Gardner's Multiple Intelligences

Bloom's Taxonomy


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Multiple Intelligences/Bloom's Taxonomy Planning Matrix

Multiple Intelligences/Bloom's Taxonomy Planning Matrix: Blank Version

Multiple Intelligence Quiz


What are the Multiple Intelligences?

¨       Linguistic Intelligence

¨       Logical-Mathematical Intelligence

¨       Visual-Spatial Intelligence

¨       Bodily-Kinaesthetic Intelligence

¨       Musical Intelligence

¨       Naturalist Intelligence

¨       Interpersonal Intelligence

¨       Intrapersonal Intelligence

 

What skills are described by each intelligence?

(Click on the relevant word to go straight to Bloom's Planning Matrix)

Linguistic Intelligence Using language, reading, writing, speaking, debating, creating poetry, doing word puzzles, expressing ideas in words, learning new languages
Logical-Mathematical Intelligence Solving maths problems, calculating, predicting, using logical argument, reasoning, researching, experimenting, analysing, hypothesising, ordering, making patterns, categorising
Visual-Spatial Intelligence Creating artwork, drawing, painting, crating mental pictures, mapping, making diagrams, solving visual puzzles, designing, using graphics, photography, navigation, drawing plans
Bodily-Kinaesthetic Intelligence Playing a sport, controlling movement, miming, acting, learning actively, dancing, manipulating objects, making things, fixing things
Musical Intelligence Sensitivity to pitch, timbre, timing and rhythm, memorising songs and tunes, playing a musical instrument, creating sound effects, recognising songs
Naturalist Intelligence Identifying differences and classifying insects, animals, plants, rocks and landscapes, caring for and training animals, growing things
Interpersonal Intelligence Understanding human behaviour and motivation, interacting socially, cooperation, leadership, organising and managing others, negotiation, mediation, empathy and sensitivity to others, and complex acting
Intrapersonal Intelligence Self-awareness, self-understanding, goal setting, self-discipline, reflection, analysis of own learning and feelings, identifying one's own strengths and weaknesses, using one's own experiences to understand and explain

(Adopted from McGrath & Noble, 2005)

 

How do I find out my Multiple Intelligence?

Follow the link to the quiz.

Upper Primary and Secondary

Senior Secondary and Adults

 

What levels are in Bloom’s Taxonomy?

 The Six Levels of Thinking in Bloom’s Taxonomy:

¨       Remember

¨       Understand

¨       Apply

¨       Analyse

¨       Evaluate

¨       Create

 

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How do I check that I’m incorporating Bloom's Taxonomy in my classroom?

The table below explains each level of Bloom’s Taxonomy and provides examples of tasks that could be performed at that level.

 

Level

Explanation

Example of tasks

Level One:

Remember

 

The simplest level of thinking.

 

Tasks require students to show what they can retrieve from long-term memory.

 

Mostly involves facts.

¨        May be asked to recall information by reciting the six times tables or writing down the names of historical events with dates.

¨        May be asked to recognise the correct answer by drawing a circle around the correct answer or item, or to match words with pictures.

 

Level Two:

 Understand

Students required to show understanding by making meaningful links between what they remember and new task/learning. As follows:

 

 

Making connections between what they already know and the new task or new learning

¨        Underline all the adverbs in this passage.

 

Giving or locating examples

¨        Give an example of the process of heat.

 

Converting knowledge from one form to another

¨        Make a model of an Egyptian pyramid.

 

Differentiating correct facts from similar but incorrect facts.

¨        Complete this true/false quiz or multiple-choice quiz on the topic.

 

Classifying by using given and relatively simple categories

¨        Categorise these animals into vertebrates and invertebrates or into ‘fur, fin or feathers’.

 

Summarising

¨        Summarise the story in your own words.

¨        Summarise what your partner said.

¨        Summarise the contributions of this important scientist.

 

Making simple predictions (mostly factual)

¨        What do you think might happen next (in a story)?

¨        What might happen when we change this step/ingredient/design feature?

¨        From what we already know about gases, predict the outcome of the experiment.

 

Finding simple patterns in data

¨        Find a pattern in this number sequence and predict the next number.

 

Making simple comparisons that are mainly factual

¨        Compare two characters/historical figures/event/research findings.

¨        What are the similarities and differences between these two ways of solving this maths problem?

 

Explaining simple cause and effect

¨        How does a solar panel work?

¨        Why did the character in the story/play take that action?

¨        Why did the liquid turn to a solid?

Level Three:

Apply

Tasks require students to apply their own knowledge or understanding.

Carry out or practise a learned procedure to complete a familiar or unfamiliar task.

¨        Write a diamante poem

¨        Use the same formula or process we have been studying to solve this new problem.

¨        Practise the skill of using PowerPoint software to present your findings.

¨        Present a class talk using the guidelines for giving an effective presentation.

 

Also involves applying simple research processes to locate general and mostly factual information

¨        Find out about the Eureka Stockade.

¨        Find information on meerkats

Level Four:

Analyse

Involves breaking up understanding of a topic into its component parts and showing how the parts relate to each other and the whole.

 

 

Differentiating the most relevant and important information

¨        What are the key points in the argument/article/novel?

¨        What are the most significant findings in the survey?

¨        What are the key features in this art movement/musical composition

 

Distinguishing fact from opinion

¨        What is fact and what is simply opinion in this newspaper commentary?

 

Determining how ideas are related to one another and identifying more complex cause-and-effect patterns

¨        What effects does climate have on people’s lifestyle and behaviour?

¨        What effects does sunlight have on growth patterns of different plants?

 

Identifying and organising how specific parts become a system or a structure

¨        Identify and organise into the correct sequence the major steps in the formation of lightning.

¨        Organise the data from your survey/experiment into a scientific report.

 

Determining different points of view, perspectives, biases and underlying intentions

¨        What are arguments for and against land rights from the point of view of indigenous people and of pastoralists?

¨        What is the intention of the author or illustrator?

 

Organising data or information into tables, matrices, hierarchical diagrams, concept maps, rubrics and/or using them to analyse

¨        Make a concept map to show the genetic and environmental factors influencing child development.

¨        Make a concept map about energy

¨        Use a five-category matrix to compare two psychological models/writers/historical events/wars.

¨        Create a rubric that could be used to evaluate a dance performance.

 

Locating a variety of research information and organising it to address questions or issues.

 

The Analyse level also includes research that is undertaken to answer more complex questions or address issues

¨        Carry our research to answer these questions: What is melatonin and why do pilots use it? Who else might use it?

¨        Why have meerkats been described as the ‘most social of all the animals’. Is it true?

Level Five:

Evaluate

Requires critical thinking, inaccuracy and logical inconsistency detection, judgements about the value or worth of something by using criteria and accepted standards. Conclusion drawing and the provision of a reasoned and supported rationale.

 

 

Detecting inconsistencies or fallacies

¨        Do the historian’s/scientist’s conclusions follow from the presented data, or are there inconsistencies in the speech/story/argument/article?

 

Identifying problems that need to be addressed

¨        What are some of the possible problems of overpopulation?

¨        What improvements need to be made here, and why?

 

Judging adequacy, effectiveness or quality of products, procedures, arguments, models, theories, conclusions

¨        How good is this diet?

¨        Rank these arguments from strong to weak

¨        Use a rubric to evaluate an art product, essay, presentation, musical performance

Level 6:

Create

The most complex and challenging level. Students need to do one of the two following:

 

 

Produce a new or original product, idea, process or solution either by taking a unique approach or by putting known elements together in a novel way.

 

The result should meet specified criteria and task demands.

¨        Combine the best features of two board games or two team sports to create a new one.

¨        Combine the features of a marsupial and a monotreme to create a new animal.

¨        Write a detailed proposal for a design and technology project or a major visual arts work.

¨        Compose a musical score as a sound track for this book if it were made into a film.

¨        Redesign this building as a school.

¨        Make a detailed plan for, and produce, a new type of school magazine.

¨        Make a detailed plan for, and produce, a new type of school magazine.

¨        Make a detailed plan for a multimedia presentation on the environmental tissues in our local community and present it to invited community guests.

¨        Make a detailed plan and then write an essay to answer this question: How do global events influence our own economy and what protection do financial institutions have in place for damage control?

 

Make a detailed step-by-step plan to produce a product, project, solution to a problem, research proposal, essay that synthesises the most relevant elements and options (and in some cases all) and then (in most but not all cases) produce it.

(Adopted from McGrath & Noble, 2005)

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Multiple Intelligences/

Bloom's Taxonomy Planning Matrix

 

How do I provide appropriate activities for all the intelligences within Bloom’s Taxonomy?

 

This matrix provides a range of activities that fit within each level of Bloom’s Taxonomy for each of Gardner’s Multiple Intelligences.

 

The Eight Intelligences

Remember

Understand

Apply

Analyse

Evaluate

Create

Word

(Linguistic Intelligence)

Texts

Authors

Language

Reading

Speaking

Notes

Make a topic glossary

Complete a facts quiz

Make a word list

Make a facts file

Define/spell

Write sentences about

Fill in missing words

Describe/write what you know/match

Give an example

Retell or summarise

Find examples

Compare texts (simple)

Make up a facts quiz

List goo & bad features

Do multiple-choice quiz

Use in a sentence

Sort into these categories

Identify mistakes in language use

Write using this style or language feature

Write a letter/poem

Word game/puzzle

Write headlines

Write newspaper article

Write a report

Write instructions

Research facts about writer/event/setting

Identify main arguments

Analyse plot/setting

Analyse language/effects

Debate

Identify key points/significant events/facts

Identify intention/bias

Use matrix to compare (writers/events/plots)

Research to address issue

Evaluate/review text

Identify thinking errors

Identify most/best & why

Strongest argument?

Rank texts/events/writers

Suggest changes

Identify best evidence

Decide and state evidence

What is the best ending? Why?

What conclusions?

Plan & write a script

Plan & make newspaper

Plan & write story/poem with this theme

Create new word game

Plan & do research project (writer/event/setting/era)

Plan & write an essay to address this question

Logic & Maths

(Logical-Mathematical Intelligence)

Maths

Science

Experiments

Timelines

Data/Logic

Statistics

Technology

Computers

List dates

Write number facts

List attributes

Complete quiz on maths/science/technology

Describe how to

Describe the process of

Describe procedure for

Give an example

What makes x happen?

Sort into correct order

Predict cause/effect

Explain how/cause

Find examples

Calculate/estimate/weigh

Devise number problems

Make up quiz questions

Do multiple-choice quiz

Compare two (simple)

Explain the results

Use maths operations/computer program/procedure/equipment

Do this experiment

Logic/maths puzzle/game

Follow the recipe

Show on a timeline

Find info/statistics about

Use the data to solve

Make/interpret a graph

Identify patterns

Interpret the results

Use matrix to compare

Identify key features

Make travel plan/budget

Make a concept map

Hypothesise and test

Make a rubric

Research to addressed issue

What if? (hypothetical)

Any potential problems?

Identify errors in logic

Evaluate research

Identify errors in logic

Evaluate research

Identify most/best & why

Evaluate statistics

Rank (most to least)

Select the best

Suggest improvements

Identify best evidence

Use evidence to decide

 

Plan and make computer program or website

Create logic/maths game

Plan & carry out data collection & display

Plan & carry out investigation/survey

Create new classification scheme

Create new machine

Space & Vision

(Visual-Spatial Intelligence)

Artwork

Illustrations

Designs

Map/Graphics

Film

Draw what you know

Show x on the map

Draw a picture of…

Complete a visual quiz

Complete a facts quiz on art/design/computers

Describe how x looks

Circle this shape

Illustrate/draw example

Visually summarise

List good/bad features

Compare two covers/illustrators (simple)

Draw a diagram to show

Do multiple choice quiz

Make up a visual quiz

Make a diorama/chart

Make a flow chart/map

Make poster/brochure

Use graphics software

Research facts about (illustrators/artwork)

Draw cartoons about…

Make slides

Make a mindmap

Identify key features

Find relevant artwork

Research to address questions

Analyse visual effects

Make matrix & compare

Develop rubric to assess

Analyse cartoon

Rank artworks or designs

Recommend changes

Critically evaluate website/art/film

Identify most/best & why

Choose & give reasons

Improve road directory

Which is best & why?

Plan & give slide show

Plan and create artwork/designs around a theme

Plan & design sets/costumes/props/fashion

Design/redesign

Plan/make picture book

Plan/do multimedia show

Body

(Bodily-Kinaesthetic Intelligence)

Sport

Mime

Dance

Construction

Craftwork

Technology

Describe how to perform this skill

Describe how to make

Move or act like a …

Cut and paste examples

Do a facts quiz

Make one with plasticine

Use hands to show this number

Mime/use body to show

Compare two (simple)

Explain how to (skill)

List good/bad features (methods/sports)

Do multiple-choice quiz

Make up quiz questions

Make a model to show

Use pattern & make

Practise these skills

Use skill in a game

Play charades

Make from instructions

Perform this dance

Research facts about

Use tools/machinery to…

Use matrix & compare (performers/sports)

Research to address questions

Identify problem & fix it

Deconstruct & explain

Identify key features

Develop rubric to assess performance/skill

Any potential problems?

Rank according to…

Which is the most/best?

Recommend changes

Evaluate performances

Evaluate skill levels

Evaluate constructions

Assess skill levels

Plan & make stage sets

Plan & make craft product/model display

Plan & perform a dance/mime around a theme

Plan a sporting event

Create anew sport

Plan & make puppets

Music

(Musical Intelligence)

Music/songs

Playing music

Sound effects

Jingles/raps

Make these sounds

Sing learned song

Play learned music

Do a music facts quiz

Compare two (songs/styles) (simple)

List good & bad features of music/styles

Name this song

Identify instruments/style

Make sound effects

Musical performance

Practise singing/playing

Locate relevant songs

Put learned facts into simple known song

Analyse musical effects

Use matrix & compare (singers/music)

Identify key features

Research to answer questions

Develop rubric to assess

Critically review music

Recommend changes

Rank (songs/CDs)

State most/best & why

Select the best music for a sound track

Plan & perform a rap]

Rewrite a song

Compose music

Plan & perform a jingle

Plan & organise opera/musical show about…

Naturalist

(Naturalist Intelligence)

Animals

Plants

Landforms

Climate

Geology

Describe (animals/plants/climate/rocks/

dinosaurs/weatherfeatures/life cycles)

List attributes

Do facts quiz

Draw (flora/fauna/cycles)

Find x on excursions

Collect examples

Explain how & why…

Compare two (simple)

Sort into these categories

Observe & record

Write a ‘care for’ booklet

Grow/train/care for …

Research facts about…

Make chart to show

Use this equipment

Identify patterns in nature

Conduct investigations

Identify key features

Use matrix & compare (animals/climates)

Research to address issue

Rank (insects/dinosaurs)

Evaluate (pet/zoo/garden)

Recommend changes

Which is the best & why (eg. pet/tree/climate)

Review nature film

Plan & make a garden

Plan & design a better (zoo/aquarium/park)

Plan & organise nature excursion/collection

Plan investigation

People

(Interpersonal Intelligence)

Behaviour

Personality

Teaching

Social interaction

Acting

Describe person or character

List the steps in this social skill

How does a good leader behave?

Do facts quiz

Summarise this person

Act as this character

Compare two people or characters (simple)

List good & bad features of person/character

Do multiple-choice quiz

Teach someone to…

Practise this social skill

Make social skills booklet

Work with others

Interview/act in drama

Research person (facts)

Conduct simple survey

Explain/defend as person

Do character analysis

Identify social solutions

Develop social skills rubric

Analyse research study

Explain why people…

Research to address issue

Critically review acting

Evaluate psych research

Evaluate social solutions

Assess social skills

Negotiate to decide best

Who was the most..?

Evaluate model/theory

Plan & produce/act in/direct a play

Plan a social event

Plan an investigation

Plan community service

Plan ad campaign

Plan full biography

Self

(Intrapersonal Intelligence)

Feelings/ideas

Behaviour

Learning

Describe yourself

List your experiences

Describe what you know

List facts about yourself

Explain your views/feelings/reactions

Explain what you have learned and how

Make a personal timeline

Set goals

Keep learning log

Self reflect about…

Identify self patterns

Analyse strengths

Make a self mindmap

When would you do this?

Evaluate yourself on…

Which character is most like you & why?

How do you learn best?

Plan & do program of self-awareness/goal setting/change

Plan ways to achieve…

(Adopted from McGrath & Noble, 2005)

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Multiple Intelligences/

Bloom's Taxonomy Planning Matrix: Blank Version

 

How do I make my own matrix?

 

Use this matrix for lesson planning.

 

The Eight Intelligences

Remember

Understand

Apply

Analyse

Evaluate

Create

 

Word Intelligence

 

 

 

 

 

 

 

 

Logic and Maths Intelligence

 

 

 

 

 

 

 

 

Space and Vision Intelligence

 

 

 

 

 

 

 

 

Body Intelligence

 

 

 

 

 

 

 

 

Music Intelligence

 

 

 

 

 

 

 

 

Naturalist Intelligence

 

 

 

 

 

 

 

 

People Intelligence

 

 

 

 

 

 

 

 

Self Intelligence

 

 

 

 

 

 

 

(Adopted from McGrath & Noble, 2005)

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Multiple Intelligence Quiz 1

FOR UPPER PRIMARY AND SECONDARY (YEARS 5-10)

Click Here for Senior Secondary and Adults Quiz

 

Yes

To some degree

No

1

I am good at word puzzles and word games and I enjoy doing them.

3

2

1

2

I can learn most new maths work without too much trouble.

3

2

1

3

I am good at many sporting skills such as throwing, kicking, jumping and running.

3

2

1

4

I can sing reasonably well and hear when music or singing is not ‘right’/out of tune.

3

2

1

5

I am good at maths puzzles and strategy games like chess.

3

2

1

6

When I have a goal for myself (like saving money), I am good at working out how to do it, then sticking at it till I get there.

3

2

1

7

I would like to have a job working with nature (eg. A ranger, vet) and I would be good at it.

3

2

1

8

I am good at artwork, or technical drawing or graphic design.

3

2

1

9

I am a fast and confident reader and I read a lot at home.

3

2

1

10

I can play a musical instrument quite well.

3

2

1

11

I am a good people organizer and people respond well to what I do and my ideas.

3

2

1

12

I know more about science than most people my age. I am very curious about how things work and why things happen and so I find out about them outside school.

3

2

1

13

I can usually learn a new sport, dance or exercise fairly quickly.

3

2

1

14

I am good at finding the right words to say clearly what I mean when I write stories, reports or essays.

3

2

1

15

Whenever possible I spend time in bushland or forests and I can often see things (eg. Insects, animals, plants and trees) that others don’t notice.

3

2

1

16

I am good at thinking of logical arguments for my ideas and I can work out when someone else is making thinking mistakes.

3

2

1

17

After something has happened to me I usually spend a lot of time thinking about my reactions to it and why I feel like that.

3

2

1

18

I learn songs easily and can usually recognize and name songs and music that I hear, even if they are different versions from what I’m used to.

3

2

1

19

I have a good sense of design and can usually work out why some things look better than others (eg. Fashion, decoration and interior design)

3

2

1

20

I am very sensitive to how other people are feeling and I try to help if they need it.

3

2

1

21

Animals usually respond well to me because I have a natural way with them and care strongly about their wellbeing.

3

2

1

22

I am a good speller and like learning new and difficult words.

3

2

1

23

I am heavily involved in music in my spare time, more so than most people my age.

3

2

1

24

I know myself pretty well I know what I am good at and not good at and can accurately predict how well I will be able to do something.

3

2

1

25

A job I would do well is one where I would need to use my body or hands quite a lot.

3

2

1

26

I am good at imagining how something will look before I draw it, design it or make it.

3

2

1

27

I am good at working out what mood I am in and I know how to cheer myself up if I need to.

3

2

1

28

I am good at getting along with many different kinds of people and I feel confident about my social skills.

3

2

1

29

I am good at working with my hands to make or fix things that require coordination, eg. Woodwork, machinery, sewing, jewellery, craftwork.

3

2

1

30

I have always liked nature more than most people my age and I am good at seeing fine differences between natural things such as animals, insects, shells or trees.

3

2

1

31

I am good at seeing small visual details that others miss. I also have a good memory for the visual details of things I have seen.

3

2

1

32

I can usually work out why people behave the way they do and what their motives are.

3

2

1

Scoring Instructions

Enter the numbers you circled in the chart below to create your relative strengths profile across the eight intelligences.

 

Question No

Score

 

Question No

Score

Word Intelligence

1

 

Music Intelligence

4

 

9

 

10

 

14

 

18

 

22

 

23

 

Word Total

 

Music Total

 

Logic & Maths Intelligence

2

 

Naturalist Intelligence

7

 

5

 

15

 

12

 

21

 

16

 

30

 

L & M Total

 

Naturalist

 

Space & Vision Intelligence

8

 

People Intelligence

11

 

19

 

20

 

26

 

28

 

31

 

32

 

S & V Total

 

People Total

 

Body Intelligence

3

 

Self Intelligence

6

 

13

 

17

 

25

 

24

 

29

 

27

 

Body Total

 

Self Total

 

RELATIVE STRENGTHS PROFILE CHART

Write in your scores for each intelligence in order from highest (1st) to lowest (8th).

Use a bracket to indicate identical scores.

ORDER

Your total score

Name of the Intelligence

1st

 

 

2nd

 

 

3rd

 

 

4th

 

 

5th

 

 

6th

 

 

7th

 

 

8th

 

 

(Adopted from McGrath & Noble, 2005)

 

Multiple Intelligence Quiz 2

FOR SENIOR SECONDARY AND ADULTS

Click Here for Upper Primary and Secondary Quiz

 

Very True of me

Somewhat True of Me

Not True of me

1

I am well coordinated and feel confident that I can make my body do what I want it to do

3

2

1

2

I write well and I can usually find the right words to say what I mean and communicate my ideas

3

2

1

3

I have a good ‘ear’ for music and can usually tell when a note is off-key or someone is singing or playing incorrectly

3

2

1

4

I like to spend time in bushland and I see details in insects, plants and trees that others miss

3

2

1

5

I am good at analyzing how each person is different and their personalities, motivations and strengths

3

2

1

6

A job I would be good at is one with quite a lot of reading and writing to do

3

2

1

7

I can successfully read maps and use them to find my way around. I have a good sense of direction and rarely get lost

3

2

1

8

I find it relatively easy to do practical maths in my head (eg. Calculating costs/change and amounts)

3

2

1

9

I am good at finding the logical flaws and inconsistencies in arguments and ideas

3

2

1

10

Music is an important part of my leisure time. I listen to it a lot and go t o musical concerts when I can

3

2

1

11

I am able to differentiate between many different insects, birds or animals because I observe a lot

3

2

1

12

People often come to me to talk about their problems and for personal advice

3

2

1

13

I know a lot about myself and I understand my own behaviour and feelings pretty well most of the time

3

2

1

14

I am good at miming and playing charades

3

2

1

15

I often notice small visual details that other people don’t see and I remember visual details well

3

2

1

16

After something has upset me I try to understand my reactions and find ways to calm down and deal with it

3

2

1

17

I am good at imagining how something will look before I make it (eg. Renovations, designs, models, clothing)

3

2

1

18

I can recognize and name many trees and plants

3

2

1

19

I am good at working out how I am both similar and different from other people I know and meet

3

2

1

20

English and languages are (were) among my favourite subjects and I do (did) well in them

3

2

1

21

I am very sensitive to other people’s feelings. I can usually ‘read’ how they are feeling and help where needed

3

2

1

22

Maths and Science are (were) among my favourite subjects at school and I do (did) well in them

3

2

1

23

A job I would be good at is one that involves using my body or hands

3

2

1

24

I am good at deciding on a goal, working out how to do it, then persisting till I achieve it

3

2

1

25

I could learn most new sporting, exercise or dance skills pretty easily if I chose to

3

2

1

26

I like and am good at word puzzles and word games

3

2

1

27

I take part in art, design or craft activities or lessons in my leisure time and I am quite good at them

3

2

1

28

When I was younger I had a very strong interest in nature and I collected specimens or raised animals or birds

3

2

1

29

I have a very strong interest in music and I have always been good at learning new songs and tunes

3

2

1

30

I am good at brainteasers, maths puzzles and playing strategic games like chess and Mastermind

3

2

1

31

I am skilled at using grammatically correct sentences and I have an extensive general vocabulary

3

2

1

32

I am good at working out which elements, when combined, form different styles of music (eg. Country, classical, rock)

3

2

1

33

I am good at working with my hands to make things (eg. Carpentry, sewing, model building, origami)

3

2

1

34

I am a good speller and I take pride in spelling words correctly

3

2

1

35

Animals usually respond well to me because I have a natural affinity with them and care about them

3

2

1

36

I tend to take on the role of organizer when I am around others. I do it pretty efficiently and others respond well to me

3

2

1

37

I am a very keen reader in my leisure time and I read quickly and fluently

3

2

1

38

A job I would do well is one that involves either handling maths/numbers or doing scientific analysis or research

3

2

1

39

I know how to play a musical instrument and I have shown some talent at it

3

2

1

40

I can successfully adjust my behaviour  so that I can get along will with a wide variety of people

3

2

1

41

I can quickly recognise familiar songs even when they are differently orchestrated or without words

3

2

1

42

I am good at logical thinking and argument of the kind used in debates

3

2

1

43

A job I would be good at is one that involves working with nature in some way, eg. Forest ranger, vet, marine biologist

3

2

1

44

I have spent a lot of my leisure time doing sport or other forms of physical activity and I am reasonably good at it

3

2

1

45

I am good at acting in plays and I can effectively communicate a character to an audience

3

2

1

46

I can accurately identify my strengths and weaknesses and predict how good I will be at something

3

2

1

47

I have a good sense of design and can work out which things look better and why, and which things go well together

3

2

1

48

I am good at showing and teaching others how to do things and I would do well in a job where I had to do a lot of that

3

2

1

49

Art or graphics or technical drawing is (was) a favourite subject at school and I do (did) well in it

3

2

1

50

I am motivated to find out about myself and I do quizzes or read books to improve my self-knowledge

3

2

1

51

I can ‘see’ a situation more readily if I can measure, count, categorise or analyse the material

3

2

1

52

I can usually work with small parts to fix things because I have good control over my hands and fingers

3

2

1

53

I am skilled at growing things – they mostly thrive

3

2

1

54

I can see clear visual images in my head of the things I am thinking about or remembering

3

2

1

55

I sing reasonably well and I can ‘carry a tune’ and sing harmoniously with others

3

2

1

56

I like to write down my experiences and my reactions to them so that I can reflect and learn from them

3

2

1

SCORING INSTRUCTIONS

Enter the numbers you circled in the chart below to create your relative strengths profile across the eight intelligences.

 

Question No

Score

 

Question No

Score

Word Intelligence

2

 

Music Intelligence

3

 

6

 

10

 

20

 

29

 

26

 

32

 

31

 

39

 

34

 

41

 

37

 

55

 

Word Total

 

Music Total

 

Logic & Maths Intelligence

8

 

Naturalist Intelligence

4

 

9

 

11

 

22

 

18

 

30

 

28

 

38

 

35

 

42

 

43

 

51

 

53

 

L & M Total

 

Naturalist Total

 

Space & Vision Intelligence

7

 

People Intelligence

5

 

15

 

12

 

17

 

21

 

27

 

36

 

47

 

40

 

49

 

45

 

54

 

48

 

S & V Total

 

People Total

 

Body Intelligence

1

 

Self Intelligence

13

 

14

 

16

 

23

 

19

 

25

 

24

 

33

 

46

 

44

 

50

 

52

 

56

 

Body Total

 

Self Total

 

 RELATIVE STRENGTHS PROFILE CHART

Write in your scores for each intelligence in order from highest (1st) to lowest (8th).

Use a bracket to indicate identical scores.

ORDER

Your total score

Name of the Intelligence

1st

 

 

2nd

 

 

3rd

 

 

4th

 

 

5th

 

 

6th

 

 

7th

 

 

8th

 

 

 (Adopted from McGrath & Noble, 2005)

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