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What Gardner's research says for schools is that we must go beyond the traditional educational approach, which emphasizes language and math, and address all of our intelligences. Children learn in different ways and our teaching methods and curriculum content must reflect these ways. At EXPO the nine intelligences are woven into how our rooms are set up, the curriculum and activities we choose, and how we describe learners. Children often work in groups, using their interpersonal intelligence in problem solving. They might build their intrapersonal skills by writing reflections, or use their bodily-kinesthetic intelligence to demonstrate their understanding of a concept. Learning is often project-based, and active learning is the norm.

LINGUISTIC/VERBAL

Related to written and spoken language. These learners typically learn their best by seeing, hearing, and saying language. They often think in words, and enjoy reading, writing or storytelling. Such children should be supplied with tools for word-making and placed in language-rich environments.

LOGICAL/MATHEMATICAL

Deals with deductive thinking and reasoning with numbers and abstract thought. These learners form concepts by looking for patterns, relationships, and categories. They need to actively manipulate objects and experiment in an orderly way to constantly question and wonder about natural events. Their classroom should provide lots of time to explore new ideas and to follow the scientific process naturally.

VISUAL/SPATIAL

Relies on the sense of sight and the ability to visualize an object to create mental images and pictures. These learners need to be taught through pictures, images, and color. They are motivated through audio/visual materials and have a highly developed spatial awareness. They learn through art and projects.

BODILY/KINESTHETIC

Relates to the physical movement and the wisdom of the body. These learners process knowledge through whole-body sensations, often making decisions based on "gut-feelings". They have excellent large and fine motor skills, communicate very effectively through gestures and other forms body language, and internalize information by touching, manipulating, moving, and acting things out. They need ample role-playing, drama, creative movement, and whole body activities.

MUSICAL/RHYTHMICAL

Recognizes tonal patterns, including environmental sounds, with sensitivity to rhythm and beats. These learners form concepts by putting information to music. They sing, hum, whistle, and move along with rhythm; are sensitive to nonverbal sounds in the environment.  They readily respond to the musicality of language and music. They learn best when information is presented with rhythm and melody.

INTERPERSONAL

Operates primarily through groups, person to person relationships and communications while relying on all the intelligences. These learners are often classroom leaders, group organizers and communicators. They enjoy problem-solving activities. They learn best by relating, cooperating and dynamically interacting with others.

INTRAPERSONAL

Relates to inner states of being, self-reflection, awareness of spiritual realities. These learners work best when left alone. They are self-motivating, have a deep sense of their inner feelings, dreams and ideas. They are intuitive, wise and even psychic, and learn through their own inner speech and imagery.

NATURALIST

Relates to distinctions in natural world through observation, identification and classification of plants and animals. These learners are collectors of many things, touchers of "yucky" critters, and conservationists. They work best when they are able to put learning into the perspective of global health. They enjoy finding ways in which to study things which weave human, animals, and environmental concerns together.

EMOTIONAL

Relates to an inner 'soul' of morality, ethics, and connectedness to all things. These learners are motivated by studying the worth of humanity, the rights which should be afforded to all living creatures, and the consideration of moral codes of conduct. They are just, and driven to action by their life spirit. There is a non-spiritual inner compass which is always seeking the right course for themselves.