St Mary's School Shaftesbury
MInt explained - try the questionnaire
MInt is short for Multiple Intelligences and at St Mary's we are trying to use this concept to help in our teaching and learning.Our intelligence or ability to understand the world around us is complex. Some people are better at understanding some things than others. For some of us it is relatively easy to understand how a flower grows but it is immensely difficult for us to understand and use a musical instrument. For others music might be easy but playing hockey is difficult.
There are 9 Multiple Intelligences that have been established and defined so far - no doubt, in a few years’ time, there will be more discovered - and they are defined below.
Try your hand at this questionnaire that is found on the internet. (Please note that this questionnaire does not include Spiritualistic Intelligence.) This will establish your dominant intelligences. Obviously if you have seven or more equally dominant, then you are gifted with Multiple Intelligences. Once you have this information, you can apply it to help you achieve any goal you might set yourself: you can continue to use your dominant intelligences or you can challenge yourself by using, and thereby strengthening, your weakest intelligences.
Nine Ways of Knowing
(i) Logical-Mathematical Intelligence
The knowing that occurs through the process of seeking and discovering patterns and through problem solving. It uses such tools as calculation, thinking skills, numbers, scientific reasoning, logic, abstract symbols and pattern recognition.
(ii) Visual-spatial Intelligence
The knowing that occurs through seeing both externally (with the physical eyes) and internally (with the mind’s eye). It uses such tools as drawing, painting, sculpture, collage, montage, visualisation, imagination, pretending and creating mental images.
(iii) Musical-Rhythmic Intelligence
The knowing that occurs through hearing, sound, vibrational patterns, rhythm and tonal patterns, including a full range of potential sounds produced with the vocal chords. It utilizes such tools as singing, musical instruments, environmental sounds, tonal associations, and the endless rhythmic possibilities of life.
(iv) Bodily-Kinaesthetic Intelligence
The knowing that occurs through physical movement and performance (learning by doing). It employs such tools as dance, drama, physical games, mime, role-play, body language, physical exercise, and inventing.
(v) Naturalistic Intelligence
The knowing that occurs through encounters with the natural world. This involves an appreciation for understanding the various flora and fauna; recognition of species membership, and ability to relate to living organisms. It uses such tools as hands-on labs, field trips, sensory stimulation, and attempts to classify and comprehend natural patterns.
(vi) Interpersonal Intelligence
The knowing that occurs through person-to-person relating, communication, teamwork and collaboration. It employs such tools as co-operative learning, empathy, social skills, team competitions, and group projects that foster positive interdependence.
(vii) Intrapersonal Intelligence
The knowing that occurs through introspection, metacognition (thinking about thinking), self-reflection, and ‘cosmic questioning’ (what is the meaning of life?). It uses such tools as affective processing, journals, thinking logs, teaching for transfer, higher-order thinking, and self-esteem practices.
(iix) Verbal-Linguistic Intelligence
The knowing that occurs through the written, spoken, and reading aspects of language as a formal system. It uses such tools as poetry, essays, letters, creative writing, debates, public speaking, presentations, discussions, formal and informal conversations and reading aloud.
(ix) Spiritualistic Intelligence
The knowing that occurs through an understanding of (or response to) the spirituality that is all around us, in any shape or form. It encompasses all beliefs and, whilst maintaining a strong individual faith, acknowledges the different religions and the part these play in peoples’ lives.
The knowing that occurs through the process of seeking and discovering patterns and through problem solving. It uses such tools as calculation, thinking skills, numbers, scientific reasoning, logic, abstract symbols and pattern recognition.
(ii) Visual-spatial Intelligence
The knowing that occurs through seeing both externally (with the physical eyes) and internally (with the mind’s eye). It uses such tools as drawing, painting, sculpture, collage, montage, visualisation, imagination, pretending and creating mental images.
(iii) Musical-Rhythmic Intelligence
The knowing that occurs through hearing, sound, vibrational patterns, rhythm and tonal patterns, including a full range of potential sounds produced with the vocal chords. It utilizes such tools as singing, musical instruments, environmental sounds, tonal associations, and the endless rhythmic possibilities of life.
(iv) Bodily-Kinaesthetic Intelligence
The knowing that occurs through physical movement and performance (learning by doing). It employs such tools as dance, drama, physical games, mime, role-play, body language, physical exercise, and inventing.
(v) Naturalistic Intelligence
The knowing that occurs through encounters with the natural world. This involves an appreciation for understanding the various flora and fauna; recognition of species membership, and ability to relate to living organisms. It uses such tools as hands-on labs, field trips, sensory stimulation, and attempts to classify and comprehend natural patterns.
(vi) Interpersonal Intelligence
The knowing that occurs through person-to-person relating, communication, teamwork and collaboration. It employs such tools as co-operative learning, empathy, social skills, team competitions, and group projects that foster positive interdependence.
(vii) Intrapersonal Intelligence
The knowing that occurs through introspection, metacognition (thinking about thinking), self-reflection, and ‘cosmic questioning’ (what is the meaning of life?). It uses such tools as affective processing, journals, thinking logs, teaching for transfer, higher-order thinking, and self-esteem practices.
(iix) Verbal-Linguistic Intelligence
The knowing that occurs through the written, spoken, and reading aspects of language as a formal system. It uses such tools as poetry, essays, letters, creative writing, debates, public speaking, presentations, discussions, formal and informal conversations and reading aloud.
(ix) Spiritualistic Intelligence
The knowing that occurs through an understanding of (or response to) the spirituality that is all around us, in any shape or form. It encompasses all beliefs and, whilst maintaining a strong individual faith, acknowledges the different religions and the part these play in peoples’ lives.
Warm acknowledgements must go to:
- Dr David George (talentsunlimited@btinternet.com) who was the inspiration for the MInt initiative at St Mary's and
- Catherine (U5) who designed the MInt logo at the top of the page.
Cali Norton (MInt Co-ordinator)
St Mary's School, Shaftesbury, Dorset, SP7 9LP Tel: +44 (0)1747 854005 Fax: +44 (0)1747 851557
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