1. 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 to
draw and design, and enjoy
puzzles
Ability to move the body with
skill and control, expertise in
using the body to express ideas
and feelings
Ability to recognize patterns
and sounds; sensitivity to Pitch
and rhythm; the capacity to
perceive, express, transform or
discern musical forms; think in
tones, and learn through
rhythm and melody
Ability to understand and
communicate effectively with
others, 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