The word 'Intelligence' has always fascinated me from a very young age.I used to ponder on the word ''Smart','Intelligent' and 'Wise'.How do we rate a man as an intelligent man? Is it his performance in acadamics or career? What is the role of 'Intelligence' in 'Creative Thinking?
What is intelligence? Intelligence is "the ability to learn or understand or to deal with new or trying situations ... also : the skilled use of reason". Some people misuse the word smart to mean knowledgeable.That one can lead to the other does not mean that they are the same thing.
Now, Scientists and Psychologists have broadened the definition of the word 'Intelligence'.Now intelligence is not merely numerical or verbal but covers a broad spectrum.
1. Verbal/Linguistic (V/L):
V/L consists of the ability to think in words and to use language to express and appreciate complex meanings. Authors and journalists are among those that exhibit high degrees of linguistic intelligence. Our culture often defines those with VL as the most intelligent because they often are adept at using language fluently, at manipulating the structure or syntax of language, and/or have a deep appreciation of its meaning. They can most effectively communicate in words.
Classroom activities to encourage the development or expression of V/L include:
-Creative writing/Storytelling
-Debate/Essay tests
-Journal writing/Vocabulary lists
-Joke telling about the subject
-Reading assignments/Research Papers
-Speeches and class presentations
2. Logical/Mathematical (L/M):
L/M core components include sensitivity to and the ability to discern logical or numerical patterns, and the ability to handle long chains of reasoning. It is fundamental to scientific thinking: establishing a hypothesis, testing, and then modifying it in light of the results. Scientists, accountants, engineers and computer programmers apply L/M regularly.
Classroom activities to encourage the development or expression of L/M include:
-Home finance planning/Economic data analysis
-Calculations/Mathematical formulas/Pattern searches
-Computer programming/Deciphering codes
-Graphic organization of material
-Numerical sequencing of information
3. Visual/Spatial (V/S):
V/S intelligence Includes the ability to perceive the visual-spatial world accurately and the capacity to perform transformations on one's initial perceptions. It includes the ability to mold and shape images seen in the mind's eye. V/S provides the capacity to think in two and three-dimensional ways as do sailors, pilots, sculptors, painters, construction workers and architects.
Classroom activities to encourage the development or expression of V/S include:
-Active Imagination
-Cartooning/Drawing/Painting
-Model Building/Set design
-Sculpture
4. Musical (M):
M includes the ability hear musical tones in one's head, and to create in the mind's ear complex musical sounds including a sensitivity to pitch, melody, rhythm and tone. Research has shown that listening to music can enhance both the creative process and learning as complex melodies support complex thinking. Information is more effectively remembered when it is associated with music, a fact relied on by advertisers. Those with musical intelligence often rely on their auditory skills in learning new information.
Classroom activities to encourage the development or expression of M include:
-Musical expressions of all types
-Rhythmic patterns used for recall of information
-Songs relating terminology or concepts
5. Bodily/Kinesthetic (B /K):
The theory of multiple intelligences supports the ancient view of the mind and body as one and regards purposeful physical activity as an intelligence in it's own right. It includes the ability to move one's body with expertise and the capacity to handle objects skillfully. Physical competence includes strength, endurance, flexibility, balance, dexterity, expressiveness, coordination and good reflexes and posture. Surgeons, craftspeople, artists, musicians and athletes all use B/K intelligence. Our culture often sees B/K intelligence as less important than V/L intelligence, but in non-industrialized cultures it is often considered the most important form of intelligence.
Classroom activities to encourage the development or expression of B/K include:
-Athletic competition/Exercise
-Dance/Drama
-Role Playing
6. Social/Interpersonal (S/I) sometimes referred to as Interpersonal (IE):
People with interpersonal intelligence are socially adept and people smart. They have the ability to make fine distinctions in the intentions, motivations, moods, feelings, and thoughts of other people and to relate effectively with others. They often have the capacity to discover key individuals within a group who can help them meet their goals. Leaders usually also have high S/I skills. Current discussions about emotional intelligence reflect the recognition that lifetime success in business and personal relationships is often closely related to S/I. Often, teachers, political leaders, advertising strategists and sales people have high S/I skills.
Classroom activities to encourage the development or expression of S/I include:
-Cooperative learning strategies/Group Projects
-Collaboration/Feedbacks/Reflecting upon feedback
-Decision making simulations
-Peer counseling
7. Intrapersonal (IA):
People with intrapersonal intelligence have a high level of self understanding and access to the "real" self, that inner core that remains the same even as a person grows and develops. People with IA intelligence effectively use their knowledge in planning their lives. The clergy, psychologists and philosophers are among those who exhibit high IA skills.
Classroom activities to encourage the development or expression of IA include:
-Decision making strategies
-Discussion of the emotional impact of a field of study
-Journal writing focused on response to learning
-In-depth analysis/Introspection
-Leadership studies
-Metacognition Techniques
8. Naturalist (N):
Those with Naturalist Intelligence show skills in observing, understanding and organizing patterns in the natural environment. They are sensitive to seasonal and even daily environmental changes. Biologist, environmentalists and traditional healers often have highly developed N skills.
Classroom (and out of classroom) activities to encourage the development or expression of N include:
-Field trips
-Garden experiments
-Observations of nature
9. Existential/Spiritual (E/S)
E intelligence is expressed in "capturing and pondering the fundamental questions of existence." Philosophical thinkers use this form of intelligence.
Classroom activities to encourage the development or expression of E include:
-Discussion or reading about the philosophical underpinning of a field of study
-Discussion of ethical behavior in a discipline
-Opportunities to discuss the impact of one's personal philosophy on their relationship to the field of study
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