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The first two, linguistic and logical-mathematical, are typically valued within the school system. Musical, bodily-kinesthetic, and spatial are intelligences associated with the arts. The final two, interpersonal and intrapersonal, were referred to by Gardner as 'personal intelligences.

Learning through interaction with one's environment. This intelligence is not the domain of "overly active" learners. It promotes understanding through concrete experience. Learning through patterns, rhythms and music.

Traditional activities in the classroom tend to focus on linguistic and logical-mathematical types of intelligence.

Gardner's multiple intelligences theory challenged traditional beliefs in the fields of education and cognitive science. ing to a traditional definition, intelligence is a uniform cognitive capacity people are born with. This capacity can be easily measured by short-answer tests.

These intelligences are (1) Linguistic, (2) Logical- mathematical, (3) Musical, (4) Spatial, (5), Bodily-kinesthetic, (6) Interpersonal and (7) Intrapersonal (Gardner, 1983, p.

VERBAL/LINGUISTIC - learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in traditional assessments of intelligence and achievement.

This theory suggests human intelligence can be differentiated into the following modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic.

There are nine different types of intelligence. These are: Naturalistic, Musical, Logical–mathematical, Existential, Interpersonal, Linguistic, Bodily–kinaesthetic, Intra–personal and Spatial intelligence.

Learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study..