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=Multiple Intelligences=

Gardner is a prominent proponent of multiple intelligences he suggested the following eight:

Verbal-Linguistic
Students gifted in this area display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate.

Logical-Mathematical
This intelligence focuses on logic, abstractions, reasoning, and numbers. Gifted students display advanced reasoning capabilities, and can recognize abstract patterns, such students generally excel in science and math. This intelligence correlates strongly with high IQ scores and hence traditional models of giftedness.

Bodily-Kinesthetic
The core element of this intelligence is control of one's bodily motions and the capacity to handle objects skillfully. Students with bodily-kinesthetic intelligence learn better by doing something physically, rather than by reading or hearing about it and are generally good at physical activities such as sports and dance.

Visual-spatial
This area deals with spatial judgment and the ability to visualize with the mind's eye. Individuals talented in this area include artists, designers and architects. Spatial people are also good with puzzles.

Musical
This is the ability to discern pitch, rhythm, timbre, and tone. Since there is a strong auditory component to this intelligence, language skills are also typically highly developed.

Naturalist
This intelligence is denoted by observing, understanding, nurturing and relating information to one’s natural surroundings. Students with this intelligence benefit from place based education

Interpersonal
This is the ability to understand and interact effectively with others. It may be promoted in school through the use of more group work, discussion of material, and students teaching the class.

Intrapersonal
This is the capacity to understand and manages one's thoughts and feelings. This may be reflected in school through expressing concepts in one's own words, and promoting autonomy in the classroom, allowing students to mange their own learning.

(as cited in Anderson, 2000, p.13 & Renzulli, 2000 p.96).