Teachers will find that student motivation and performance is significantly enhanced when individual styles and talents are incorporated into instruction. Once a student's gift or area of intelligence is confirmed, it is important to use appropriate tools to enhance that gift. In the table below, you will find some examples of strategies that compliment the different areas of intelligence.

Area of Intelligence	Profile of student	Suggested strategies to use for support
Logical/ Mathematical Intelligence	Likes to explore patterns, categories and relationships Enjoys math and science Enjoys solving problems Enjoys strategy games (chess, battleship) Sees cause and effect easily	Problem solving activities Number games Computer programs that require problem solving and use of logic Science experiments Puzzles
Linguistic Intelligence	Enjoys metaphors and appreciates poetry Likes to read and write Likes to tell stories Good at spelling words Likes word games (crosswords, word searches, scrabble)	Word games Book reviews Discussions Speeches Story telling/ writing Journals Debates
Interpersonal Intelligence	Works well with others Often acts as a leader or mediator Likes to socialize Empathizes with others Confident around others	Cooperative learning activities Lead discussion groups Group problem solving Games Student-student tutoring Group brainstorming activities
Intrapersonal Intelligence	Aware of own needs, emotions, and feelings Independent/ self-directed Prefers working alone Intuitive	Independent learning activities Self-paced learning/ instruction Time for individual reflection Giving choices Journals
Spatial Intelligence	Enjoys picture games Identifies visual patterns quickly and with ease Enjoys making models Thinks in images Enjoys art activities Reads maps, charts, and diagrams with ease	Activities using charts, diagrams, and maps Videos, slides, movies 3-dimensional models Mind or concept maps Computer graphics Color coding Picture cards
Musical Intelligence	Enjoys and appreciates music Hums or sings frequently Can identify musical patterns, tones, and rhythms easily Recalls melodies and words to songs with ease	Activities using singing, humming and whistling Listening to music Playing musical instruments Creating or repeating patterns, rhythms, tunes Music appreciation activities Background music
Bodily Kinesthetic Intelligence	Well-developed motor skills Enjoys movement activities (dancing, physical education) Learns best through movement and tactile means Enjoys hands-on crafts (building, sewing, cooking)	Acting out plays Physical activities Crafts Manipulatives (objects that make learning concrete) Hands-on activities
Naturalistic Intelligence	Interested in nature Enjoys nature activities (camping, hiking, gardening) Cares for animals Shows interest in the natural sciences	Caring for class pet Experiential education Service learning Plant or animal units Nature experiences Field trips

As mentioned earlier, students learn better when instruction matches their preferred learning style. Earlier in this module you saw an example of how different learning styles were all incorporated into a typical classroom activity of explaining science experiment procedures. The activity below provides you with an opportunity to apply some of your knowledge of learning styles to another classroom situation.

Carlos' and Adán's teacher used a learning styles inventory to help her better address the needs of her students. She has learned that for Adán's preferred learning style is visual, while Carlos is a kinesthetic learner. She wonders what types of activities she should consider to enhance each child's learning. What would you suggest? Mary Abeita gives several suggestions below. (Time: 0:41) View Transcript Your turn Pick a lesson plan that you have recently developed. How have you incorporated the cultural backgrounds of your students? Discuss how you would modify that lesson plan to incorporate strategies that meet the learning needs of auditory, visual, and tactile/kinesthetic learners. How could you tie in different intelligences?