for Time: Participants then tell the group what they would like
individual help with and how much time they need from the group (e.g. “I need ten minutes for some
feedback on bodily-kinesthetic and musical strategies for teaching regrouping in subtraction” or “I
need fifteen minutes just to let off a little steam about a parent’s criticism of MI theory”). Time
amounts may need to be adjusted so that everyone has an opportunity to have their needs met. Then
the main part of the meeting involves each of these individuals getting help in the areas they have
specified.
c. Networking and Resource Sharing: The last part of every meeting can be an
informal “party-like” atmosphere (with refreshments etc.) where participants network and share
teaching materials they’ve found effective.
3. Study Groups. These groups are structured around my book Multiple Intelligences in the
Classroom. Before each meeting, participants read a chapter in the book and do one or more of the
suggested activities at the end of the chapter. They then come together to discuss the material in the
chapter and to share the results of the activities. Another way of doing this would involve
participants talking about the material in the chapter at one meeting, and then at the next meeting
sharing experiences suggested at the end of the chapter. Study groups provide an opportunity for
teachers to talk about MI theory and connect it to their own classroom experience in a safe and
positive small group atmosphere.
Follow-Up (page 2):

Leonardo da Vinci’s IEP Meeting

Principal: ”Okay, I think we’re ready to start. Who
wants to get the ball rolling?”‘

School Psychologist: ”Well, I ran him through some
tests, but his attention was all over the place. He kept
looking at a part of the wall in my office where the
plaster had fallen off, and said he saw a battleship
fighting a dragon. I’m wondering whether he needs a
workup by a psychiatrist to rule out possible psychotic
features.”

Learning Disability Specialist: “I’m concerned that
he occasionally writes backwards. As you know,
this is a soft sign for neurological dysfunction.”

Classroom Teacher: “Yes, I’ve seen those reversals
in my classroom. He never seems to get any work
done. He’ll start one thing and then lose interest.
He’s always doodling in the margins of the
worksheets I give him. And when he’s not doing
that, he’s looking out the window daydreaming.”

Learning Disability Specialist: ”I’ve noticed that in
my remediation sessions with him. He appears to
be a good candidate for psycho-stimulant
medication.”

Classroom Teacher: ”Yes! That would help me SO
MUCH! Last week, we found him in the boiler
room with a screw driver. He said he had a great
idea about how to improve the heating duct
system in the school. We had to put him on

Learning Disability Specialist: ”He’s falling way
behind in reading and most of his other academic
subjects, although, his math and science aren’t too
bad. I recommend that we take him out of his art
class for more one-on-one remediation to focus on
his spelling, handwriting, and phonemic awareness
skills.”

Principal: “That sounds like a great idea. And can
you set up some workable instructional objectives?
I’m concerned that with the Common Core
Standards just around the corner he’s going to be
lost. And then what’s going to happen to him? I
mean, he can’t exactly make a living by doodling,
now, can he?”

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