Snapshot Report

Interpersonal
90

Interpersonal intelligence is the capacity to understand and interact effectively with others. This intelligence involves
the ability to discern the moods, temperaments, dispositions, motivations, and desires of other people and respond
appropriately. This is the "people-person" intelligence. It is evident in successful teachers, social workers, actors, or
politicians, and operates primarily through person-to-person relationships and communication. It involves skills such as
effective communication, working together with others towards a common goal, and noticing distinctions among
individuals. If one has high interpersonal intelligence, he or she is probably popular and has many friends. As a child, it
is likely that Interpersonal people were often the leader of a group and were able to organize and influence peers with
skill. Their talent for interpreting and understanding the feelings of others makes them a good mediator and a
potential earpiece for many of their friends. They learn best when involved in team activities and cooperative
ventures.














MULTIPLE INTELLIGENCE TESTS
ASSESMENT: Find Your Strengths
This form can help you determine which intelligences are strongest for you. If you're a
teacher or tutor, you can also use it to find out which intelligences your learner uses most
often. Many thanks to Dr. Terry Armstrong for graciously allowing us to use his
questionnaire.
Instructions: Read each statement carefully. Choose one of the five buttons for each
statement indicating how well that statement describes you.
1 = Statement does not describe you at all
2 = Statement describes you very little
3 = Statement describes you somewhat
4 = Statement describes you pretty well
5 = Statement describes you exactly
1 2 3 4 5

1. I pride myself on having a large vocabulary.


2. Using numbers and numerical symbols is
easy for me.


3. Music is very important to me in daily life.


4. I always know where I am in relation to my
home.


5. I consider myself an athlete.


6. I feel like people of all ages like me.


7. I often look for weaknesses in myself that I
see in others.


8. The world of plants and animals is important
to me.


9. I enjoy learning new words and do so easily.


10. I often develop equations to describe
relationships and/or to explain my
observations.


11. I have wide and varied musical interests
including both classical and contemporary.


12. I do not get lost easily and can orient
myself with either maps or landmarks.





13. I feel really good about being physically fit.


14. I like to be with all different types of
people.


15. I often think about the influence I have on
others.


16. I enjoy my pets.


17. I love to read and do so daily.


18. I often see mathematical ratios in the world
around me.


19. I have a very good sense of pitch, tempo,
and rhythm.


20. Knowing directions is easy for me.


21. I have good balance and eye-hand
coordination and enjoy sports which use a ball.


22. I respond to all people enthusiastically, free
of bias or prejudice.


23. I believe that I am responsible for my
actions and who I am.


24. I like learning about nature.


25. I enjoy hearing challenging lectures.


26. Math has always been one of my favorite
classes.


27. My music education began when I was
younger and still continues today.


28. I have the ability to represent what I see
by drawing or painting.


29. My outstanding coordination and balance
let me excel in high-speed activities.


30. I enjoy new or unique social situations.


31. I try not to waste my time on trivial
pursuits.


32. I enjoy caring for my house plants.


33. I like to keep a daily journal of my daily
experiences.


34. I like to think about numerical issues and
examine statistics.


35. I am good at playing an instrument and
singing.


36. My ability to draw is recognized and
complimented by others.


37. I like being outdoors, enjoy the change in
seasons, and look forward to different physical
activities each season.


38. I enjoy complimenting others when they
have done well.


39. I often think about the problems in my
community, state, and/or world and what I can
do to help rectify any of them.


40. I enjoy hunting and fishing.


41. I read and enjoy poetry and occasionally
write my own.


42. I seem to understand things around me
through a mathematical sense.


43. I can remember the tune of a song when
asked.


44. I can easily duplicate color, form, shading,
and texture in my work.


45. I like the excitement of personal and team
competition.


46. I am quick to sense in others dishonesty
and desire to control me.


47. I am always totally honest with myself.


48. I enjoy hiking in natural places.


49. I talk a lot and enjoy telling stories.


50. I enjoy doing puzzles.


51. I take pride in my musical
accomplishments.


52. Seeing things in three dimensions is easy
for me, and I like to make things in three
dimensions.


53. I like to move around a lot.


54. I feel safe when I am with strangers.


55. I enjoy being alone and thinking about my
life and myself.


56. I look forward to visiting the zoo.


Find my strengths!


Your top three intelligences:
Intelligence Score (5.0 is
highest)
Description


4.86
Musical: You like the rhythm and sound of
language. You like poems, songs, and
jingles. You enjoy humming or singing
along with music. You probably remember
things well when they are associated with
music or rhythm. Try to incorporate
sounds into your lessons, such as using a
familiar tune, song, or rap beat to teach
spelling rules, or to remember words in a
series for a test. Here are some other ways
to use your musical intelligence:
Create a poem with an emphasis
on certain sounds for
pronunciation.
Clap out or walk out the sounds
of syllables.
Read together (choral reading) to
work on fluency and intonation.
Read a story with great emotion
sad, then happy, then angry.
Talk about what changes is it
only tone?

Work with words that sound like
what they mean (onomatopoeia).
For example: sizzle, cuckoo,
smash.
Read lyrics to music.
Use music as background while
reviewing and for helping to
remember new material.
Use rhymes to remember spelling
rules, i.e., "I before E except
after C."


4.86
Logic/math:You enjoy exploring how
things are related, and you like to
understand how things work. You like
mathematical concepts, puzzles and
manipulative games. You are good at
critical thinking. Here are ways to work
with this intelligence in your lessons:
Arrange cartoons and other
pictures in a logical sequence.
Sort, categorize, and characterize
word lists.
While reading a story, stop
before you've finished and predict
what will happen next.
Explore the origins of words.
Play games that require critical
thinking. For example, pick the
one word that doesn't fit: chair,
table, paper clip, sofa. Explain
why it doesn't fit.
Work with scrambled sentences.
Talk about what happens when
the order is changed.
After finishing a story, mind map
some of the main ideas and
details.
Write the directions for
completing a simple job like
starting a car or tying a shoe.
Make outlines of what you are
going to write or of the material
you've already read.
Look for patterns in words.
What's the relationship between
heal, health, and healthier?
Look at advertisements critically.
What are they using to get you to
buy their product?


4.29
Self: You have a very good sense of self.
You like to spend time by yourself and
think things over. You will often take in
information from another person, mull it
over by yourself, and come back to that
person later to discuss it. You like working
on projects on your own. You often prefer
to learn by trial and error. Effective
techniques to enhance your learning
include keeping a journal and giving
yourself time to reflect on new ideas and
information. More ideas:
Go on "guided imagery" tours.
Set aside time to reflect on new
ideas and information.
Encourage journal writing.
Work on the computer.
Practice breathing for relaxation.
Use brainstorming methods
before reading.
Listen to and read "how to" tapes
and books.
Read cookbooks.

The scores for your other five intelligences:

4.29 3.86 3.71 3.57 2.71
Just because these five are not in your top three doesnt mean youre not strong in them.
If your average score for any intelligence is above three, youre probably using that
intelligence quite often to help you learn. Take a look at the Practice section to see how to
engage all your intelligences.
























Igloria F. Canonigo III-BSEDM
Educ 114 (TTh 9-10:30am)
VAK Learning Styles Self-Assessment Questionnaire
Circle or tick the answer that most represents how you generally behave.
(Its best to complete the questionnaire before reading the accompanying explanation.)

1. When I operate new equipment I generally:
a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it

2. When I need directions for travelling I usually:
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass

3. When I cook a new dish, I like to:
a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook

4. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go

6. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY

7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out

8. When I am choosing a holiday I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there

9. If I was buying a new car, I would:
a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types

10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
b) talking through with the teacher exactly what Im supposed to do
c) giving it a try myself and work it out as I go

11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like

12. When I listen to a band, I cant help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music

13. When I concentrate, I most often:
a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things

14. I choose household furnishings because I like:
a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them

15. My first memory is of:
a) looking at something
b) being spoken to
c) doing something

16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) cant sit still, fiddle and move around constantly

17. I feel especially connected to other people because of:
a) how they look
b) what they say to me
c) how they make me feel


18. When I have to revise for an exam, I generally:
a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula

19. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
20. I really love:
a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing physical activity or making things

22. When I first contact a new person, I usually:
a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a meal

23. I first notice how people:
a) look and dress
b) sound and speak
c) stand and move

24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger

25. I find it easiest to remember:
a) faces
b) names
c) things I have done

26. I think that you can tell if someone is lying if:
a) they avoid looking at you
b) their voices changes
c) they give me funny vibes


27. When I meet an old friend:
a) I say its great to see you!
b) I say its great to hear from you!
c) I give them a hug or a handshake

28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done

29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office
30. I tend to say:
a) I see what you mean
b) I hear what you are saying
c) I know how you feel
Now add up how many As, Bs and Cs you selected.

As = ___ Bs = ___ Cs = _____
If you chose mostly As you have a VISUAL learning style.
If you chose mostly Bs you have an AUDITORY learning style.
If you chose mostly Cs you have a KINAESTHETIC learning style.

Some people find that their learning style may be a blend of two or three styles, in this
case read about the styles that apply to you in the explanation below.

When you have identified your learning style(s), read the learning styles explanations
and consider how this might help you to identify learning and development that best
meets your preference(s).








Now see the VAK Learning Styles Explanation.
VAK Learning Styles Explanation
The VAK learning styles model suggests that most people can be divided into one of
three preferred styles of learning. These three styles are as follows, (and there is no
right or wrong learning style):
Someone with a Visual learning style has a preference for seen or observed
things, including pictures, diagrams, demonstrations, displays, handouts, films,
flip-chart, etc. These people will use phrases such as show me, lets have a
look at that and will be best able to perform a new task after reading the
instructions or watching someone else do it first. These are the people who will
work from lists and written directions and instructions.

Someone with an Auditory learning style has a preference for the transfer of
information through listening: to the spoken word, of self or others, of sounds
and noises. These people will use phrases such as tell me, lets talk it over
and will be best able to perform a new task after listening to instructions from
an expert. These are the people who are happy being given spoken
instructions over the telephone, and can remember all the words to songs that
they hear!

Someone with a Kinaesthetic learning style has a preference for physical
experience - touching, feeling, holding, doing, practical hands-on experiences.
These people will use phrases such as let me try, how do you feel? and will
be best able to perform a new task by going ahead and trying it out, learning as
they go. These are the people who like to experiment, hands-on, and never look at the instructions first!
People commonly have a main preferred learning style, but this will be part of a blend of
all three. Some people have a very strong preference; other people have a more even
mixture of two or less commonly, three styles.

When you know your preferred learning style(s) you understand the type of learning
that best suits you. This enables you to choose the types of learning that work best for
you.

There is no right or wrong learning style. The point is that there are types of learning
that are right for your own preferred learning style.

Please note that this is not a scientifically validated testing instrument it is a free
assessment tool designed to give a broad indication of preferred learning style(s).

More information about learning styles, personality, and personal development is at
www.businessballs.com.

With acknowledgements to Victoria Chislett for developing this assessment.

Visual Learners

If you have a strong preference for Visual (V) learning, you should
use some or all of the following:

INTAKE [To take in the information, use]
underlining
different colors
highlighters
symbols
flow charts, charts, graphs
pictures, videos, posters slides
different spatial arrangements on the page
white space
textbooks with diagrams, pictures
lecturers who use gestures and picturesque language

SWOT [Study without tears]
To make a learnable package
Convert your lecture 'notes' into a learnable package by reducing them (3:
1). into page pictures.
Use all techniques above to do this
Reconstruct the images in different ways - try different spatial
arrangements
Redraw your pages from memory
Replace words with symbols or initials.
Look at your pages

OUTPUT [To perform well in the examination]
Recall the 'pictures' of pages
Draw - use diagrams where appropriate
Write exam answers Practice turning your visuals back into words
You are holistic rather than reductionist in your approach.
You want the whole picture.
Visual learners do not like handouts, words, lectures, textbooks or
assessment that hinge on word usage, syntax and grammar.

Aural Learners
A If you have a strong preference for learning by Aural methods (A
= hearing) you should use some or all of the following:
INTAKE [To take in the information]
attend lectures
attend tutorials
discuss topics with other students
discuss topics with your lecturers
explain new ideas to other people
use a tape recorder remember the interesting examples, stories, jokes..
describe the overheads, pictures and other visuals to somebody who was
not there
leave spaces in your lecture notes for later recall and 'filling'

SWOT [Study without tears]
To make a learnable package
Convert your lecture notes into a 'learnable package by reducing them
(3:1) expand your notes by talking with others and collecting notes from the
textbook.
Put your summarized notes onto tapes and listen to them.
Ask others to 'hear' your understanding of a topic.
Read your summarized notes aloud.
Explain your notes to another 'aural' person.

OUTPUT [To perform well in the examination]
Talk with the examiner
Listen to your voices and write them down
Spend time in quiet places recalling the ideas
Practice writing answers to old exam questions
Speak your answers
You prefer to have all of this page explained to you.
The written words are not as valuable as those you hear.
You will probably go and tell somebody about this.

Kinesthetic Learners
K If you have a strong preference for Kinesthetics (doing) learning
you should use some or all of the following:
INTAKE [To take in the information, use]
all your senses - sight, touch, taste, smell, hearing . .
laboratories, field trips , field tours
examples of principles , lecturers who give real-life examples
applications, hands-on approaches (computing)
trial and error
collections of rock types, plants, shells, grasses..
exhibits, samples, photographs..
recipes--solutions to problems
previous exam papers

SWOT [Study without tears]
To make a learnable package
Convert your lecture notes into a learnable package by reducing them (3:1)
Your lecture notes may be poor because the topics were not 'concrete' or
'relevant'.
You will remember the 'real' things that happened
Put plenty of examples into your summary. Use case studies and
applications to help with principles and abstract concepts
Talk about your notes with another 'K' person
Use pictures, photographs which illustrate an idea
Go back to the laboratory or your lab manual
Recall the experiments, field trip

OUTPUT [To perform well in the examination]
Write practice answers, paragraphs
Role play the exam situation in your own room
You want to experience the exam so that you can understand it.
The ideas on this page are only valuable if they sound practical, real and
relevant to you.
You need to do things to understand.
Adapted from http://www.vark-learn.com/english/page.asp?p=helpsheets