Hey everybody, now we come to the second kind of test that I use in advanced self-image
analysis of a personality. This is called multiple intelligence type. Now this is all
credit goes to an educational psychologist called Howard Gardner. I found this very useful
to use in personality evaluation because it classifies intelligence beyond the boundaries
of the modern narrow IQ tests and personality tests that are available. This is not very
commonly used but I found this to be very true and I use all this stuff which is applicable
through and can be practically and pragmatically used with our kids, with the young adults,
with the adults even of an older generation perhaps who never knew they had this intelligence
type. So what is this multiple intelligence type about? Let's find out. What is multiple
intelligence type? Each one of us excels in one area of intelligence or intellect. Some
are musical, some are scientific, some are mathematical, some are nature lovers etc.
There are so many different types. All of us are needed and required to build the good
earth. Okay people. Multiple intelligences were developed but much neglected in the
mainstream education system and evaluation system. It was developed by Howard Gardner.
I think this guy was a Canadian educational psychologist. He developed a theory about
people and the different types of intelligences, logical, visual, musical etc. A person may
have two or more dominant types of intelligences and maybe there are some individuals who have
a balance of all seven types of intelligence that they studied. He has documented it and
he has classified it. To help understand this better, a simple test which I take in the
evaluation on my Excel sheet will help you determine what is your child or if you are
a young or mature adult. What is an intelligence type? It's good to know. Again, this is a
scale nothing to do with good or bad. It's just a profile of the areas of your personality
you have. How many intelligence types do you have and how do they dictate your life? How
do you perceive your reality? How do you cognize your reality? Take two of the highest course
if you want to narrow it down really hard if there are prominent areas where you shine
and we don't etc. So, let's see the pie chart again. There is the sample report. There
are seven types of intelligences which he classifies. So, this pie is divided into seven
pieces. What are those? Existential, linguistic, logical, mathematical, musical, bodily and
kinesthetic, spatial and visual, interpersonal, interpersonal, naturalist. Existential, I think
we already covered. So, these are the seven types. As we can see this pie chart gets
split pretty much in even sizes of the pie so to speak. But this person seems to have
more of musical qualities followed by interpersonal qualities. We can make a good musician because
logical mind is also needed for musicians in a way even though they might not be good
with numbers. Music is pretty much mathematical in notes. So, let's see what each one of these
types is quickly. Existential intelligence. What is the core characteristic of this? They
are about collective consciousness, the capability to see how something relates to the big picture.
Now, tie this in context with the other videos of advanced as well as basic. You start seeing
a pattern here. That's the beauty of these things. Collective values, understanding the
classical western values of truth, goodness and beauty. Summation iteration. What does
this mean? Summative iteration. Kind of a tongue-pister. The ability to summarize details
into a larger understanding. Intuitive iteration. A responsiveness to the impangible qualities
of being human, be it responding to arts, philosophical virtues or religious tenets.
Students or young adults or mature adults, let's just put it adults. Adults with a strong
existential intelligence, what do they seek? They seek meaningful learning. They look for
connections across the curriculum. They try to connect the dots. Like to synthesize ideas
based on their learning. Something of this type of more, I think. I haven't taken the
test yet. Enjoy literature and customs from other cultures. I have done that. Have a strong
connection with family and friends. Develop strong identity with the neighborhood and
town. Express a sense of belonging to a global community. These are the globalists of our
world. They like to get involved with social and political causes. They can have a strong
commitment to their health and well-being. Tend to look for information relative to the
context in which it is presented. Some more on existential intelligence. To support this
intelligence in the classroom, because he was an educational psychologist, what do you
do for such children and for such adults? Offering an overview before starting the new
instruction. Teaching by considering topics from multiple points of view. Relating material
to global themes and concepts. Connecting the dots seems to be a big quality about them.
Creating your instruction across the curriculum means one subject to another. You are trying
to connect the dots. Like you are finding similarity between history and geography, for
example. Including the arts in instruction where appropriate. Do you show things by
pictures? Discussing how topics are important to the classroom, school, community or world.
Bringing in resource people who offer additional perspectives on a topic. Like getting a guest
lecture or kind of thing. Helping students learn to cohesively summarize what they have
learned. Summarize. Allowing students to demonstrate learning by applying understanding in new and
different contexts. Having students participate in rubric development for performance based
tasks so that they can take ownership for their learning. Technologies that stimulate
this intelligence are Art Replica, Planetarium, Stage Drama, Classic Literature, Classic
Philosophy, Symbols of World Religions, Virtual Communities, Virtual Art Exhibits, Virtual
Field Trips, MUDs, I don't know what that means. Blogs, Wikis, Virtual Reality, Simulations.
Because these are very conceptual people, they need to tie into big picture. These are big
picture kids and adults. Okay.
Linguistic Intelligence. What are these chaps about? Core characteristic, ideation, thinking
and remembering through internal language. Functional literacy, understanding the rules
and functions of language. Self-regulation, analyze one's own use of language. Adaptation,
apply the rules of language to new and different contexts. Oral expression, explain and express
oneself verbally. Written expression, explain and express oneself in writing. Students with
strong linguistic intelligence appreciate the subtleties of grammar and meaning. These
are the linguists of our world. They write. They are the Shakespeare's of the world. Spell
easily. Enjoy word games, understanding jokes, puns and riddles. Use descriptive language.
They are good storytellers. Internalize new information through lecture and discussion.
Demonstrate understanding easily through discussion and essay.
What are some more characteristics? How do we teach these guys? To support this intelligence
and classroom or teaching environment, you do exploring new vocabulary, learning terms
and expressions from other languages. Multilingual, encouraging opportunities for public speaking,
incorporating drama into learning. Keeping daily journals, promoting opportunities for
creative writing, nurturing oral storytelling, including opportunities for expository and
narrative writing. Utilizing quality children's and young adult literature in classroom.
Reading out a classical work, for example. Technologies that stimulate this intelligence
are text book, pen, pencil, worksheet, newspaper, magazine, word processing, electronic mail,
desktop publishing. I mean, this list is a little old. We have many more, much better
tools on the web on YouTube, everywhere these days. Just take it for what it is now. Web-based
publishing, keyboards, speech recognition devices, text bridges. Like I said, this list
is a little old. Next one is logical mathematical type of intelligence. Core characteristic
is linear reasoning, seeking order and consistency in the world. Mathematicians of the world.
Concrete reasoning, breaking down systems into their components. Abstract reasoning, using
symbols to represent concrete ideas. Causal relationships, identifying cause and effect
within a system. The engineers, the scientists. Complex operations, performing sophisticated
algorithms. Students with a strong logical intelligence seek order. The reason scientifically,
they identify relationships, they enjoy testing theories, they like compelling, completing
puzzles, compelling even. Excel at calculating numbers. Solving problems instinctively. Analyze
abstract ideas, manipulate functions, perform these operations at a rapid rate. So how can
you support these people in our world? To support this intelligence in the classroom,
we can do following things. Creating intrinsic and extrinsic order in your classroom. Presenting
criteria at the beginning of an activity to provide structure. Offering open-ended problem
solving tasks. Including convergent thinking activities and instruction. Promoting experiments
which test student hypotheses. Using syllogisms in a language, I don't know what that is.
Encouraging classroom debate. Incorporating puzzles into learning centers. Setting short
term achievable goals for the class. Allowing students to participate in building assessment
rubrics. Technologies that support this intelligence. Again, it might be a little outdated. Lecture.
Cuisineir rods. I don't know what the hell that is. Unifix cubes. Tan on tangrams. Measuring
cups. Measuring scales. Ruler, yardstick, slide rule, graphic calculator, spreadsheet,
research engineer, directory, FTP clients, gophers, web quests, problem solving tasks
and programming languages. Half of this seems very geeky to me but yeah, you can do a research
on this. Okay. I've captured the base material here. We can go further with this.
The next is interpersonal intelligence. Core characteristics. They have collaborative
skills. The capability to jointly complete tasks with others. They have a cooperative
attitude. The willingness to offer and accept input. Leadership. Recognition by peers as
someone to follow. They have social influencers. Social influence and ability to pursue others.
Marketing chaps. The great digital marketing these days. Social empathy and awareness and
concern for others. Social connection. A skill for meaningfully relating to others. Students
with a strong interpersonal intelligence seek support of a group. They value relationships.
They enjoy collaborative work. They solicit input from others. They enjoy this. They enjoy
sharing about themselves. Display of winning personality. Tend to be a natural leader.
How do we support these people? Allowing interaction among students during learning
tasks. Including activities where students work in groups. Providing opportunities for
students to select their own groups. Forming cooperative groups where each member has an
assigned role. Planning activities where students form teams to be successful. Allowing competition
that promotes higher level achievement. Incorporating structured dramatic activities in which students
can role play. Role playing. Utilizing resource people to invigorate your classroom. Promoting
interaction with other classes by participating in learning tasks together. Technology is
the stimulates this intelligence. Discussion. Class discussion. Group discussions. Post-it
notes. Gritting cards. Laboratory. Telephone. Walkie-talkie. I mean we don't even use walkie-talkie.
It's all mobile phones. And apps. Chat apps. You can substitute there. Intercom board games.
Costumes. Collaborative projects. Web chats. There you go. Social media group discussions.
This is the prominent thing these days. Virtual media. Message boards. Instant messenger.
They need more communication basically. Okay. Interpersonal intelligence. What is their core
characteristic? We've got totally seven so just bear with me here. Effective awareness.
Knowledge of one's feelings. Attitudes. Outlook. Ethical awareness. The setting of one's principles
and moral priorities. Self-regulation. Monitoring of one's own thoughts, actions and behavior.
Metacognition. The awareness of one's own thought processes. Cognition of your own cognition is
metacognition. It's like you are aware of your own thought process. I re-meditated. Students with
a strong interpersonal intelligence are comfortable with themselves. Express strong like or dislike
of a particular activity. Communicate with their feelings. Communicate their feelings. Sense their
own strengths and weaknesses. Show confidence in their abilities. They set realistic goals.
They make appropriate choices. They follow their instincts. Express a sense of justice and fairness
for all. Relate to others based on the sense of self. Wish we could do more of these kind of leaders
these days. How do we support these kind of children and young adults? Differentiating
instruction. Always try to develop critical thinking for these people. Very important. You can see
the critical thinking in my corporate seminar series if you don't know what I mean. Using analogies
in making comparisons. Providing activities which offer learner choices. Having students set goals
for themselves in the classroom. Including daily journal writing in your classroom routine. Providing
opportunities for learners to express their feelings on a topic. Allowing opportunities for
student reflection on learned subjects. Examining the current events in terms of social justice,
social norms, etc. Utilizing interest. Inventories. Question as interviews and other approaches
to measuring student growth. Including student self assessment in classroom assessment strategies.
Technologies that stimulate are journals, diaries, surveys, voting machines, learning centers,
children's literature, class discussion, the love group discussion, real-time projects,
online surveys, online forms, digital portfolio, self-assessment. Quite a long list there.
Bodyly and kinesthetic or kinesthetic intelligence. Kinesthetic means a sense of touch. Core
characteristics are sensory. Internalizes the information through bodily sensation. Reflexive
responds quickly and intuitively to physical stimulus. Tactile. Demonstrates well-developed
gross or fine motor skills. Concrete. Expresses feelings and ideas through body movement.
They are well coordinated. They show dexterity, agility, flexibility, balance and poise. These
are the gymnasts, the athletes of the planet. Task-oriented. Strive to learn by doing. Practice
to become perfect. They are the Tiger, who is that guy who is a golf Tiger Woods. Students with
strong kinesthetic intelligence seek to interact with their environment. They enjoy hands-on
activities. They can remain focused on a hands-on task for an extended period of time.
They may demonstrate fine or gross motor ability. They prefer learning centers to seat work.
They don't like sitting around. They like to physically do things. Seek out other students
who are physically gregarious. They master principle once they can manipulate materials
that demonstrate a concept. You have to be very demonstrating physically to these kids.
Enjoy group games, activity, learning, tasks. They are different from children who are hyperactive.
They are important points.
How can we support these kids? Providing hands-on learning centers.
Incorporating creative drama in your instruction in the classroom.
Including interactive games and reviewing and remediating content.
Offering experiences in movement to rhythm and music. Engaging students in hands-on science
experiments. Utilizing manipulative techniques in math instruction. Allowing opportunities for
building and taking apart. Encouraging students to construct physical representation of concepts.
Keeping students physically moving through the school day.
Technology they stimulate. Construction tools. Kitchen utensils. Anything handsy. Screw,
lever, wheels, axel. Inclined plane. Pully, veg. Like a chain pulley block. Physical
education equipment. Manipulative materials. Joystick mouse is like an asset. A little older-lessed.
Visual intelligence. Core characteristics. Spatial awareness. Solving problems with spatial orientation.
Non-sequential reasoning. Thinking in divergent ways. Visual acuity. Assessment of information
based on principles of design and aesthetics. Imagination. Seeing possibilities before engaging
them in the physical world. These are the visionaries of the world. Einstein was like this.
Small motor coordination. Creating, building. Arranging and decorating. They can even be the
interior decorators. Students with strong visual intelligence seek ocular stimulation. Meaning
visual stimulation. Responding to color. Line. Shape. Can see ideas. Einstein. Use mental images
for mnemonic devices. They imagine possibilities. They live in a world of possibilities. These
are the futuristic people. Enjoy expressing themselves through arts. They appreciate symmetry
and congruence. They enjoy rearranging their environment. They can manipulate three-dimensional
models in their minds. Understand the concept in action. How can we support these kids?
Allowing student movement around the learning environment. Providing a visually stimulating
environment. Lots of slides. Lots of visual stuff. Sketching plans and before beginning work.
Brainstorming ideas. You know the mind mapping tool that we have. All kinds of visual tools.
Semantic mapping. Guided imagery exercises. Working with manipulatives. Diagramming the
abstract concepts. Showing in pictures. Providing visual assessment and performance tasks.
Utilizing visual technologies. Just kid pics and powerpoint. Now of course there are plenty others.
Technologies stimulate. Again little outdated. Use the modern ones. Over at projector, television,
video. We can put computer tools. Art supplies. Chalk board. Drivers board. Slideshows. Charting,
graphing. Monitor. Digital camera. Camcorder. Camper even gone. Nobody even uses these days.
And all the camera and all the other software that you can use. Whatever be photoshop, sketchbook,
etc. Digital movies. Animation. Next is rhythmic. Musical intelligence.
Rhythm intelligence. Core characteristics. Oral orientation. Heightened listening ability.
Patterning. They seeking all kinds of patterns not just in sound. Important to remember.
Resonance. Identification in patterns is an expression of experience.
Audiation. Thinking musically rather than verbally. This is like the chaps who make
musicals as movies. Students with strong rhythmic intelligence seek patterns in new
information. Find patterns in their environment. They are particularly drawn to sound. Respond
to cadence in language. Enjoy moving to rhythms. They pick up terms and phrases in foreign languages
very easily. They use patterns to both internalize and recall skills, ideas and concepts. These guys
can become even linguists. How do we support them? In classroom we engage them with working with
pattern blocks. Hearing sounds in one's environment. Moving to rhythm. Drawing visual patterns.
Learning a foreign language. Identifying rhyme schemes. Finding patterns in sequences of numbers.
Listening to symphony. Deciphering code. Learning to read music. The language of the music.
Technology is a stimulate pattern blocks, puzzles, musical instruments, phonograph,
headphones. Of course these days we have tons of the other ones. So I'll just leave you with the list.
Last on our list. But never the least we need lots of these actually.
Naturally, naturalist intelligence. Natural orientation. What's the core characteristic?
They have a natural orientation towards identification with living organisms and their
environments. Earth. Physical geography. Attribute orientation to finding common
trails among items. Common traits. They are trying to find commonality like the synthesis of things.
Categorization. Identifying categories by attribute. Hierarchical reasoning. Ranking items
by significance and relationship. Schematic memory. Internalizing and recalling information
by attribute. Category or hierarchy. Students with strong naturalist intelligence. What do
they like? They are intrinsically organized. They demonstrate empathy with nature. These are the earth
lovers. Pick up on subtle differences in meaning. They like to make collections of materials. They
enjoy sorting and organizing materials. They impose their own sense of order on new information.
And something of this. Respond to semantic mapping activities. They prefer charts, tables,
diagrams and timelines. I'm making a presentation. How do we support them?
Using graphic organizers. Providing and sorting. Attribute grouping tasks. Brainstorming categories.
Charting hierarchies. Utilizing semantic mapping of ideas. Even the mind mapping tools. Building
portfolios of student work. Making connections to the natural world. Modeling strategies to find
common attributes. Categories. Hierarchies across the curriculum. That's very important to, by the way.
When you say across the curriculum, it's not one subject. It's like you're trying to time
maths to geography to science to chemistry. That requires a very high level of attunement of
intelligence. People. Technologies that can stimulate our microscope telescope. Watching,
discussing nature. Documentaries. Crabbook. Anyone have all these modern tools that we have. Computer
software. Drawing tools that they can use. Perhaps mind mapping techniques. Like I said,
semantic mapping tools. Now all these intelligence types. I just summarized here. We've been long
in this. I deliberately wanted to read out this whole thing. Because this needs appreciation.
This needs to be known. Even if you take a simple test like this. And if you know about your child,
it is precious. You know where their inclinations are. You know what they're about. And how to
engage them meaningfully. This was a defined meaning in their life and existence people. That's
all it's about. It's alright.