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Multiple Intelligences Inventory

Copyright 1999-2014 Walter McKenzie,

The One and Only Surfaquarium

Note: This is not a test - it is a snapshot in time of an individual's perceived MI preferences.

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Part I

Complete each section by placing a 1 next to each statement you feel accurately describes you.
If you do not identify with a statement, leave the space provided blank. Then total the column in
each section.

Section 1

_____ I enjoy categorizing things by common traits

_____ Ecological issues are important to me

_____ Classification helps me make sense of new data

_____ I enjoy working in a garden

_____ I believe preserving our National Parks is important

_____ Putting things in hierarchies makes sense to me

_____ Animals are important in my life

_____ My home has a recycling system in place

_____ I enjoy studying biology, botany and/or zoology

_____ I pick up on subtle differences in meaning

_____ TOTAL for Section 1

Section 2

_____ I easily pick up on patterns

_____ I focus in on noise and sounds

_____ Moving to a beat is easy for me

_____ I enjoy making music

_____ I respond to the cadence of poetry

_____ I remember things by putting them in a rhyme

_____ Concentration is difficult for me if there is background noise

_____ Listening to sounds in nature can be very relaxing

_____ Musicals are more engagingto me than dramatic plays

_____ Remembering song lyrics is easy for me

_____ TOTAL for Section 2

Section 3
_____ I am known for being neat and orderly

_____ Step-by-step directions are a big help

_____ Problem solving comes easily to me

_____ I get easily frustrated with disorganized people

_____ I can complete calculations quickly in my head

_____ Logic puzzles are fun

_____ I can't begin an assignment until I have all my "ducks in a row"

_____ Structure is a good thing

_____ I enjoy troubleshooting something that isn't working properly

_____ Things have to make sense to me or I am dissatisfied

_____ TOTAL for Section 3

Section 4

_____ It is important to see my role in the big picture of things

_____ I enjoy discussing questions about life

_____ Religion is important to me

_____ I enjoy viewing art work

_____ Relaxation and meditation exercises are rewarding to me

_____ I like traveling to visit inspiring places

_____ I enjoy reading philosophers

_____ Learning new things is easier when I see their real world application

_____ I wonder if there are other forms of intelligent life in the universe

_____ It is important for me to feel connected to people, ideas and beliefs

_____ TOTAL for Section 4

Section 5

_____ I learn best interacting with others

_____ I enjoy informal chat and serious discussion

_____ The more the merrier

_____ I often serve as a leader among peers and colleagues

_____ I value relationships more than ideas or accomplishments

_____ Study groups are very productive for me

_____ I am a team player

_____ Friends are important to me

_____ I belong to more than three clubs or organizations

_____ I dislike working alone

_____ TOTAL for Section 5

Section 6

_____ I learn by doing

_____ I enjoy making things with my hands

_____ Sports are a part of my life

_____ I use gestures and non-verbal cues when I communicate

_____ Demonstrating is better than explaining

_____ I love to dance

_____ I like working with tools

_____ Inactivity can make me more tired than being very busy

_____ Hands-on activities are fun

_____ I live an active lifestyle

_____ TOTAL for Section 6

Section 7

_____ Foreign languages interest me

_____ I enjoy reading books, magazines and web sites

_____ I keep a journal

_____ Word puzzles like crosswords or jumbles are enjoyable

_____ Taking notes helps me remember and understand

_____ I faithfully contact friends through letters and/or e-mail

_____ It is easy for me to explain my ideas to others

_____ I write for pleasure

_____ Puns, anagrams and spoonerisms are fun

_____ I enjoy public speaking and participating in debates

_____ TOTAL for Section 7

Section 8

_____ My attitude effects how I learn

_____ I like to be involved in causes that help others
_____ I am keenly aware of my moral beliefs

_____ I learn best when I have an emotional attachment to the subject

_____ Fairness is important to me

_____ Social justice issues interest me

_____ Working alone can be just as productive as working in a group

_____ I need to know why I should do something before I agree to do it

_____ When I believe in something I give more effort towards it

_____ I am willing to protest or sign a petition to right a wrong

_____ TOTAL for Section 8

Section 9
_____ Rearranging a room and redecorating are fun for me

_____ I enjoy creating my own works of art

_____ I remember better using graphic organizers

_____ I enjoy all kinds of entertainment media

_____ Charts, graphs and tables help me interpret data

_____ A music video can make me more interested in a song

_____ I can recall things as mental pictures

_____ I am good at reading maps and blueprints

_____ Three dimensional puzzles are fun
_____ I can visualize ideas in my mind

_____ TOTAL for Section 9

Part II

Now carry forward your total from each section and multiply by 10 below:

Section Total Forward Multiply Score

1 X10
2 X10

3 X10

4 X10

5 X10

6 X10

7 X10

8 X10

9 X10

Part III

Now plot your scores on the bar graph provided:











Sec 1 Sec 2 Sec 3 Sec 4 Sec 5 Sec 6 Sec 7 Sec 8 Sec 9

Part IV


Section 1 This reflects your Naturalist strength

Section 2 This suggests your Musical strength

Section 3 This indicates your Logical strength

Section 4 This illustrates your Existential strength

Section 5 This shows your Interpersonal strength

Section 6 This tells your Kinesthetic strength

Section 7 This indicates your Verbal strength

Section 8 This reflects your Intrapersonal strength

Section 9 This suggests your Visual strength


Everyone has all the intelligences!

You can strengthen each intelligence!

This inventory is meant as a snapshot in time - it can change!

MI is meant to empower, not label learners!

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Intelligence Overview | Intelligence Criteria | Intelligence Profiles | Intelligence Domains |

Intelligence Immersion


Copyright 1999-2014 Walter McKenzie, The One and Only Surfaquarium

This survey may be printed, used and/or modified by educators as long as the copyright tag remains in




The Multiple Intelligence theory suggests that no one set of teaching strategies will work best for
all students at all times. All children have different proclivities in the seven intelligences, so any
particular strategy is likely to be successful with several students, and yet, not for others.
Because of these individual differences among students, teachers are best advised to use a broad
range of teaching strategies with their students. As long as instructors shift their intelligence
emphasis from presentation to presentation, there will always be a time during the period or day
when a student has his or her own highly developed intelligence(s) actively involved in learning.

Key Points in MI Theory

Each person possesses all seven intelligences - MI theory is not a "type theory"
for determining the one intelligence that fits. It is a theory of cognitive
functioning, and it proposed that each person has capacities in all seven

Most people can develop each intelligence to an adequate level of competency -

although an individual may bewail his deficiencies in a given area and consider
his problems innate and intractable, Gardner suggests that virtually everyone has
the capacity to develop all seven intelligences to a reasonably high level of
performance if given the appropriate encouragement, enrichment, and instruction.

Intelligences usually work together in complex ways - Gardner points out that
each intelligence as described above is actually a "fiction"; that is no intelligence
exists by itself in life (except perhaps in very rare instances in savants and brain-
injured individuals.) Intelligences are always interacting with each other.

There are many ways to be intelligent within each category - there is no standard
set of attributes that one must have to be considered intelligent in a specific area.
Consequently, a person may not be able to read, yet be highly linguistic because
he can tell a terrific story or has a large, oral vocabulary. Similarly, a person may
be quite awkward on the playing field, yet possess superior bodily-kinesthetic
intelligence when she weaves a carpet or creates an inlaid chess table. MI theory
emphasizes the rich diversity of ways in which people show their gifts within
intelligences as well as between intelligences.

All students can learn and succeed, Top of page

but not all on the same day in the
same way.
- William G. Spady

Where does your true intelligence lie? This quiz will tell you where you stand and what to do
about it. Read each statement. If it expresses some characteristic of yours and sounds true for
the most part, jot down a "T." If it doesn't, mark an "F." If the statement is sometimes true,
sometimes false, leave it blank.

1. _____ I'd rather draw a map than give someone verbal directions.

2. _____ I can play (or used to play) a musical instrument.

3. _____ I can associate music with my moods.

4. _____ I can add or multiply in my head.

5. _____ I like to work with calculators and computers.

6. _____ I pick up new dance steps fast.

7. _____ It's easy for me to say what I think in an argument or debate.

8. _____ I enjoy a good lecture, speech or sermon.

9. _____ I always know north from south no matter where I am.

10. _____ Life seems empty without music.

11. _____ I always understand the directions that come with new gadgets or appliances.

12. _____ I like to work puzzles and play games.

13. _____ Learning to ride a bike (or skates) was easy.

14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.

16. _____ I often see patterns and relationships between numbers faster and easier than others.

17. _____ I enjoy building models (or sculpting).

18. _____ I'm good at finding the fine points of word meanings.

19. _____ I can look at an object one way and see it sideways or backwards just as easily.

20. _____ I often connect a piece of music with some event in my life.

21. _____ I like to work with numbers and figures.

22. _____ Just looking at shapes of buildings and structures is pleasurable to me.

23. _____ I like to hum, whistle and sing in the shower or when I'm alone.

24. _____ I'm good at athletics.

25. _____ I'd like to study the structure and logic of languages.

26. _____ I'm usually aware of the expression on my face.

27. _____ I'm sensitive to the expressions on other people's faces.

28. _____ I stay "in touch" with my moods. I have no trouble identifying them.

29. _____ I am sensitive to the moods of others.

30. _____ I have a good sense of what others think of me.

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Place a check mark by each item you marked as "true." Add your totals. A total of four in any
of the categories A through E indicates strong ability. In categories F and G a score of one or
more means you have abilities as well.


Linguistic Logical- M usical Spatial Bodily- Intra- Inter-

Mathematical Kinesthetic personal personal

7 ___ 4 ___ 2 ___ 1 ___ 6 ___ 26 ___ 27 ___

8 ___ 5 ___ 3 ___ 9 ___ 13 ___ 28 ___ 29 ___

14___ 12 ___ 10 ___ 11___ 15 ___ 30 ___

18 ___ 16 ___ 20 ___ 19___ 17 ___

25 ___ 21 ___ 23 ___ 22___ 24 ___

Totals: ____ ____ ____ ____ ____ ____ ____

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The Seven Multiple Intelligences in Children

Children who
Think Love Need
are strongly:

reading, writing, telling books, tapes, writing tools paper

Linguistic in words stories, playing word diaries, dialogues, discussion, debate
games, etc. stories

Logical- by reasoning experimenting, things to explore and think about,

Mathematical questioning, figuring out science materials, manipulatives, trips
puzzles, calculating, etc. to the planetarium and science

art, LEGOs, video, movies, slides,

in images designing, drawing,
Spatial and pictures visualizing, doodling, etc.
imagination games, mazes, puzzles,
illustrated books, trips to art museums

through dancing, running, role play, drama, movement, things to

somatic jumping, building, build, sports and physical games,
Kinesthetic sensations touching, gesturing, etc. tactile experiences, hands-on learning

via rhythms singing, whistling, sing-along time, trips to concerts,

Musical and humming, tapping feet music playing at home and school,
melodies and hands, listening, etc.. musical instruments

by bouncing leading, organizing, friends, group games, social

Interpersonal ideas off relating, manipulating, gatherings, community events, clubs,
other people mediating, partying, etc. mentors/apprenticeships

setting goals, meditating, secret places, time alone, self-paced
Intrapersonal inside dreaming, being quiet, projects, choices

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Name of Student: ___________________________________

In each of the following categories, check all items that apply.

Linguistic Intelligence

_____ writes better than average for age

_____ spins tall tales or tells jokes and stories

_____ has a good memory for names, places, dates, or trivia

_____ enjoys word games

_____ enjoys reading books

_____ spells words accurately (preschool: does developmental spelling that is advanced for age)

_____ appreciates nonsense rhymes, puns, tongue twisters, etc.

_____ enjoys listening to the spoken word (stories, commentary on the radio, talking, books)

_____ has a good vocabulary for age

_____ communicates to others in a highly verbal way

Other Linguistic Strengths:

Logical-Mathematical Intelligence

_____ asks a lot of questions about how things work

_____ computes arithmetic problems in his/her head quickly (preschool: math concepts are
advanced for age)

_____ enjoys math class (preschool: enjoys counting and doing other things with number)

_____ finds math computer games interesting (no exposure to computers: enjoys other math or
counting games)

_____ enjoys playing chess, checkers, or other strategy games (preschool: board games
requiring counting squares)

_____ enjoys working on logic puzzles or brain teasers (preschool: enjoys hearing logical
nonsense such as in Alice's Adventures in Wonderland)

_____ enjoys putting things in categories or hierarchies

_____ likes to experiment in a way that shows higher order cognitive thinking processes

_____ thinks on a more abstract or conceptual level than peers

_____ has a good sense of cause-effect for age

Other Logical-Mathematical Strengths:

Spatial Intelligence

_____ reports clear visual images

_____ reads maps, charts, and diagrams more easily that text (preschool: enjoys visuals more
than text)

_____ daydreams more than peers

_____ enjoys art activities

_____ draws figures that are advanced for age

_____ likes to view movies, slides, or other visual presentations

_____ enjoys doing puzzles, mazes, Where's Waldo? or similar visual activities

_____ builds interesting three-dimensional constructions for age (e.g., LEGO buildings)

_____ gets more out of pictures than words while reading

_____ doodles on workbooks, worksheets, or other materials

Other Spatial Strengths:

Bodily-Kinesthetic Intelligence

_____ excels in one or more sports (preschool: shows physical prowress advanced for age)

_____ moves, twitches, taps, or fidgets while seated for a long time in one spot

_____ cleverly mimics other people's gestures or mannerisms

_____ loves to take things apart and put them back together again
_____ put his/her hands all over something he/she's just seen

_____ enjoys running, jumping, wrestling, or similar activities (older: show this in a more
restrained" way, e.g., woodworking, sewing, mechanics) or good fine-motor coordination in
other ways

_____ has a dramatic way of expressing himself/herself

_____ reports different physical sensations while thinking or working

_____ enjoys working with clay or other tactile experiences (e.g., finger-painting)

Other Bodily-Kinesthetic Strengths:

Musical Intelligence

_____ tells you when music sounds off-key or disturbing in some way other way

_____ remembers melodies of songs

_____ has a good singing voice

_____ plays a musical instrument or sings in choir or other group (preschool: enjoys playing
percussion instruments and/or singing in a group)

_____ has a rhythmic way of speaking and/or moving

_____ unconsciously hums to himself/herself

_____ taps rhythmically on the table or desks as he/she works

_____ sensitive to environmental noises (e.g., rain on the roof)

Other Musical Strengths:

Interpersonal Intelligence

_____ enjoys socializing with peers

_____ seems to be a natural leader

_____ gives advice to friends who have problems

_____ seems to be street smart

_____ belongs to clubs, committees, or other group organizations (preschool: seems to be part of
a general education social group)

_____ enjoys informally teaching other kids

_____ likes to play games with other kids

_____ has two or more close friends

_____ has a good sense of empathy or concern for others

_____ others seek out his/her empathy or concern for others

_____ others seek out his/her company

Other Interpersonal Strengths:

Intrapersonal Intelligence

_____ displays a sense of independence or a strong will

_____ has a realistic sense of his/her strengths and weaknesses

_____ does well when left alone or to play or study

_____ marches to the beat of a different drummer in his/her style of living and learning

_____ has an interest or hobby that he/she doesn't talk much about

_____ has a good sense of self-direction

_____ prefers working alone to working with others

_____ accurately expresses how he/she is feeling

_____ is able to learn from his/her failures and successes in life

_____ has high self-esteem

Other Intrapersonal Strengths:

Excerpted from Armstrong, Thomas. Multiple Intelligences in the Classroom, Alexandria, Virginia, Association for
Supervision and Curriculum Development (1994).

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The following list provides a survey of the techniques and materials that can be employed in
teaching through the multiple intelligences.

Linguistic Intelligence

lectures, debates

large- and small-group discussions

books, worksheets, manuals


writing activities

word games

sharing time

storytelling, speeches, reading to class

talking books and cassettes

extemporaneous speaking

journal keeping

choral reading
individualized reading

memorizing linguistic facts

tape recording one's words

using word processors

publishing (e.g., creating class newspapers)

Logical-Mathematical Intelligence

mathematical problems on the board

Socratic questioning

scientific demonstrations

logical problem-solving exercises

creating codes

logic puzzles and games

classifications and categorizations

quantifications and calculations

computer programming languages

science thinking

logical-sequential presentation of subject matter

Piagetian cognitive stretching exercises


Spatial Intelligence

charts, graphs, diagrams, and maps


videos, slides, and movies

visual puzzles and mazes

3-D construction kits

art appreciation

imaginative storytelling

picture metaphors

creative daydreaming

painting, collage, visual arts

idea sketching

visual thinking exercises

graphic symbols

using mind-maps and other visual organizers

computer graphics software

visual awareness activities

optical illusions

color cues

telescopes, microscopes, and binoculars

visual awareness activities

draw-and-paint/computer- assisted-design software

picture literacy experiences

Bodily-Kinesthetic Intelligence
creative movement, mime

hands-on thinking

field trips

the classroom teacher

competitive and cooperative games

physical awareness and relaxation exercises

all hands-on activities


body maps

use of kinesthetic imagery

cooking, gardening, and other "messy" activities


virtual reality software

kinesthetic concepts

physical education activities

communicating with body language/ hand signals

tactile materials and experiences

body answers

Musical Intelligence

musical concepts

singing, humming, whistling

playing recorded music

playing live music on piano, guitar, or other instruments

group singing

mood music

music appreciation

playing percussion instruments

rhythms, songs, raps, chants

using background music

linking old tunes with concepts


creating new melodies for concepts

listening to inner musical imagery

music software

supermemory music

Interpersonal Intelligence

cooperative groups

interpersonal interaction

conflict mediation

peer teaching

board games

cross-age tutoring

group brainstorming sessions

peer sharing
community involvement



academic clubs

interactive software

parties / social gatherings as context for learning

people sculpting

Intrapersonal Intelligence

independent study

feeling-toned moments

self-paced instruction

individualized projects and games

private spaces for study

one-minute reflection periods

interest centers

personal connections

options for homework

choice time

self-teaching programmed instruction

exposure to inspirational/ motivational curricula

self-esteem activities

journal keeping
goal setting sessions

Excerpted from Armstrong, T. Multiple Intelligences In The Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development (1994).

If we are to achieve a richer culture... Top of page

we must weave one in which each
diverse human gift will find a fitting
- Margaret Mead