These are handouts for a workshop that I'm doing tomorrow at the Singapore Expo as part of the SmartKids Asia Expo 2014 on the topic of multiple intelligences.

1. 8 Kinds of Smart:
Building on a Child's Assets for Success in
School and Life
Thomas Armstrong, Ph.D. (www.institute4learning.com)
SmartKids Asia 2014
Singapore Expo, Hall 5
March 23, 2014

2. The Eight Intelligences
 Word SmartWord Smart
 Logic SmartLogic Smart
 Picture SmartPicture Smart
 Body SmartBody Smart
 Music SmartMusic Smart
 People SmartPeople Smart
 Self SmartSelf Smart

3. Criteria for MI Theory
• Symbol Systems
• Cultural Value
• Developmental History
• Exceptional Individuals
• Brain Structures

4. Boyle's Law – 8 Ways
Boyle’s Law
Word Smart –
definition
Logic Smart - equation
Picture Smart – visual
metaphor
Music Smart – mnemonic chant
Body Smart – mouth experiment
Nature Smart – scuba diving
example
People Smart – cooperative simulation
Self Smart – personal reflection
(“think of a time in your life….”)

5. MI Learning Strategies Map
Objective
Word Smart - How can
I use the spoken or
written word?
Logic Smartl - How can I bring in
numbers, calculations, logic,
classifications, or critical
thinking?
Picture Smart - How can I
use visual aids,
visualization, color, art, or
metaphor?
Music Smart - How can I bring in music or
environmental sounds, or set key points in
a rhythmic or melodic framework?
Body Smart - How can I involve
the whole body or the use of hands-
on experiences?Nature Smart - How can I
incorporate living things or
systems?
People Smart - How can I engage
students in peer sharing, cooperative
learning, or large group simulation?
Self Smart - How can I evoke
personal feelings or memories, or
give students choices?

6. Books - 8 Ways
Linguistic - Talking
Books
Logical-Mathematical - Number
Books/Math and Science Books
Spatial - Pop-Up Books
Musical - Keyboard Books
Bodily-Kinesthetic - Build-It
Books/Hands-On Books
Naturalist -Nature Books
Interpersonal - Interactive Books
Intrapersonal - Emotional
Books/Self-Publishing Different
Kinds of
Books

7. Text - 8 Ways
Linguistic – delight in
sounds of words
Logical-Mathematical – focus on
references to numbers (of sleepers
in the world) Spatial – enjoy the superb
pictures and images
Musical – emphasize the Seuss rhythms
Bodily-Kinesthetic – read it in bed;
mimic yawning, tooth-brushing,
and other actions in bookNaturalist – examine how animals
of different kinds sleep, build nests
Interpersonal – act out sections of the
book as a group (e.g. yawns)
Intrapersonal – share sleep
experiences (talking, walking,
snoring, dreaming etc.)
Dr. Seuss’s Sleep
Book

8. Phonics - 8 Ways
Linguistic - word
patterns
Logical-Mathematical - Venn
diagram
Spatial –
Musical - apples and bananas song
Bodily-Kinesthetic - ee and oo
gestures
Naturalist - bird sounds
Interpersonal - ee and oo groups
ee and oo
sounds
Intrapersonal - oo and ee
sounds connected to
emotions

9. Multiplication – 8 Ways
Times Tables
Word Smart -
Storytelling
Logic Smart -Pattern Seeking
Picture Smart -Modular
Math
Music Smart - Clapping Rhythms
Body Smart -Math Calisthentics
Nature Smart -Multiples In Nature
People Smart - Cooperative Circle
Self Smart - Self-Discovery

10. MI Learning Strategies Map
Linguistic -
Logical-Mathematical -
Spatial -
Musical -
Bodily-Kinesthetic -
Naturalist -
Interpersonal -
Intrapersonal -

11. Learning
is a broad, holistic experience that begins early in the life course
During the first 3 years, the early foundations of learning –
including language & visual development, reasoning, memory and
problem solving – are established
Optimal growth and development early in the life course can serve
to prepare children for lifelong learning and later accomplishments
in school and beyond.
““Good health and nutrition are needed to achieve one’s fullGood health and nutrition are needed to achieve one’s full
educational potential because nutrition affects intellectualeducational potential because nutrition affects intellectual
development and learning ability”development and learning ability”
- World Health Organization (WHO) Information Series on School Health

12. Nutrition Can Impact
Early Brain Development & Learning
• Early childhood is a critical period for cognitive,Early childhood is a critical period for cognitive,
social and emotional growth.social and emotional growth.

13. Key Contributors to Learning
• Key contributors to learning impacted by nutrition include:
Perception Cognition Physical Vitality
• Described as perception through
sensory development
• A child employs all 5 senses to
form their perception of the world
around them
• Described as the ability to think
and encompasses such intellectual
processes as:
̶ Reasoning
̶ Recognition
̶ Problem-solving
• Continuous experiences support
cognitive development by
improving neuronal connections
and memory efficiency2,3
̶ These experiences also facilitate
infants to handle more
complicated tasks, promote
cognitive development, and
ultimately help to learn4
• Described as the ability to actively
engage in one’s environment and
in opportunities to learn
• Supported by growth, digestive
health, and immunity
̶ Optimal growth & motor
development allows child to
interact with the world
̶ Proper digestion and absorption
ensures bio-availability of
essential nutrients
̶ Healthy immune system enables
greater opportunity to learn

14. Role of Nutrients that Support
Learning
Key
Contributors
Nutrient
Associated
Processes
Structural Impact Functional Benefits
DHA1,2
• Synaptogenesis
• Myelin
• Global
• Visual cortex, retina
• Cortex
• Supports visual and
cognitive development
Lutein 2,3
• Antioxidant, filters
blue UV light
• Retina and macula
• Frontal, auditory,
occipital cortex, and
hippocampus
• Supports visual development
and may support brain
development
Choline 1
• Acetylcholine
synthesis
• DNA methylation
• Myelin synthesis
• Global
• Hippocampus
• White matter
• Supports brain and memory
development
High Quality Alpha
Protein
• Rich source of
essential amino acids
• Growth and
development
• Gastrointestinal tract
• Supports growth outcomes
and gastrointestinal
tolerability similar to breast
milk fed infants.
Reference: Trabulsi study
Dietary Fibre
(Oligofructose)6
• Promotes growth of
bifidobacteria
• Gastrointestinal
tract
• Softens stools and promotes
the growth of healthy
gastrointestinal bacterial

15. Website: www.institute4learning.com
Email: thomas@institute4learning.com
Blog: http://institute4learning.com/blog/
Twitter: Dr_Armstrong
Contact Information

16. Readings
Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special
Needs Achieve Success in School and Life. Alexandria, VA: ASCD, 2012.
Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired
Brain. Cambridge, MA: DaCapo/Perseus, 20101
Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd Ed.. Alexandria, VA: ASCD, 2009.
Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences: Revised and
Updated with Information on 2 New Kinds of Smart. , New York: Plume, 1999.
Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences.
New York: Tarcher/Putnam-Penguin, 2000.
Armstrong, Thomas. You’re Smarter Than You Think: A Kids’ Guide to Multiple Intelligences. Minneapolis,
MN: Free Spirit, 2003.
Armstrong, Thomas. The Myth of the A.D.D. Child: 50 Ways to Improve Your Child’s Behavior and Attention
Span without Drugs, Labels, or Coercion. New York: Plume, 1997.
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.
Gardner, Howard et al. (eds). Building on Children's Strengths: The Experience of Project Spectrum. New York:
Teachers College Press, 1998.
Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books,
2006.

17. MI Inventory – Young Child
Check those statements that apply:
Word Smart
__ is attracted to words (e.g. letter blocks etc.)
__ enjoys talking
__ engages in emergent writing (or is an early writer)
__ engages in emergent reading (or is an early reader)
__ likes to listen to and/or take part in verbal conversations.
__ has a good memory for facts
Logic Smart
__ asks lots of ‘’why’’ questions
__ is attracted to numbers (e.g. number blocks etc.)
__ likes to count
__ likes logical patterns (e.g. one red block, two yellow blocks, one red block, two yellow blocks etc.)
__ shows interest in science related topics.
__ does well on Piagetian-type assessments of logical thinking
Picture Smart
__ is attracted to pictures and images (e.g. illustrations in a book etc.)
__ is highly imaginative
__ enjoys art-related activities.
__ draws well for age
__ enjoys watching video other visual presentations.
__ likes building with blocks or other construction sets

18. MI Inventory (cont’d)
Body Smart
__ is good with hands (e.g. building, making things, etc.)
__ puts his/her hands all over something he’s/she’s just seen.
__ enjoys running, jumping, wrestling, or similar activities
__ shows ability in one or more sports
__ has a dramatic way of expressing herself/himself.
__ loves tactile experiences (e.g. finger painting, clay, etc.).
Music Smart
__ is attracted to music (e.g. on TV, radio, CD etc.)
__ loves to sing
__ enjoys interacting with a Music Smart instrument
__ remembers melodies of songs
__ has a good sense of rhythm.
__ has a melodic way of speaking
People Smart
__ enjoys socializing with peers.
__ shows qualities of a natural leader.
__ likes to play games with other kids.
__ makes friends easily
__ has a good sense of empathy or concern for others.
__ is good at resolving social conflicts

19. MI Inventory (cont’d)
Self Smart
__ displays a sense of independence or a strong will.
__ does well when left alone to play.
__ has a good sense of self-direction.
__ prefers working alone to working with others.
__ accurately expresses how he/she is feeling.
__ has a good sense of self-esteem.
Nature Smart
__ relates very well to animals (e.g. pets).
__ loves to be out in nature
__ has strong feelings for protecting the natural world.
__ is able to identify different kinds of birds, plants, or other living things.
__ enjoys activities in nature such as bird watching, rock or insect collecting, or raising animals.
__ expresses interest in a career relating to nature (e.g. forest ranger, veterinarian etc.).