Right Brain, Left Brain

• Read each statement below. Give each statement a score

according to how much it is true for you. The score
should be between 1 (meaning that the statement is
completely false) and 10 (meaning that the statement is
100% true).
• Try to write down your first reaction to each statement.
Don’t think about each statement for too long.
• Write down your score for each statement in the column
provided.

No Statement Score 1-10

1 I base decisions on facts rather than feelings
2 I am always able to see what other people are thinking
3 I like using symbols or images for solving problems
4 I am artistically or musically creative
5 I am logical
6 I am good at solving crosswords and other puzzles
7 I can read quickly
8 My daydreams are vivid and seem very real
9 I can think of synonyms for words easily
10 I can remember dreams
11 My dreams are vivid and seem very real
12 I am fluent in using words.
13 I am good at using images in remembering and thinking.
14 I use a laid-back, relaxed approach to solving problems.
15 I use a serious, business-like approach to solving problems.
16 I like to keep experiences planned and structured.
17 I like to read and think while sitting upright
18 My thinking consists of words.
19 My thinking consists of pictures and images in my mind
20 I like to explain something using a visual presentation
 SCORING

Left 1 5 6 7 9 12 15 16 17 18 TOTAL
numbers
SCORE

Right 2 3 4 8 10 11 13 14 19 20 TOTAL
numbers
SCORE

• Add up the scores for left and right. Write the totals in
the boxes above.
• Write the larger number in the box below and do likewise
for the smaller number.
• Indicate in the row below which number refers to the
left and which to the right.

Larger number = Smaller number =

Left or right Left or right

What strategies do you use in the classroom to ensure that all

of your learners use both sides of their brain?
 The 8 Different Kinds of Smart

In 1983, Professor Howard Gardner proposed that there were at least

eight different and separate kinds of intelligence. Gardner defines ‘intelligence’
as the capacity to solve problems in everyday lives and to produce things that are
of value to a culture.

WORD SMART: LOGIC SMART:

Expressing your verbal intelligence through
words.
These learners have highly developed
auditory skills and are generally elegant
speakers.
They think in words rather than pictures.
PICTURE SMART:
Thinking visually with your mind’s eye.
These learners tend to think in pictures and
need to create vivid mental images to retain
information.
They enjoy looking at maps, charts, pictures,
videos and films.
BODY SMART
Using your physical capabilities.
These learners express themselves through
movement.
They have a good sense of balance and eye-
hand co-ordination.
Through interacting with the space around
them, they are able to remember and
process information.
MUSIC SMART
Ability to produce and appreciate music.
These learners think in sounds, rhythms and
patterns.
They immediately respond to music either
appreciating or criticising what they hear.
Many of these learners are extremely
sensitive to environmental sounds.
Ability to use reason, logic and numbers.
These learners think conceptually in logical
and numerical patterns making connections
between pieces of information.
Always curious, they ask lots of questions
and like to do experiments.
PEOPLE SMART
Connecting with other people.
These learners try to see things from other
people’s point of view in order to understand
how they think and feel.
They are great organizers, although they
sometimes resort to manipulation.
They use both verbal (speaking) and non
verbal language (eye-contact and body
language) to communicate with others.
SELF SMART
Getting to know yourself – the ability to
self-reflect.
These learners try to understand their
inner feelings, relationships with others,
strengths and weaknesses.
NATURE SMART
Identifying with the natural world.
 MULTIPLE INTELLIGENCES QUESTIONNAIRE

• Fill in the following survey.

• Give each sentence a score between 1 and or 5
• 0 if you are not at all like the type of person
described
• 1 if you’re not much like the description
• 2 if it’s a bit like you
• 3 if you’re like the description some of the time
• 4 if it’s quite a lot like you
• 5 if it’s a lot like you

Not Not A bit Like me Quite a A lot like

like much like someti lot like me
me like me me mes me
0 1 2 3 4 5

1. I always do things one

step at a time
2. I recognise and can
name different types of
birds, trees or plants.
3. I can picture
remembered or
described scenes easily
4. I have a well-
developed vocabulary
and I use it well.
5. I enjoy and value
writing

6. I have a good sense

of balance and enjoy
physical movement.
7. I keep or like pets or
other domestic animals.
8. I know myself well
and understand why I
behave as I do
9. I enjoy group
activities and doing
things with other people
10. I learn well from
talks, lessons and
listening to others
11. I am good at working
with objects and things
12. When listening to
music my feelings
change
13. I enjoy puzzles,
crosswords and working
out problems

14. I like to think out

loud, to talk through
problems, ask questions
15. I remember things
like telephone numbers
by repeating or chanting
them
16. Charts, diagrams
and pictures help me
learn
17. I am sensitive to the
feelings of those around
me
18. I enjoy being
outdoors and am
comfortable there
19. I learn best when I
have to get up and do it
for myself
20. I like to work off a
list of things to do
21. I need to know what
I’ll get out of it before I
want to learn something.
22. I like to think
through my problems
whilst doing something
such as walking or
running
23. I am able to explain
topics which are difficult
and make them clear.
24. I have a good sense
of direction.
25. I find it easy to sort
out arguments between
friends.
26. I can remember the
words to music easily
27. I can take things
apart and put them back
together easily
28. I enjoy games with
other people
29. I like privacy and
quiet for working and
thinking
30. I can pick out the
sounds of individual
instruments in music
31. I understand how
things link together
32. In teams, I work well
with others and add to
their ideas
33. I am interested in
how we learn and why
people do what they do
34. I notice small things
and will often see things
others miss
35. I get restless easily

36. I enjoy working or

learning on my own
37. I enjoy making
music

38. I get cross about

litter and pollution
39. I am good with
numbers and at maths
40. I make up my own
mind about things and
know what I believe.

• Now transfer your scores from the questionnaire into

the score grid.
• Add up your scores to find your total score for each
intelligence
 Multiple Intelligence Score Grid

Intelligence Total
Score
LOGIC SMART 1 13 20 31 39
Your score

NATURE SMART 2 7 18 33 38
Your score

PICTURE SMART 3 16 24 27 34
Your score

WORD SMART 4 5 10 14 23
Your score

BODY SMART 6 11 19 22 35
Your score

SELF SMART 8 21 29 36 40
Your score

PEOPLE SMART 9 17 25 28 32
Your score

MUSIC SMART 12 15 26 30 37
Your score

• Now you have your scores for each of the eight

different kinds of smart
• Highlight your top three highest scores.

The multiple intelligences questionnaire that you have

completed focuses on the theory that each individual has
a variety of intelligences, has strengths in a number of
areas. Therefore, having identified your three main
preferences look at the suggested activities that tap into
those Multiple Intelligences to see how you could support
your own learning.

Remember your students may not share your

preferences so you need to consider what you need
to do in your classroom to ensure that you are
teaching and communicating effectively for all of
your students.
 8 Different Ways of Learning
Students who are THINK LOVE……..
WORD SMART In words Writing, listening to talks,
thinking out loud, asking
questions, reading, playing
word games.
PICTURE SMART In pictures and images Using chars, pictures and
diagrams, visualising of ideas,
using colours, designing ,
doodling.
LOGIC SMART By reasoning Sequences, one step at a
time, problem solving,
numbers, formulae,
experimenting, calculating,
questioning
MUSIC SMART Via rhythms and melodies Rhythms, making and
listening to music, patterns,
singing, whistling, humming,
tapping feet and hands
USE
Reading, writing scripts,
poems, stories, discussion,
written notes, verbal
repetition, tapes, diaries,
dialogue
Drawing, creating mind maps,
highlighting, making posters,
constructing timelines,
watching slides, watching
video clips, using puzzles
Exercises, drills, problem
solving, graphs, timelines,
formulae, patterns, science
materials and examples
Performing, singing, playing
composing, chanting
repetition, music as
background
BODY SMART Through body movements Physical movement, learning
and sensations by doing, working with
objects, hands-on
experimentation, gesturing,
dancing
PEOPLE SMART By bouncing ideas off other Working with others as part
people of a team, group work,
leading, organising,
manipulating, negotiating and
teaching others.
Building models, displays,
learning whilst walking,
exercising, presentations,
role play and drama, hands-on
tasks, body maps, hand
signals
Plays, debates, group work,
pair work, brainstorming,
board games simulations,
interactive software

SELF SMART In relation to their own
needs feelings and goals.
Working on their own, quiet
reflection, setting goals,
mediating, planning, dreaming
Journals, diaries, reports,
working in peace and quiet,
self-paced projects, choices,
time alone, private study
places, independent study

NATURE SMART Through nature and natural Relating work to the natural
forms world, order, classifications,
investigating nature, caring
for animals and the
environment
Classifying information,
natural order and patterns,
nature walks, plants as props,
looking out of the window.
Honey and Mumford’s Learning Styles

Activists – like action

They like to be in control, being given the limelight, leadership

opportunities. They like risk taking, drama, excitement. They
don’t like passive of highly structured activities. They like:

Games and simulations group work giving a presentation

Visits practical being given a choice.
Problem solving using technology interviewing
Role-play case studies discovering for themselves.

Reflectors – like thinking in retrospect

They like time to stand back, to think and to decide. They pay
attention to detail, a chance to exchange views. Reflectors
don’t like highly structured activities or situations where they
are never given time to think. They like:

Demonstrations reviewing video: evaluation and analysis

Self-assessment reading discussion (reflective)
Watching a role play examining evidence
Listening to debates learning from experience
Theorists – like ideas

They like theories, models, concepts, systems and other

abstract thinking. They ask searching questions and probing
criticism. They adopt a logical, systematic and objective
approach. Theorists don’t like unstructured activities without
an obvious purpose, or exploring feelings and emotions. They
like:

Explanation of ideas theoretical discussions theoretical work

Using ideas to criticise ideas based assignments debates
Attention to detail structured worksheets expressing own ideas
Theoretical questions – What would happen if….?

Pragmatists – like to see the relevance

They like activities with clear vocational, academic or practical

relevance. They like demonstrations and practice of practical
skills. Pragmatists don’t like theoretical lectures, and exploring
abstract concepts, of similar activities which don’t seem to
them to have a clear ‘real world’ purpose. They like:

Case studies and examples practical projects simulations

Realistic problem solving vocational relevance past-papers
 Demonstrations practical visits
Role-play application of theories

Recycling

Don’t lose it; re-use it!

Responsible use of the earth’s resources is very important. We

consume a lot, so we should re-use a lot as well. We all use a lot of
glass on a daily basis. What happens to all those bottles and jars once
you’ve used up the contents? Does it get thrown into the dustbin or do
you live in an area where there is a recycling collection? Glass is not
biodegradable. That means that is does not rot and it never will.
However, it can be re-melted and re-moulded many times over, without
losing any of its quality. If you can recycle glass- do! Separate out
the different colours if you are using a bottle bank. You taking the
trouble to do this means that it can be re-used again and again.

What are the possible options?

You buy the glass bottle in a shop, take it home and use the contents.
What happens next? If you throw it into your dustbin, it will be taken
to a landfill site with all your other rubbish and refuse. But it will
just stay there – forever – or it will be incinerated and the glass is
useless. It cannot biodegrade. You may be lucky enough to get your
money back if you return the bottle to the shop. This used to happen
a lot, but is much less common these days. Bottles taken to a bottle
bank or collected in kerbside collections are broken and the glass is
taken off to be re-moulded and made into new bottles, which may
eventually make their way back to your house again!

How about tins and cans?

Do you drink fizzy drinks? What do you do with the empty cans? If
you throw them away in the dustbin, they are just dumped in the
landfill site with all the other rubbish. However, if you recycle either
by using a kerbside collection or can bank, the metal can be
reprocessed into new cans. Sacks of used tins and cans are collected
by charities and community groups as they can be resold. Aluminium
has a higher scrap value than steel, so it is good if you can separate
the cans out from each other. Test it with a magnet – if it sticks
then the can is steel. At the processing plant, the can is shredded.
The steel is compressed into bales and sold to the steel industry.
Aluminium is sent for re-melting before being manufactured into new
products.