Multiple Intelligences Test Results for personal and professional growth and development as an educator

1. Learning Styles & Multiple Intelligences1
Running Head: LEARNING STYLES & MULTIPLE INTELLIGENCES
Learning Styles and Multiple Intelligences
Blair Thallmayer
East Stroudsburg University

2. Learning Styles & Multiple Intelligences2
Analyze Test Results
The VARK Questionnaire Results
The VARK Questionnaire stated that I had a multimodal learning preference. I am not too sure if
I agree with these results. I had received a similar score for visual and read/write of 10, kinesthetic score
of 7, and an aural score of 3. I felt that my preference should have been visual, due to the fact that I had
taken this questionnaire in previous semesters and received a visual preference. My highest score in the
past came in the visual category - (Fleming 2001).
Learning Styles Results
The Learning Styles evaluation offered results that I felt exactly fit my view of my learning style
preferences. In this assessment there were four categorizes to be evaluated. The categories were Active-
Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global. In the Active-Reflective section I
received a 5 that was located closer to the active side. This meant I have a moderate preference for the
active dimension of the scale and will learn more easily in a teaching environment which favors that
dimension. In the Sensing-Intuitive section I received a 7 that was located closer to the sensing side. This
meant that I have a moderate preference for the sensing dimension of the scale and will learn more easily
in a teaching environment which favors that dimension. Without taking the visual-verbal section, I could
have guessed visual would show high results. I had received a 9 score located on the visual side, stating
that I have a very strong preference for visual dimension of the scale and I may have real difficulty
learning in an environment which does not support that preference. This is something that I agree with
completely because I have had trouble in the past with any learning environments that were not catering
to the needs of visual students, such as myself. Lastly, in the sequential-global section I received a 1 on
the global side stating that I’m fairly well balanced on the two dimensions of the last scale - (Soloman &
Felder).
Teaching Style Results

3. Learning Styles & Multiple Intelligences3
My scores: Expert- High 4.1, Formal Authority- High 3.7, Personal Model- High 4.1, Facilitator-
High 4.5, Delegator- High 4.2. The Teaching Style assessment recorded results that my evaluation was
high in all categories. I am not currently teaching, so I had answered the assessment based on previous
experiences in the classroom of student teaching, PDS, camp counselor at summer camps, and so forth. I
had always received high marks for PDS, student teaching and recognition awards for being a camp
counselor; however I felt that my scores from this assessment might be a little off. I feel that I can not be
in the high category for each section based on my little experience to a full time teaching situation. I feel
that with more time, experience, and professional development workshops and classes that my scores will
be in the high level but not for the present – (Grasha, & Riechmann).
Multiple Intelligences Results
My outcomes: Verbal 20%, Naturalist 40%, Musical 50%, Logical 60%, Kinesthetic 60%,
Interpersonal 70%, Intrapersonal 80%, Existential 80%, Visual 100% . The Multiple Intelligences Survey,
created by Walter McKenzie, gave results that were extremely accurate compared to what my view of my
own multiple were before even answering. Therefore I agree with the results from this assessment. My
top score of 100% was in the visual intelligence, and that is something that I selected based on my need to
view assignments, tasks, directions, presentations, and so forth. My lowest score of 20% was in the verbal
intelligence, and again that is something that I selected prior to this assessment because of my lack of
interest in the language arts area. Growing up and to this day it is easier for me to understand a power
point presentation with graphics, animations, photos and very little text verses a textbook reading
assignment with questions to answer in writing at the end of the chapter- (Mckenzie 1999).
Strengths & Weakness
Strengths
As a student, as well as a teacher, my strengths would be based on a multimodal learning
preference supported by the VARK Questionnaire, of visual and reading/writing – (Fleming 2001). In

4. Learning Styles & Multiple Intelligences4
addition to the VARK Questionnaire, my learning styles would include active, sensing, visual and
sequential/global based on the Learning Styles Assessment - (Soloman & Felder). Additionally, my
teaching styles would include expert, formal authority, personal model, facilitator, and delegator –
(Grasha, & Riechmann).
This is always subjective to change due to the fact that I am currently a full time graduate student
and will experience many more different styles of teachings. Whether these styles stem from my
advisors, professors, district staff, coworkers, and future students, I still have plenty to learn. This
inventory is meant to empower and strengthen all intelligences currently being evaluated. On top of the
other assessments and evaluations, the Multiple Intelligences Survey concluded that my strong points
were section nine- visual (100%), section eight- intrapersonal (80%), section four-existential (80%) and
then section five-interpersonal (70%). Visual/Spatial Intelligence are found in people “known as ‘picture
smart’ that learn best visually and tend to organize their thinking spatially. They like to think and create
pictures, and are drawn to information that is presented in a visual form”-(Johnson & Lamb, 2000).
Existentialist is kind of a “new intelligence that is thought of as ‘wondering’ people that learn
best through seeing the ‘big picture’ of human existence by asking philosophical questions about the
world”- (Johnson & Lamb, 2000 ). Intrapersonal and interpersonal intelligences are kind of similar.
Intrapersonal intelligence is when “people are ‘self smart’ and learn best through metacognitive practices
such as getting in touch with their feelings and self motivation”- (Johnson & Lamb, 2000 ). Interpersonal
intelligence is knowing about others. “These ‘social smart’ people learn best through interaction with
other people, through discussions, cooperative work or social activities”- (Johnson & Lamb, 2000). As a
learner, as well as a teacher, I would use these multiple intelligences with technology tools that would
best fit my needs at learning while being easy to teach at the same time.
Weaknesses

5. Learning Styles & Multiple Intelligences5
Supported by the VARK Questionnaire, my weakness would need some work to improve the
aural category- (Fleming 2001). A feeble Learning Style that would require more personal effort would
include reflective, intuitive, and, of course, verbal- (Soloman & Felder). Another brittle area, that occurs
within my Multiple Intelligence assessment that would need to bring about some more composition in
order to become successful can be found in section seven-verbal (20%), section one- naturalist (40%),
section two- musical (50%), and section three-logical/section six- kinesthetic (60%). Verbal/Linguistic
Intelligences are “thought of as ‘word smart’ people that learn best through language including speaking,
writing, reading and listening. They are able to verbally, or in writing, explain, convince and express
themselves; they enjoy writing and creating with words. They would also enjoy e-books, interactive
books on CD-ROM, and other text-based software.’- (Johnson & Lamb, 2000 ). There are many
resources available as technology tools that would help “word smart” students that might overlap into a
category that fits my multiple intelligences. This would ultimately strengthen my verbal/linguistic
weakness within education. An example of such technology would be desktop publishing (Publisher,
PageMaker) and Desktop presentations (PowerPoint, Astound).
Goal As An Educator
The VARK , learning styles and theory of multiple intelligences are organized into categories in
which learners find their strengths and weaknesses within the educational domain. Hopefully they will
use those preferences to meet their needs. As an educator I plan to develop my strengths and weaknesses
into domains that will promote my professional development. In addition, I plan on using the appropriate
assessment and evaluation tools within and without technology to provide authentic assessments for my
students. Hopefully, within the school district/building, there is a program that will help focus on
students’ strengths to build on their weaknesses. If there is no such program within my school
district/building, I will produce some means of evaluation to assess students learning styles, multiple
intelligences and so forth for a successful learning environment.

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References
Fleming, N. (2001.). VARK -- A Guide to Learning Styles. Retrieved January 20, 2009, from
http://www.vark-learn.com/english/index.asp.
Grasha, & Riechmann. (n.d.). Teaching Style Survey. Retrieved January 20, 2009, from
http://www.longleaf.net/teachingstyle.html.
Johnson, L., & Lamb, A. (2000). Technology and Multiple Intelligences. Retrieved January 20, 2009,
from http://eduscapes.com/tap/topic68.htm.
Mckenzie, W. (1999). Multiple Intelligences Survey. Retrieved January 20, 2009, from
http://surfaquarium.com/Mi/inventory.htm.
Soloman, & Felder. (n.d.). Index of Learning Styles Questionnaire. Retrieved January 20, 2009, from
http://www.engr.ncsu.edu/learningstyles/ilsweb.html.