Multiple Intelligence Inventories

Multiple Intelligence Inventories are a fun way to introduce students to their strong and weak intelligences. It is important to remember that these surveys are not diagnostic measures or predictors of one’s cognitive abilities. Rather, they are a snap-shot–a one day picture–of one’s strong or weak intelligences. Teachers who use these surveys with their students should note that there are a variety of factors that could influence a student’s responses on any given day. Although the surveys are not diagnostic, they are beneficial for introducing MI theory into the classroom as they stimulate meta cognitive awareness, or knowledge of one’s own learning, with even the youngest students.

The following links are to Multiple Intelligence Inventories that are based on age and/or grade. Teachers are encouraged to carefully evaluate each survey in order to select one that is age and level appropriate for their students.

Multiple Intelligence Data Collection Forms

The following links are to the forms that were used to collect data and to plan lessons during Phase I and II of Dr. Haley’s MI Study. Please give credit to Dr. Marjorie Hall Haley should you use these forms in print.

Activities That Appeal to Multiple Intelligences

As we gain an understanding of the strong and weak intelligences of the students in our classrooms, we can better direct instruction to appeal to the students’ strengths as well as improve upon their weaknesses. Questions arise as to the kinds of activities that best promote multiple intelligences in the foreign language classroom.

Applying Multiple Intelligence Theory in a foreign language classroom is meaningful because it promotes a change in the methodologies of teaching languages through the sole use of drill worksheets, dialogue memorization, and verb conjugation charts.

Activities that appeal to multiple intelligences can (and should) also promote the use of the target language as it is used in real life. For example, instead of filling in a verb worksheet, students are asked to perform using the verbs in authentic tasks, that model real-life situations. From role-playing to journal writing, students can show what they know by performing in the target language. In the last several years, these activities have become known as performance-based activities.

The following are tips. activity ideas. and additional lists of activities that are from a few of the teachers that participated in Dr. Haley’s MI Study.

• Look through MI-colored glasses and analyze activities in terms of multiple intelligences
• Put your own spin on it and adapt appropriately
• Utilize multiple entry points and approach concepts in a variety of ways
• Incorporate project-based learning
• Personalize education and design activities and assessments that match student strengths

VERBAL-LINGUISTIC
word games, storytelling, speeches, debates, journals, dialogues, reading aloud, poetry writing, oral presentations, blogging

LOGICAL-MATHEMATICAL
problem solving, math games, logic puzzles, creating codes, socratic questioning, computer programming, timelines

BODILY-KINESTHETIC
creative movement, dance, mime, field trips, imagery, manipulatives, hands-on activities, body language, role playing

VISUAL-SPATIAL
diagrams, visualization, maps, visual puzzles, mind mapping, patterns, pictorial metaphors, videotaping, photography

MUSICAL-RHYTHMICAL
singing, humming, raps, chants, rhythms, listening to music, creating melodies for concepts, musical games, compose tunes, pod casting

NATURALIST
exploring outdoors, identifying flora/fauna, gardening, wildlife observation, studying natural phenomena, science projects

INTERPERSONAL-SOCIAL
mediation, peer collaboration, simulations, cross-age tutoring, clubs, community projects, cooperative activities, interviews, blogging

INTRAPERSONAL
individualized projects, journal writing, reflective time, quiet spaces, independent studies, self-evaluation, autobiographies

• Prepare a travel plan for a group of visitors and develop a class presentation (work cooperatively in teams)
  • Conduct research (travel brochures, Internet, guide books)
  • Plan 30-day itinerary, with sites to visit and the rationale for including each site
  • Develop a chart to display trip details
  • Schedule meals, lodging, business, recreation, and entertainment
  • Create a map of the visit with appropriate labels
  • Estimate costs for all aspects of the trip
  • Organize oral presentation with effective visuals and technology
  • Present travel plans to the class
  • Use analytical rubric for grading purposes
• Remember to have fun, create, innovate, tolerate ambiguity, and take risks! Tie in multimedia tools, interest hooks, and multi sensory activities to motivate and activate your language learners.

• Charades (in target language) – group acts out a sentence; class tries to decode the sentence
• Photo descriptions – each group transcribes action depicted in photo; class tries to match written sentences with appropriate photographs
• Poster maps – groups create a realistic town and map the details; write directions to go from place to place; other groups try to follow directions accordingly

• Design travel brochures and present them to prospective travelers; calculate and chart travel costs
• Create a resume for a famous historical figure
• Develop puzzles and games for target vocabulary
• Represent numerical data kinesthetically (with human bar graphs)
• Write how-to directions with rhythmic patterns and musical melodies
• Interview school or community leaders
• Work together to create slogan and poster for an important national campaign (such as Students Against Drunk Driving)

MI Theory in a Pre-School FL Classroom

Susan Boyle, a graduate student at George Mason University, created this Power Point presentation. It illustrates the possibilities for implementing MI Theory in a Pre-school Foreign Language Program.

MI Theory in a Pre-school Foreign Language Program

MI Theory and Technology

Students learn by doing. Often, this involves some form of technology (such as computer games and video games). To make classroom activities reflect real life experiences, FL teachers should explore how technology can enhance student learning. The link below is to a Power Point presentation that demonstrates how using technology can enhance the implementation of MI Theory in a foreign language classroom.

MI Theory in a University FL Classroom

The following link is an unpublished teacher action research paper by Melissa Ferro. In her research, Ferro implemented MI Theory with her university level Spanish 101 students. Her paper reports on her experiences, her findings, and includes her implications for future research.

Multiple Intelligences
The article that is to be reviewed is Identification of giftedness in
culturally diverse groups by Wilma Vialle in Gifted Education

International, 1999, Vol 13, pp 250 -257. In this article Vialle (1999)
recognises the under representation of disadvantaged students in educationally
gifted programs. Vialle identifies the disadvantaged students as being children
from . non-English-speaking backgrounds, indigenous children and
economically disadvantaged children (Vialle, 1999, p250). Vialle suggests
the cause of this under representation of disadvantaged students lies in the
linear model approach ..whereby a narrow set of identification
procedures– usually an IQ test– is used to identify gifted students who are
then placed in a program that may or may not be specifically designed to meet
their intellectual strengths. (Vialle, 1999, pp. 251-252). Vialles
perceived resolution to neutralise these disadvantages occurring in the
identification of giftedness is to use an identifying procedure that shifts from
the more traditional approach of mainly IQ testing to a more diverse,
multi-facet approach that supports the use of Howard Gardner’s Multiple

Intelligence’s Theory. Gardner’s Multiple Intelligence Theory opposes
traditional methods that view intelligence as unitary, and perceive’s
intelligence to contain seven distinct domains. These domains include and can be
defined as follows: Linguistic Intelligence is the ability to use language to
excite, please, convince, stimulate or convey information; Logical-mathematical

Intelligence is the ability to explore patterns, categories, and relationships
by manipulating objects or symbols, and to experiment in a controlled orderly
way; Spatial Intelligence is the ability to perceive and mentally manipulate a
form or object, and to perceive and create tension, balance, and composition in
a visual or spatial display; Musical Intelligence is the ability to enjoy,
perform, or compose a musical piece; Bodily-kinesthetic intelligence is the
ability to use fine and gross motor skills in sports, the performing arts, or
arts and craft production; Intrapersonal Intelligence is the ability to gain
access to and understand one’s inner feelings, dreams, and ideas; and

Interpersonal Intelligence is the ability to get along and understand others.
(Hatch Gardner, 1988, cited in Vialle 1999, pp.252-253). Using these
aspects for assessment criteria to identify giftedness in particular areas,
instead of traditional measures is the key argument presented in this article.

Several other authors have share the same view as Vialle when concerning
disadvantaged students, but offer different assessment procedures again. In
agreeing with Vialle, Bolig Day state that Traditional intelligence
tests. specify neither how, nor what, to teach to improve performance; they
discriminate against minorities and individuals whose backgrounds are not middle
and upper-middle class; they fail to address individual differences in
motivation, personality, and/or social competence. and they only assess one
dimension of an individual’s abilities, that of intellectual
ability.(Bolig Day, 1993, p. 110). Bolig Day then present
their method to identify gifted students in a non-discriminating manner that
consists of the concept of dynamic assessment. Dynamic assessment includes
static measures of ability as well as dynamic measures that consist of
. tests of ongoing learning that measure how easily the child acquires
new knowledge and skills. (Bolig Day, p. 110). The idea presented seems
underdeveloped when compared to that of Vialle as collecting portfolios of
children work is done in many schools already, and the disadvantage has more
potential to occur when compared to using Gardner’s Multiple Intelligence

Theory. Multiple Intelligence Theory in identifying giftedness contains enough
scope to break some of the culturally diverse barriers sometimes experienced
because of the three underlying principles of Gardner’s Theory that are
pluralisation, contextualisation and distribution.Pluralisation involves
the recognition that intelligence is a complex, multi-faceted concept;
contextualisation demands that intelligence be interpreted in the light of the
milieu in which the individual functions; and finally, distribution involves the
individual’s relationship with other resources and artefacts, particularly the
ways in such resources are used to support or enhance intelligent behaviour.
(Gardner, 1994, cited in Vialle, 1999, p. 253). In using a multi-facet
assessment procedure students from diverse backgrounds are able to show an array
of skills in different areas of intelligence, and be recognised as containing
such attributes, that were not traditionally thought about as being intelligence
until recently. There are still many differing opinions about intelligence and
there are limitations recognised in both models, traditional and contemporary.

Berk (1997) in discussing Gardner’s Theory acknowledges the importance and
connotations for the field of Intelligence recognition, but also raises some
limitations and states that ..neurological support for the independence of
his intelligence’s is weak. [and that] logical-mathematical ability, in
particular seems to be governed by many brain regions, not just one. (Berk,

1997, p307). Berk (1997) also recognises that some current mental tests assess
some of the main intelligence’s identified by Gardner. Vialle in presenting

Multiple Intelligence Theory realises and develops class room based activities
and assessment practices that relate to the different intelligence types
identified by Gardner. In presenting these activities and procedures Vialle is
displaying her competence and usefulness of the suggested approach. Multiple

Intelligence theory has several important implications for the class room as it
caters and provides for a large diversity and actually takes into consideration
cultural background. This can be seen in his definition of intelligence, in that
..intelligence refers to the human ability to solve problems or to make
something that is valued in one or more cultures. (Checkley, September

1997, The First Seven. and the Eighth [online]). The importance is seen in
what is deemed culturally important, and it needs to be recognised that what is
deemed as important in one culture might not be given the same significance in
another, therefore confusion can sometimes occur in determining what is and is
not important. It can be concluded from Vialle, that there is a significant
under representation of disadvantaged students in gifted programs throughout

Australia and the United States. Vialle attributes this to the traditional
procedures used in determining intelligence among students and the amount of
biases contained by these tests towards the disadvantaged students. IN
presenting Gardner’s Multiple Intelligence theory Vialle constructs and
appropriate argument about the method that should be used to determine
intelligence and supports this with relevant, real world class room activities
and assessment procedures. These procedures allow intelligence to be recognised
as more than just cognitive competence and focus on real world skills that are
used in everyday situations and contain little cultural biases. This article
develops valuable insights into the relevance, implementation and assessment of
diverse intelligence and states that ..talent identification can occur as
a consequence of providing an engaging, varied and challenging environment in
which students’ potentials are given the opportunity to emerge. (Vialle,

Berk, L. (1997) Child Development 4th Edition. Massachusetts: Allyn and

Bacon. Bolig, E. Day, J. (1993) Dynamic Assessment of Giftedness: The

Promise of Assessing Training Responsiveness. Roper Review, Vol. 16, No. 2.
(1993) pp. 110- 113. Butcher, H. (1977). Human Intelligence it’s Nature and

Assessment. London:Methuen Co Ltd. Checkley, K (1997, September)

Educational Leadership Vol. 55, No. 1. [Online]. Available URL: http//:ascd.org/pubs/el/sept97/gardnerc.html

Eysenck, H (ed.) (1982) A Model for Intelligence. New York: Springer-Verlag.

Gardner, H.(no date supplied) Intelligence in Seven Steps. [Online]. Available

URL: newhorizons.org/crfut_gardner.html Hadaway, N.

Marek-Schroer, M. (1992) Multidimensional Assessment Of The Gifted Minority

Student. Roper Review. November/December, 1992, Vol. 15, No. 2, pp/ 73-77.

Sternberg, R. (1986) Advances in the Psychology of Human Intelligence. Vol. 3.

New Jersey: Lawrence Erlbaum Associates, Publishers. Tyler-Wood, T. Carri,

L. (1991) Identification of Gifted Children: The Effectiveness of Various

Measures of Cognitive Ability. Roper Review, Vol. 14, No. 2, 1991, pp. 63- 64.

Vialle, W. (1999). Identification of giftedness in culturally diverse groups.

Gifted Education International, 1999 Vol. 13, pp. 250 – 257. A B Academic

Publishers. Vialle, W. Perry, J. (1995) Nurturing Multiple Intelligences
in the Australian Classroom. Australia: Hawker Brownlow Education.

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