The Multiple Intelligence Test That I Was A Bit Surprised

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The Multiple Intelligence test that I took was the one on the surfaquarium web site. This was my first time taking such a test. I scored high on all the sections except three. The three sections that I scored low on, on a scale from 0-100 are, musical (score 40), interpersonal (score 50), and verbal (score 50). The low scores on interpersonal and verbal do not surprise me since I work in a cubical forty hours a week and I rarely put verbal and interpersonal to use. However, I have acknowledged that this is something I want to work on to improve my teaching skills. The musical score I was a bit surprised. I love music but it makes sense that I scored low since I never practice music and I am a kinesthetic learner, listening to music is not…show more content…
“He performed interviews with and brain research on hundreds of people, including stroke victims, prodigies, autistic individuals, and so-called "idiot savants” (Multiple Intelligence (MI) – Howard Gardner).” The nine multiple intelligences are, visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, intrapersonal, interpersonal, naturalist, and existentialist ("Multiple Intelligence (MI) – Howard Gardner"). Everyone obtains these intelligences and they can all be improved. Visual/spatial learners are good at visualizing and they learn by seeing what is being taught, for example the teacher drawing a graph on the board gives the student a visual. They enjoy making art work and visualizing ideas such as decorating. Verbal/linguistic are good at speaking, reading, taking notes, and listening. They enjoy public speaking and can easily explain ideas. “These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching” ("Multiple Intelligence (MI) – Howard Gardner"). Mathematical/logical are good at following step by step directions such as math problems and are neat, they usually get frustrated when things are disorganized or things do not makes sense. “This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform” ("Multiple

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