Multiple Intelligences: Classroom Application

Table 2. Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)
	Teacher Centered	Student Centered
Verbal/Linguistic	§  Present content verbally §  Ask questions aloud and look for student feedback §  Interviews	§  Student Presents Material §  Students read content and prepare a presentation for his/her classmates §  Students debate over an issue
Logical/Mathematical	§  Provide brain teasers or challenging questions to begin lessons. §  Make logical connections between the subject matter and authentic situations to answer the question "why?"	§  Students categorize information in logical sequences for organization. §  Students create graphs or charts to explain written info. §  Students participate in webquests associated with the content
Bodily/Kinesthetic	§  Use props during lecture §  Provide tangible items pertaining to content for students to examine §  Review using sports related examples (throw a ball to someone to answer a question)	§  Students use computers to research subject matter. §  Students create props of their own explaining subject matter (shadow boxes, mobiles, etc...) §  Students create review games.
Visual/Spatial	When presenting the information, use visuals to explain content:</br> PowerPoint Slides, Charts, Graphs, cartoons, videos, overheads, smartboards	§  Have students work individually or in groups to create visuals pertaining to the information: §  Posters; timelines; models; powerpoint slides; maps; illustrations, charts; concept mapping
Musical	§  Play music in the classroom during reflection periods §  Show examples or create musical rhythms for students to remember things	§  Create a song or melody with the content embedded for memory §  Use well known songs to memorize formulas, skills, or test content
Interpersonal	§  Be aware of body language and facial expressions §  Offer assistance whenever needed §  Encourage classroom discussion	§  Encourage collaboration among peers §  Group work strengthens interpersonal connections §  Peer feedback and peer tutoring §  Students present to the class §  Encourage group editing
Intrapersonal	§  Encourage journaling as a positive outlet for expression §  Introduce web logging (blogs) §  Make individual questions welcome §  Create a positive environment.	§  Journaling §  Individual research on content §  Students create personal portfolios of work
Naturalistic	§  Take students outside to enjoy nature while in learning process (lecture) §  Compare authentic subject matter to natural occurrences. §  Relate subject matter to stages that occur in nature (plants, weather, etc)	§  Students organize thoughts using natural cycles §  Students make relationships among content and the natural environment (how has nature had an impact?) §  Students perform community service