These are handouts for a full-day workshop I did on December 3, 2014 in Plymouth, Minnesota for a group of educators on the topic of neurodiversity and its applications to the classroom.

1. Neurodiversity in the Classroom
A Revolutionary New Concept
for Special Education
Thomas Armstrong, Ph.D.
www.institute4learning.com
Grants and Research Office (GRO)
Intermediate 287 & Northeast Metro 916
Plymouth, Minnesota
December 3, 2014

2. Neurodiversity
An idea which asserts that atypical
(neurodivergent) neurological
development is a normal human
difference that is to be recognized and
respected as any other human variation.
2

3. Agenda for Workshop
1. Timeline of Neurodiversity
2. Five Principles of Neurodiversity
3. Understanding the Strengths of Students
with Special Needs
4. Importance of Positive Role Models
5. Using Assistive Technologies/UDL
6. Developing Strength-Based Learning
Strategies
3

4. Agenda for Workshop
7. Enhancing the Student’s Social Networks
8. Nurturing Affirmative Career Aspirations
9. Implementing Positive Environmental
Modifications
10. Creating Positive Niche Construction
Charts
4

5. Agenda for Workshop
11. Writing Positive IEP Objectives
12. Using Appreciative Inquiry in IEP
Meetings
13. Putting It All Together
14. Resources and Closing: Leonardo da
Vinci’s IEP Meeting
5

6. Neurodiversity Timeline
• 1993 – Jim Sinclair–‘’Don’t Mourn for Us’’
• 1998 – Judy Singer – First to Use Word
• 1998 - Harvey Blume – First Use in Print
• 2004 – Amy Harmon – New York Times
• 2005 – Autistic Pride (Neurodiversity) Day
• 2005 – Neurodiversity.Com
• 2006 ˃ Media, Schools, Business, Scholars
6

7. Principles of Neurodiversity
• The Brain is a Rain Forest
• Cultural Values Dictate Disorders
• Success = Adapting to the Environment
• Success = Changing the Environment
• Niche Construction Modifies the Brain
7

8. Positive Niche Construction
• Helping to ensure the thriving of a
child by directly modifying the
environment in such a way that it
enhances that child’s chances for
success.
8

9. Positive Niche Construction
• Strength Awareness
• Positive Role Models
• Assistive Technologies/UDL
• Strength-Based Learning Strategies
• Enhanced Social Resource Network
• Affirmative Career Aspirations
• Positive Environmental Modifications
9

10. Strengths Summary
• Autism Spectrum Disorder
• Gift for detail
• Enhanced perceptual functioning
• Scores higher on Raven’s Progressive Matrices
• Systemizers rather than empathizers
• Savant abilities (10% of all with ASD)
• Special Interests
10

11. Strengths Summary
• Learning Disabilities (Dyslexia)
• Often strong in spatial intelligence
• Many are 3-D thinkers
• Entreprenurial proclivities
• Holistic thinkers
• Mechanical Aptitude
11

12. Strengths Summary
• Attention Deficit Hyperactivity Disorder
• Hunters in a farmer’s world
• Learn by moving around
• Warning signs are actually creative traits
• Excel at novelty-seeking
• Have neotenous characteristics important for
evolution (such as playfulness)
12

13. Evolutionary Advantages of ADHD
13
Hunter Child with ADHD
Constantly on the move Hyperactivity
Attention on many things Distractibility
Responds quickly to
stimuli
Impulsivity

14. 14
ADHD or Creative?
Child with ADHD Creative Person
Hyperactivity Vitality
Distractibility Divergent Mind
Impulsivity Spontaneity
Hyper-Focus Passion
Poor Executive Function Creative Imagination

15. 15
Neoteny: retention of juvenile
characteristics in the adults of a
species
“a major evolutionary trend in human
beings" is ‘greater prolongation of
childhood and retardation of maturity.’“
J.B.S. Haldane

16. Strengths Summary
• Intellectual Disabilities
• Capacity for dramatic expression (Down)
• Emotional warmth (Down, Williams, Fragile X,
Willi-Prader)
• Specific capacities such as:
• Musical intelligence (Williams)
• Verbal capacity (Williams)
• Caring for others (Willi-Prader)
• Hands-on abilities (Fetal Alcohol Syndrome etc.)
16

17. Strengths Summary
• Emotional and Behavioral Disorders
• Emotional expressiveness
• Scores higher on creative thinking test (bipolar)
• Creative capabilities (art, drama, music,
creative writing)
• Strengths in humanistic disciplines (e.g.
philosophy, poetry, the arts etc.)
17

18. Neurodiversity Strengths Checklist
Personal Strengths
___ Enjoys working independently
___ Has a good sense of his/her personal strengths and
weaknesses
___ Learns from past mistakes
___ Has persistence in carrying out assignments or activities
___ Is courageous in dealing with adversity and/or the
unknown
___ Keeps a personal diary or journal
___ Has a good sense of humor
___ Possesses a sense of responsibility
___ Has strong opinions about controversial topics
___ Marches to the beat of a different drummer
___ Handles stressful events well (e.g. is resilient)
___ Has good character (e.g. honesty, integrity, fairness)
___ Has the ability to set realistic goals for him/herself
___ Has a sense of confidence or high self-esteem
___ Has good self-discipline
___ Has personal ambitions in life
___ Displays good common sense
___ Possesses personal vitality, vigor, or energy
Communication Strengths
___ Explains ideas or concepts well to others
___ Asks good questions
___ Is a good storyteller
___ Is a good joke teller
___ Has good listening skills
___ Handles verbal feedback (especially negative feedback)
well
___ Has good articulation ability
___ Is able to effectively use non-verbal cues to communicate
with others
___ Is persuasive in getting someone to do something
___ Has good assertive skills without being pushy
Emotional Strengths
____ Is emotionally sensitive to perceiving the world around
him/her
____ Has an optimistic attitude toward life
____ Can tell how he/she is feeling at any given moment
____ Can easily pick up on the emotional state of another person
____ Is able to handle strong internal feelings in a
constructive manner
____ Receives gut feelings about things
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to 18
Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."

19. Neurodiversity Strengths Checklist
Social Strengths
___ Has leadership ability
___ Has a good sense of empathy for others
___ Enjoys socializing with others
___ Is good at helping others
___ Is kind or affectionate towards others
___ Has at least one good friend
___ Prefers working with others
___ Likes to play board games and/or card games with others
___ Has skill in refereeing disputes conflicts between
classmates
___ Is polite and has good manners
___ Is able to work out his/her own conflicts with others
___ Works well in groups
___ Volunteers his/her time in some worthy cause
___ Belongs to at least one club or social group (e.g. Scouts.)
___ Has a good relationship with at least one family member
___ Is friendly to others
___ Is good at sharing with others
___ Follows class rules
___ Has a good relationship with at least one teacher in the
school
___ Has good personal hygiene
___ Trusts others without being taken in
___ Is liked by his peers
Cognitive Strengths
___ Has good organizational skills
___ Has good study skills
___ Is able to use cognitive strategies (e.g. self-talk) in
solving problems
___ Is able to pay close attention to details
___ Has a good short-term and/or long-term
memory
___ Is able to think ahead
___ Is able to become totally absorbed in an activity
___ Can easily divide his attention between two or more
activities
Cultural Strengths
___ Has traveled to other countries
___ Speaks more than one language
___ Is tolerant of others who have cultural, ethnic, or racial
differences
___ Has pride in his/her own cultural, ethnic, or racial
background
___ Likes to find out about historical events around the world
___ Enjoys learning about different cultural traditions
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to 19
Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."

20. Neurodiversity Strengths Checklist
Literacy Strengths
___ Enjoys reading books
___ Has good reading comprehension
___ Enjoys doing word puzzles or playing word games
___ Is a good writer in one or more genres (e.g. poetry,
stories, reports, letters)
___ Is a good speller
___ Has a large vocabulary
___ Enjoys listening to audio books or to someone telling a
story or reading out loud
Logical Strengths
___ Does well in science class
___ Can estimate things easily
___ Enjoys working with numbers and/or statistics
___ Is good at solving math problems
___ Has a chemistry set or other science kit that he/she works with
at home
___ Has an interest in astronomy, chemistry, physics, or biology
___ Enjoys logical or number games or puzzles like Rubik’s cube
or Sudoku
___ Can easily calculate numbers in his/her head
Visual-Spatial Strengths
___ Has an aptitude for fixing machines
___ Likes to create three-dimensional structures with building
materials
___ Is good at doing jigsaw puzzles or other visual puzzles
___ Is able to read maps well
___ Reports being able to visualize images clearly
___ Gets information more easily through pictures than words
___ Is sensitive to the visual world around him/her
Physical Strengths
___ Has a good sense of balance
___ Learns material best when moving around
___ Likes to ride his/her bike, skateboard, and/or other self-powered
personal vehicle
___ Is good at playing team sports like baseball, soccer, basketball, or
football
___ Is good at playing individual sports like tennis, swimming,
gymnastics, or golf
___ Is in good physical health
___ Likes to dance
___ Is physically strong
___ Is a fast runner or has other athletic abilities
___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)
___ Has good physical endurance
___ Has good physical flexibility
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to 20
Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."

21. Neurodiversity Strengths Checklist
Dexterity Strengths
___ Has a hobby building model cars, planes, ships or other
similar projects
___ Displays good handwriting
___ Likes to juggle or do magic tricks
___ Enjoys hand crafts like knitting, crocheting, embroidery,
or needlepoint
___ Likes to make things with his/her hands
___ Has good tactile ability
___ Enjoys arts and crafts like origami, collage, and/or paper
maché
___ Enjoys woodworking, carpentry, carving, and/or metal
work
____Has good eye-hand coordination
Nature Strengths
___ Has good rapport with animals
___ Is good at taking care of plants in the classroom or at home
___ Is sensitive to weather patterns
___ Takes care of a pet at home or at school
___ Is concerned about the welfare of the planet (e.g. is
ecologically-minded)
___ Likes to go hiking and/or camping in nature
___ Enjoys studying nature (e.g. insects, plants, birds, rocks,
and/or animals)
___ Likes to hunt or fish
___ Has a good sense of direction
Musical Strengths
___ Is sensitive to the rhythms of music
___ Enjoys playing a musical instrument
___ Knows the music and lyrics of many songs
___ Has a particular interest in one or more musical
genres (e.g. rock, classical, jazz)
___ Enjoys listening to music
___ Has a good sense of hearing auditory acuity
___ Has a good sense of pitch
___ Has a good singing voice
___ Makes up his/her own tunes or melodies with or
without/lyrics
High Tech Strengths
___ Likes to spend time using a computer, tablet, or smart
phone
___ Has a facility for playing video games
___ Likes to surf the Internet
___ Knows how to set up audio-visual or computer equipment
___ Likes to text on the phone
___ Enjoys social networking (e.g. blog, website, Facebook)
___ Enjoys using a still camera or video camera to record
events or express him/herself
___ Has several his/her own favorite movies or TV shows that
he/she likes to talk about
____Understands at least one computer language
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to 21
Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."

22. Neurodiversity Strengths Checklist
Creative Strengths
___ Expresses him/herself dramatically
___ Has a good imagination
___ Enjoys doodling, drawing, and/or painting
___ Likes to act in plays and skits
___ Works well with clay or other forms of sculpture
___ Demonstrates creativity in one or more school assignments
___ Possesses a love of beautiful things
___ Has ideas for futuristic or fantastic projects
___ Comes up with ideas that nobody else has thought of
Spiritual Strengths
___ Enjoys meditation, yoga, or some other form of
contemplation
___ Asks big life questions (e.g. what is the purpose of
life?)
___ Has a deep sense of wisdom
___ Participates in religious or other spiritual events
___ Has a philosophical attitude toward life
___ Has a strong faith in something higher than
him/herself
Miscellaneous Strengths
___ Likes collecting things (e.g. stamps, coins, buttons)
___ Loves to cook
___ Has a love of learning new things
___ Is a good test taker
___ Possesses a good memory for nighttime dreams
___ Is curious about the world around him/her
___ Has a good sense of time
___ Manages money well
___ Has good fashion sense in the clothes he/she wears
___ Has good entrepreneurial skills (e.g. has started own
business) started his/her own business
Other Strengths (write in other strengths not mentioned
elsewhere in checklist):
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to 22
Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."

23. Identifying Strengths in Students
• Observation
• Documentation
• Cumulative Files
• Colleagues
• Parents
• Students
23

24. Name of Student:
Age:
Diagnosis:
Elements to Be Used in Positive Niche Construction
Strength Awareness
Positive Role Models
Assistive
Technologies/UDL
Strength-Based Learning
Strategies
Enhanced Human
Resource Network
Career Aspirations
Positive Environmental
Modifications 24

25. Name of Student: Jake
Age: 14
Diagnosis: dyslexia
Suggested Interventions to Construct a Positive Niche for
Jake
Strength Awareness good sense of own strengths; humor, verbal skills,
assertiveness, good with Legos, loves comics, computers, has
empathy with younger kids and adults
Positive Role Models find a comic or graphic book writer with dyslexia (e.g. Dav
Pilkey who writes Captain Underpants, or Scott Adams who
does Dilbert) that he can admire and learn about
Assistive
Technologies/UDL
give computer time, Echo Pen (LiveScribe), Dragon Naturally
Speaking (speech-to-text software), interactive books, Kurzweil
2000 text-to-speech software; animation software
Strength-Based Learning
Strategies
give him reading materials in areas of interest (e.g. comics ,
computers), have him learn coding, have him draw cartoon or
comic strips in lieu of more traditional writing assignments
Enhanced Human
Resource Network
Find a cartoon drawing class in the community he can take,
form a comic lovers club after school, have him teach comics or
coding to a younger student
Career Aspirations computer programmer, animator. He could create user friendly
25
software using pictures to teach computer programming skills

26. Enhancing Social Networks
• Repair Difficult Relationships
• Strengthen Weak Relationships
• Foster New Positive Relationships
• Engage Existing Positive Relationships
26

27. 27

28. Difficult
Relationship
Positive
Relationship
One-Way
Relationship
Strong Two-Way
Relationship
Weak
Relationship
Suggested Key
28

29. Strength-Based IEPs
• Be comprehensive when initially stating
child’s strengths
• Build the language of strengths into the
instructional objectives themselves
29

30. Example 1
Deficit-Based Objective:
By March. 20xx, when discussing a story,
Jason will answer 4 out of 10 "why" and
"how" questions in a mixed question probe
Strength-Based Objective:
By March. 20xx, when discussing a story,
Jason will answer 4 out of 10 ‘’why’’ and
‘’how’’ questions in reference to a preferred
activity such as a three-dimensional structure
he has just built.
30

31. Example 2
Deficit-Based Objective:
In 12 months, Timmy will follow 2-step
directions, 1 time per observation period,
across 5 consecutive group times.
Strength-Based Objective:
In 12 months, Timmy will follow 2-step
directions that are necessary for engaging in a
favorite activity such as playing an interactive
video game, 1 time per observation period,
across 5 consecutive group times.
31

32. Example 3
Deficit-Based Objective:
By November 1, 20XX, when given a verbal
direction by an adult, Robin will begin to
comply with the direction within 10 seconds.
Strength-Based Objective:
By November 1, 20XX, when given a verbal
direction (by an adult with whom he has a
positive relationship) which concerns a self-chosen
activity such as a favorite board game
he is playing, Robin will begin to comply with
the direction within 10 seconds. 32

33. Example 4
Deficit-Based Objective:
In 12 months, while at school, Bobbie will use the
toilet independently when necessary for a period of
at least 3 weeks without an accident.
Strength-Based Objective:
In 12 months, while at school, Bobbie will use the
toilet independently when necessary for a period of
at least 3 weeks without an accident. He is allowed
to take along a favorite stuffed animal if he wants
and use a modified ‘’rocket ship’’ toilet seat with
hand grips if he wishes.
33

34. AI-IEP Protocol: Questions for
Discussion at IEP meetings p. 1
First, Success
1) To the student: Tell us about some of your successes this year. (If
appropriate, add: What have you done well and what has worked well for
you? What's been happening to make you successful?)
2) To the parent: What successes have you seen your child enjoy this
year? (If appropriate add: tell us about what's been happening to help make
your child successful?)
3) To the teachers and specialists: What successes have you seen for [the
student]? (If appropriate, add: Tell us about what's been happening to help
make him/her successful?)
4) To the group: What suggestions or changes can you think of to make
[the student]'s program work even better?
34

35. AI-IEP Protocol: Questions for
Discussion at IEP meetings p. 2
Second, Goals
5) To the student:
* What do you think you’d most love to do when you grow up? (Or: What
is your goal in life [or after school]?)
And
* What do you think you’ll need to do to get to do what you love most [or
to get to your goal]?
And
* What have you done so far to get to do what you love most [or to move
toward your goal]?
6) To the group: What kinds of support and help can you provide to
make [the student]'s program work toward the goals he/she's set for
him/herself?
Source: Peter Kozik, doctoral dissertation, Syracuse University, June
2008. Used with permission of author. 35

36. References p. 1
• Armstrong, Thomas. “Describing Strengths in Children Identified as ‘Learning Disabled’ Using
Howard Gardner’s Theory of Multiple Intelligences as an Organizing Framework,” Ph.D.
Dissertation, (San Francisco, CA, California Institute of Integral Studies), Ann Arbor, MI: University
Microfilms International, 1987, 48(08A).
• Armstrong, Thomas. Multiple Intelligences in the Classroom, 3rd ed. Alexandria, VA: ASCD, 2009.
• Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently
Wired Brain. Cambridge, MA: DaCapo Lifelong, 2010.
• Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students
with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
• Armstrong, Thomas. ‘’Leonardo da Vinci’s IEP Meeting,’’
http://institute4learning.com/blog/2013/02/19/leonardo-da-vincis-iep-meeting/
• Baron-Cohen, Simon. The Essential Difference: The Truth About the Male and Female Brain. New
York: Basic, 2003.
• Beane, Allan L. The New Bully Free Classroom.: Proven Prevention and Intervention Strategies for
Teachers K-8 . Minneapolis, MN, Free Spirit Publishing, 2011.
• Blume, Harvey. “Neurodiversity,” The Atlantic, September 30, 1998.
http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/305909/
• Cooperrider, David, and Diane Whitney. Appreciative Inquiry: A Positive Revolution in Change.
San Francisco, CA: Berrett-Koehler Publishers, 2005.
36

37. References p. 2
•Crammond, Bonnie. ‘’Attention-deficit Hyperactivity Disorder and Creativity: What is the
Connection?’’ Journal of Creative Behavior, 1994, vol. 38, no. 3, pp. 193-210.
•Doidge, Norman. The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain
Science. New York: Penguin, 2007.
•Edelman, Gerald. Neural Darwinism: The Theory of Neuronal Group Selection. New York: Basic,
1987.
•Eisenberg, Dan, and Benjamin Campbell, The Evolution of ADHD: Social Context Matters, San
Francisco Medicine, October 2011, pp. 21-22.
•Grandin, T.(1996).Thinking in pictures:And other reports from my life with autism.New York:Vintage.
•Greenspan, Stanley, & Wieder, Serena . Engaging autism: Using the Floortime approach to help children
relate, communicate, and think. Cambridge, MA:DaCapo/Perseus, 2009.
•Happé, F. (1999). ‘’Understanding assets and deficits in autism: why success in more interesting than
failure,’’ Spearman Medal Lecture, The Psychologist, vol. 12, no. 11, November, 1999.
•Jamison, K.R. (1996). Touched with fire: Manic-depressive illness and the artistic temperament. New
York: Free Press.
•Karolyi, C.V., et al. ‘’Dyslexia Linked to Talent: Global Visual-Spatial Ability,’’ Brain and Language.
June, 2003, vol. 85, no. 3, pp. 427-431.
•Kent, Deborah, and Kathryn A. Quinlin. Extraordinary People with Disabilities. Children’s Press, 1997.
•Kingsley, Jason, and Mitchell Levitz. Count Us In: Growing up with Down Syndrome, New York:
Harcourt, 1994.
37

38. References p. 3
•Kolb, Bryan, etc. ‘’Age, Experience and the Changing Brain’’, Neuroscience & Biobehavioral Review,
March 1998.
•Kozik, Peter L. "Examining the Effects of Appreciative Inquiry on IEP Meetings and Transition
Planning,"doctoral dissertation, Syracuse University, June 2008.
•Montagu, Ashley. Growing Young. New York: Praeger, 1988.
•Mottron, L. ‘’The Power of Autism,’’ Nature, November 2, 2011. Vol. 479, pp. 33-35.
•National Center on Universal Design for Learning - http://www.udlcenter.org/.
•Odling-Smee, F. John et al. Niche Construction: The Neglected Process in Evolution. Princeton, N.J.:
Princeton University Press, 2003.
•Pineda, Pablo. Interview: "Down Syndrome is not a Disease, but Another Personal Characteristic”’
http://www.disabilityworld.org/06-08_03/il/down.shtml.
•Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience.
Scientific American, Vol. 226, pp. 22-29.
•Sforza, T., Lenhoff, H., & Lenhoff, S. The (Strangest) Song: One Father’s Quest to Help His Daughter
Find Her Voice. Amherst, N.Y.: Prometheus Books, 2006.
•Shaw, P., et al. Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation.
Proceedings of the National Academy of Sciences, December 4, 2007, Vol. 104 No. 49, pp.19649–19654.
38

39. References, p. 4
•Simeonova, D. I. et al. ‘’Creativity in familial bipolar disorder.,’’ Journal of Psychiatric Research,
November, 2005, Vol. 39, no. 6, pp. 623–631.
•Singer, Judy. “Why Can’t You Be Normal for Once in Your Life,” in Mairian Corker and Sally French
(eds), Disability Discourse, Buckingham, England: Open University Press, 1999, p. 64.
•Taylor, Andrea Faber & Frances E. Ming Kuo. Could Exposure to Everyday Green Spaces Help Treat
ADHD? Evidence from Children's Play Settings. Applied Psychology: Health and Well-Being, 2011, Vol
3, no. 3, pp. 281 – 303.
•Yale Center for Dyslexia and Creativity, http://www.dyslexia.yale.edu/ .
39

40. Contact Information
• Email: thomas@institute4learning.com
• Website: www.institute4learning.com
• Blog: http://institute4learning.com/blog/
• Twitter: @Dr_Armstrong
40

41. MI Inventory for Students
Check those statements that apply:
Word Smart
__ I believe I am a good writer.
__ I like to tell jokes and stories.
__ I have a good memory for names, places, dates, or trivia.
__ I enjoy word games.
__ I enjoy reading books.
__ I’m a pretty accurate speller.
__ I like playing around with the sounds of words in puns, tongue twisters, and that kind of thing.
__ I like listening to audio books.
__ I enjoy finding out the definitions of words that I don’t know.
__ I see myself as a verbal learner (learning best through words)
Logic Smart
__ I can get really interested in figuring out how things work.
__ I enjoy working with numbers (math, statistics etc.)
__ I like my math class.
__ I like playing video games or using apps that involve logical thinking.
__ I enjoy playing chess, checkers, or other logical strategy games.
__ I’m pretty good with logic puzzles or brainteasers.
__ I like to put things in categories, charts, or other logical patterns..
__ I enjoy science class.
__ I’m interested in science-related topics.
__ I see myself as a pretty logical thinker.
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd ed. Alexandria,
VA: ASCD, 2009.

42. MI Inventory (cont’d)
Picture Smart
__ I can see visual images in my mind pretty clearly.
__ I tend to daydream a lot.
__ I enjoy doing art.
__ I am a good drawer.
__ I like to watch movies, videos, TV other visual programs.
__ I like doodling and believe it helps me to think better.
__ I enjoy building three-dimensional structures (e.g. carpentry, Legos, sculpture).
__ I see visual images when I read.
__I enjoy doing puzzles, mazes, or other visual activities.
__ I see myself primarily as visual thinker or visual learner.
Body Smart
__ I am good in at least one sport.
__ I tend to twitch, tap, or fidget when I have been sitting for a long time in one spot.
__ I am a good at imitating or mimicking the gestures and mannerisms of my firiends or relatives..
__ I love to take things apart and put them back together.
__ I generally like to touch or hold things to learn more about them.
__ I have demonstrated skill in a craft (e.g. woodworking, sewing, mechanics)
__ I can use my body effectively in a dramatic way to express feelings and ideas.
__ I love dare devil amusement rides.
__ I enjoy working with clay or other tactile experiences (e.g. finger painting).
__ I see myself primarily as a physical learner.
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd ed. Alexandria,
VA: ASCD, 2009.

43. MI Inventory (cont’d)
Music Smart
__ I believe I have a pleasant singing voice.
__ I can usually tell when a musical note is off-key.
__ I frequently listen to music on radio, boom box, smart phone, tablet, or other source.
__ I enjoy playing at least one musical instrument.
__ I can remembers the melodies of songs pretty easily.
__ I hav a rhythmic way of speaking and/or moving.
__ I sometimes find myself unconsciously humming to myself.
__ I sometimes find myself tapping rhythmically on a table or desk when I am studying..
__ I’m sensitive to environmental sounds around me (e.g. rain on the roof)
__ I see myself primarily as a musical learner.
People Smart
__ I enjoy socializing with my friends.
__ I like being a leader in a group.
__ People come to me to ask for help in solving a social conflict or situation.
__ I prefer working or studying with other people rather than by myself.
__ I belong to at least one club, group, organization or informal peer group.
__ I like teaching things to other people.
__ I prefer playing sports and games with others rather than by myself.
__ I have at least one or more close friends.
__ I believe I have a good sense of empathy or caring for others.
__ I see myself primarily as a social learner.
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd ed. Alexandria,
VA: ASCD, 2009.

44. MI Inventory (cont’d)
Self Smart
__ I feel like I’m pretty independent and/or am strong-willed.
__ I have a pretty realistic sense of my personal strengths and weaknesses.
__ I do well when I’m left to study on my own at home and school..
__ I have a hobby or special interest that I don’t really talk much to people about.
__ I think I know where I’m going in life as far as goals for the future.
__ I prefer working or studying alone rather than with other people.
__ I’m pretty in touch with my feelings and can express them appropriately.
__ I believe that I’m able to learn from my mistakes.
__ I feel really good about myself and what I am able to achieve in life.
__ I see myself primarily as an individualist.
Nature Smart
__ I like to spend time with animals.
__ I like taking trips to natural settings.
__ I’m able to notice details in natural formations (e.g. clouds, mountains, geology) that others might miss.
__ I prefers to spend my free time in a natural setting.
__ I have spoken out for the rights of animals, or the preservation of the environment.
__ I have a good ability to identify different kinds of birds, plants, or other living things.
__ I enjoy doing nature projects, such as bird watching or raising animals.
__ I enjoy gardening or growing plants..
__ I do well in subjects at school related to living things and systems (e.g. biology, ecology).
__ I see myself primarily as a naturalist.
Adapted from Thomas Armstrong, Multiple
Intelligences in the Classroom, 3rd ed. Alexandria,
VA: ASCD, 2009.