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Linguistic intelligence is the capacity to use language, your native language, and perhaps other languages, to express what is on your mind and to understand other people. Poets really specialize in linguistic intelligence, but any kind of writer, orator, speaker, lawyer, or a person for whom language is an important stock in trade highlights linguistic intelligence. 

People with a highly developed logical-mathematical intelligence understand the underlying principles of some kind of a causal system, the way a scientist or a logician does, or can manipulate numbers, quantities, and operations, the way a mathematician does.

Spatial intelligence refers to the ability to represent the spatial world internally in your mind--the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. If you am spatially Intelligent and oriented toward the arts, you are more likely to become a painter or a sculptor or an architect than, say, a musician or a writer. Similarly, certain sciences like anatomy or topology emphasize spatial intelligence.

Bodily kinesthetic intelligence is the capacity to use your whole body or parts of your body--your hand, your fingers, your arms-to solve a problem, make something, or put on some kind of a production. The most evident examples are people in athletics or the performing arts, particularly dance or acting.

Musical intelligence is the capacity to think in music, to be able to hear patterns, recognize them, remember them, and perhaps manipulate them. People who have a strong musical intelligence do not just remember music easily—they cannot get it out of their minds, it is so omnipresent. Now, some people will say, "Yes, music is important, but it's a talent, not an intelligence.” And I say, "Fine, let's call it a talent.” However, then we have to leave the word intelligent out of all discussions of human abilities. You know, Mozart was damned smart!

Interpersonal intelligence is understanding other people. It is an ability we all need, but is at a premium if you are a teacher, clinician, salesperson, or politician. Anybody who deals with other people has to be skilled in the interpersonal sphere.

Intrapersonal intelligence refers to having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves because those people tend not to screw up. They tend to know what they can do. They tend to know what they cannot do. And they tend to know where to go if they need help.

Naturalist intelligence designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. I also speculate that much of our consumer society exploits the naturalist intelligence, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like. The kind of pattern recognition valued in certain of the sciences may also draw upon naturalist intelligence.

Fasko Jr., D. (2001, April). An analysis of multiple intelligences theory and its use with the gifted and talented. Roeper Review. , Vol. 23 Issue 3, 126.

Table 1. Source: Checkley, K. (1997). The first seven ... and the eighth. Educational Leadership, 55 (1), 1.

Fasko (2001) uses Checkley’s (1997) table, which quotes Gardner.


"The creation of a thousand forests is in one acorn. "

Ralph Waldo Emerson

If we use the acorn to symbolize us, or our children, our spouse, an employee, a friend.

What is within us?

What are we capable of creating?

Dieter F. Uchtdorf said:

The desire to create is one of the deepest yearnings of the human soul.

No matter our talents, education, backgrounds, or abilities, we each have an inherent wish to create something that did not exist before.

Everyone can create. You don’t need money, position, or influence in order to create something of substance or beauty.

Creation brings deep satisfaction and fulfillment. We develop ourselves and others when we take unorganized matter into our hands and mold it into something of beauty—and I am not talking about the process of cleaning the rooms of your teenage children.

You might say, “I’m not the creative type. When I sing, I’m always half a tone above or below the note. I cannot draw a line without a ruler. And the only practical use for my homemade bread is as a paperweight or as a doorstop.”

If that is how you feel, think again, and remember that you are spirit daughters (children) of the most creative Being in the universe.

Isn’t it remarkable to think that your very spirits are fashioned by an endlessly creative and eternally compassionate God?

You may think you don’t have talents, but that is a false assumption, for we all have talents and gifts, every one of us.

The bounds of creativity extend far beyond the limits of a canvas or a sheet of paper and do not require a brush, a pen, or the keys of a piano.

Creation means bringing into existence something that did not exist before—colorful gardens, harmonious homes, family memories, flowing laughter.

What you create doesn’t have to be perfect. So what if the eggs are greasy or the toast is burned?

Don’t let fear of failure discourage you. Don’t let the voice of critics paralyze you—whether that voice comes from the outside or the inside.

If you still feel incapable of creating, start small. Try to see how many smiles you can create, write a letter of appreciation, learn a new skill, identify a space and beautify it.

As you take the normal opportunities of your daily life and create something of beauty and helpfulness, you improve not only the world around you but also the world within you.

Mormon Messages: Create

Mormon leader President Dieter F. Uchtdorf invites us to rely on the Spirit and use our divinely inherited ability to create things of substance and beauty. Read the entire address here:

The Secret - Planet Earth

The Secret Team has created a gift for you. This clip features our beautiful Planet Earth. As you experience this clip you will emit positive forces of energy across Planet Earth that will reach every...


Thematic Learning Thematic learning involves using a "big idea" theme as a curriculum organizer. For example, "patterns" is a theme that can be used creatively. Targeted content, skills, and attitudes are easily organized under the umbrella of "patterns." Students can find patterns in an earth science unit or create tessellations to study design in math and art. The idea of patterns can be used to look at American history, government, and economics. It is also a way to study poetry, literature, and music. It's rich. It's fertile. It’s inviting. That's the appeal of thematic learning as a framework for curriculum.

Project Learning Project learning uses a complex project as the catalyst for instruction. The curricular frame of project learning provides the reason for learning abstract ideas and principles. They become relevant, concrete tools. For example, high school students integrate the Pythagorean theorem from their math class to their vocational education project-erecting the frame of a house. Students gain a deep understanding of the theorem as they use their knowledge of right triangles to build the frame of a real house. While not all projects are this extensive, project learning is a curricular model that promotes student interest and involvement.

Service Learning Service learning is a curricular framework that involves students in a community project or program. It puts kids in "service" to a community so they can learn in an authentic context. For example, students may become part of a civic program to clean up a local river or wipe out graffiti in their neighborhoods. Students work with each other and with lo- cal agencies to rally their efforts for a common cause. Just as with project learning, service learning acts as a magnet for content and skills. Students are drawn to the learning because the context has real meaning. Service learning gives purpose to experiences both inside and outside of the class- room.

Performance Learning Performance learning is learning by doing. It's about immersing students in the act of performing an actual learning task. One well-known example of performance learning is driver's education. Students are placed in a simulation in which they must perform a set of tasks in order to demonstrate that they can drive a car. Eventually, after ample rehearsal, they practice doing the driving tasks in an actual car. Performance learning requires depth of knowledge and deep understanding that is evidenced through the performance itself. As a curricular frame, performance learning is useful in the lab setting, the visual and performing arts, and classroom hands-on learning situations that require students to demonstrate what they know. “

Fogarty, R. (1997). Problem-Based Learning & Other Curriculum Models for the Multiple Intelligences Classroom. Arlington Heights, IL: SkyLight Publishing.

How do I as a teacher/trainer apply Problem-Based Learning PBL to my classroom/business?

Woods (1996) notes that the major challenges to implementing any PBL program are:

1. To remind yourself of the principles of how to improve learning and how to flexibly apply these principles to your situation to develop a form of PBL with which you are comfortable.

2. To accept your role as coach/facilitator as opposed to the familiar lecturer.

3. To resolve how important it is to develop your student's ability with the "processing skills."

4. To put together the key components needed to create the appropriate learning environment.

5. To decide how to evaluate.

Woods, D. R. (1996). Problem-based learning: helping your students gain the most from PBL" 3rd edition, Hamilton, ON: McMaster University.

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