Click the above link to view Word documents for all the handouts and the Instructor Manual for this chapter.
Multiple Intelligences
The TruTalent Intelligences Assessment
The TruTalent Intelligences Assessment is included in Career Success by using the access code on the inside of the front cover. This assessment takes approximately 15 minutes. Here are the directions for administering the assessment.
- The purpose of this assessment is to identify your personal strengths and matching majors.
- Answer the questions honestly.
- Avoid answering with what you think you should say or what you want to be true.
- Take the assessment when you are well rested and have time to complete it.
- There are no right or wrong or good or bad answers. Each person has a unique intelligence profile.
- Answer with what comes to mind first; do not overanalyze your answers.
Multiple Intelligences Matching Quiz
Use this Multiple Intelligences Matching Quiz to review brief definitions of the different intelligences and match famous people with the different intelligences. The second part of the quiz challenges students to give examples of famous persons with the different intelligences. The second part of the quiz could be used as a group activity. As a variation, set a time limit and give a prize to the group with the most examples. At least one example from each category is required. Note that the Existential category (Gardner's newest category) is not included in the printed textbook, but is included in CollegeScope, the MI Advantage and this exercise.
Quiz Answers: E. Michael Jordan, bodily kinesthetic; I. Aristotle, existential; B. Martin Luther King, Jr, interpersonal; G. Sigmund Freud, intrapersonal; F. William Shakespeare, linguistic; C. Albert Einstein, mathematical; A. William James ("will.i.am"), musical; H. Charles Darwin, naturalist; D. George Lucas, spatial.
Other Multiple Intelligence Quizzes
The quiz, "What Do You Know about Multiple Intelligences?" can be used to introduce this topic. It mentions famous people and challenges students to identify their primary intelligence. Here are the answers to the quiz: 1. bodily-kinesthetic, 2. Naturalist, 3. Spatial, 4. Logical-mathematical, 5. Inter-personal, 6. Musical, 7. Intra-personal, 8. Linguistic
Here is another Multiple Intelligence Quiz to help student identify their multiple intelligences. To summarize the results, it has a multiple intelligence grid that students can use to record their multiple intelligences. You can draw this grid on the board and ask students to identify their multiple intelligences. Put their responses on the grid. Using this grid, you can identify the predominant multiple intelligences in your class.
Multiple Intelligences Scenarios
The Multiple Intelligences Scenarios can be used to help students understand that multiple intelligences can be improved if they are important. Both linguistic and mathematical intelligences are important for college success. This exercise includes scenarios in both of these areas and challenges students to make suggestions on how to improve them. Use this exercise for small group discussion.
Multiple Intelligences and Learning
Use the handout, Learning and Multiple Intelligences, to help students identify additional learning strategies based on their multiple intelligences.
Crystallizers and Paralyzers
Each individual’s life history contains crystallizers that promote the development of intelligences. Have students look at their highest scores on the multiple intelligences activity and write down at least two crystallizers they experienced that may have helped you to develop these intelligences. For example, they may have been praised for your athletic skills and developed bodily kinesthetic intelligence.
Each individual’s life history also contains paralyzers that inhibit the development of intelligences. Have students look at their lowest scores on the multiple intelligences activity and write down two paralyzers that may have discouraged them from developing this intelligence. For example, you may have been corrected many times on your piano lessons and gave up learning the piano. Summarize this activity by having students write a discovery statement. A classroom handout is available for this activity at the end of the chapter in the printed text. For the online text, click on Crystallizers and Paralyzers to view this file.
Multiple Intelligence and IQ
This exercise can help your students understand the difference between IQ and Multiple Intelligences (MI). Have each student pick a number from 1-100 out of a hat. Then have students group themselves by ranges as in an IQ scale. If you have a small group, make the numbers 1-10, 11-20, 21-30, 31-40, 41-50, 51-60, 61-70, 71-80, 81-90 and 91-100. Discuss the advantages and disadvantages of this kind of number system. Discuss the concept of individuality and how no two students are alike as suggested by traditional IQ tests. As a follow-up, have the students complete the MI Advantage. Put each MI on a index card and arrange them from strongest to weakest. They can return to their original number groups and share their MI results. They will find much variety in each group.
Teach with Multiple Intelligences in Mind
As you are thinking of different ways to present materials appealing to many different learning styles, consider how you can appeal to multiple intelligences. For example, use music in the classroom and find ways to involve bodily-kinesthetic types in learning.
Goal Setting
Directions for My Lifetime Goals: Brainstorming Activity
Use the exercise My Lifetime Goals: Brainstorming Activity to begin this activity. Introduce the topic of brainstorming and use it to brainstorm lifetime goals as a classroom activity. The rules of brainstorming are as follows:
1. Set a time limit.
2. Set a goal, target or quota of items to be generated.
3. Write down any idea that comes to mind.
4. Do not censure yourself or others. (Don’t judge the ideas; just write them down.)
5. After the brainstorming, pick out the best ideas. If all your ideas are best, you have not given yourself the freedom to write everything that comes to mind.
Use this outline for the brainstorming session:
1. Have students spend 3-5 minutes brainstorming answers for the question, “What are my lifetime goals.” Challenge students to come up with 10 answers in the 3-5 minutes. Then give about 1-2 minutes for students to underline or highlight their best answers. Ask for volunteers to share their most important goal.
2. Continue with the second question, “What would I like to accomplish in the next five years?” Ask students to think about their educational goals during this time. Challenge students to come up with 10 answers in 3-5 minutes. Then give time to underline or highlight the best answers.
3. Continue with the third question in the same manner, “What goals would I like to accomplish in the next year? What are some steps you can begin now to accomplish your lifetime goals? Highlight or underline the best answers.
Discuss long range, intermediate and short-term goals reflected in the different questions asked above.
Students then take this brainstorming list as raw material for completing My Lifetime Goals. Students can complete this last step in class or as a homework assignment.
Evaluate the most important goal using the Successful Goal Setting handout. Handouts for the goal setting exercise are located at the end of the chapter in the printed text.
Create Your Future
The Create Your Success exercise helps students accept responsibility for their actions, whether positive or negative. It is located at the end of the chapter in the printed text. Collect this exercise and read the best ones to the class. Maintain confidentiality by reading the examples without identifying the students’ names.
Click on Video Clips to view the videos available for use in the classroom or online.