Student Post: Applying the Multiple Intelligences

The Multiple Intelligences Quiz is a set of statements that describe daily activities and thoughts. You rate these statements based on how much or how little you relate to them. When you finish the quiz, you are given percentages of each of the eight intelligences. The ones with the most percents are the ones that you should apply to your daily life and habits.

  • Linguistic- of or relating to language
  • Logical Mathematical- the ability to perform complex mathematical or logical operations
  • Visual spatial- you learn visually
  • Intrapersonal- internal use of language or thought
  • Interpersonal- relationship or communication between people
  • Musical- the ability to demonstrate music
  • Body-Kinesthetic – use their body to express themselves and are often athletic
  • Naturalistic- you are interested in nature and the natural world

We decided to ask a few people what their top 3 Intelligences were and ask them how they related to their personality.

Person A Linguistic, Naturalistic, and Musical
Person B Linguistic, Visual-Spatial, and Body-Kinesthetic
Person C Linguistic, Interpersonal, and Intrapersonal
Ashley James Musical, Linguistic, Logical-Mathematical
Katie Steffgen Visual-Spatial, Logical-Mathematical, and Linguistic

Person A says that their personality relates to the Musical Intelligence because she loves to play in band and sing in music. Person A’s Naturalistic Intelligence relates to their personality because she loves spending time outdoors, whether it’s for enjoyment or for a sport. Finally, The Linguistic Intelligence relates to their personality because they read a lot and enjoy writing as well.

Person B says that their personality relates to the Linguistic Intelligence because they read very much, are very smart in English, and also a good writer. They relate to the Visual-Spatial Intelligence because they like to learn by drawing things and looking at and observing things. They think that the Body-Kinesthetic Intelligence relates to their personality because they are very athletic and is in a sport each season, and are physically active each day. They also tend to express their emotions physically.

Person C says that their personality relates to Linguistic because they read books and finishes series in nearly a week, and is very advanced in English and Language Arts. Their Intrapersonal Intelligence also relates to her passion in reading and writing. Their Interpersonal Intelligence relates to their personality as well because they know how to start conversations and make people feel comfortable when talking to them.

Ashley says that her personality relates to Musical because she always incorporates music into her daily life. Whether it’s singing in the shower, dancing in the grass, or playing her instrument at practice she can relate a lot to music. She can relate to Linguistic because she is taking Spanish this year and she likes to read. She also likes to write and is very advanced in English and Language Arts.  She thinks that Logical-Mathematical relates to her because she is really good at complex problems. She is in the advanced math this year and can think logically.

Katie says her personality relates to the Visual-Spatial Intelligence because she learns best by studying, observing, creating and drawing things. She relates to the Logical-Mathematical Intelligence by thinking logically and with reason. Lastly, her personality relates to the Linguistic Intelligence because she reads nearly every day and loves it. She also is good at English and writing and knows a lot about the subject.

Screenshot 2016-09-02 at 10.57.18 AM.png

These were the overall results for all the of the 7th graders. The top three results were Interpersonal, Visual-Spatial, and Logical-Mathematical. In conclusion, we think that the Multiple Intelligences really help in your daily life and that you should use them on a daily basis.

By Katie Steffgen and Ashley James

Growth Mindset & Goal Setting

Today we introduced the Growth Mindset concept with our 7th graders. Psychologist Carol Dweck developed this theory (and published a book of the same name), and the central concept is using failure as a catalyst to learning. With a fixed mindset, students see intelligence as a static, permanent quality and become risk-averse in the classroom. The growth mindset encourages students to see learning as a journey, embracing struggle as feedback to inform their learning. Here’s Dweck talking about her theory.

As teachers, one of our most important jobs is nurturing this mindset. Effective teachers have been doing it long before Dweck spelled it out, and her theory seems to validate the practice of feedback and encouragement. Teaching students self-awareness also aligns with Illinois’ new social emotional learning standards, and the feedback students get provides them with valuable opportunities to grow (which also mirror the predominant framework for teaching most schools use).

Back to our classroom. We’re putting Dweck’s mindset into place by using goals. Students took a few tests to see how well they know state locations and their capitals. After introducing students to Multiple Intelligences, we provided them with a few ways to practice using those strengths. Students set goals, created a plan, and predicted possible obstacles. We’ll use these “Goals to Grow” throughout the year to help develop students’ growth mindset.

Practice Games for American Geography

Use these games to practice as you improve your score. Can you speculate (guess) what Multiple Intelligence these videos may relate to?

The Most Popular (amongst parents, too): Name all 50 states as fast as you can.

Geoguesser: use geography and the natural landscape to guess where google streetview has taken you.

Play Quizizz with a group of friends. A simple “states and capitals” search will give you a ton of results to sort through. Try one!

Maybe you can make a song or dance to remember them!

Or draw them out?

This is by National Geographic, and you can test your knowledge of all countries, continents and states/provinces throughout the world.

Finally, a completely new game that not only requires identification of a state, but also asks you to type in the capital name, too.

And if you’re not having an easy time thinking “you can do it,” check out this kid. Many of you lose any valid excuse when a kid can’t even dress himself knows all his states and capitals. 

Update: A bunch of new games students have found:

Summer of ’16

I’ve always taken pride in using my summer vacation to learn and improve as an educator. The summer of 2016 may have been my favorite year doing so. Here are a few things I experienced, and what I bring back to my classroom as a result.

National History Day // Tommy became Lakeview’s first NHD finalist back in May, and we spent a week in June traveling to DC and the University of Maryland. While celebratory in nature, I was able to meet some talented educators and was immersed in a culture of student enthusiasm for history. The contacts I made have already begun to bring great ideas back to my classroom and reinvigorated my excitement for teaching student research.

Back to School // I began taking courses in January toward my second Master’s degree, one in school leadership (Concordia University). This degree has already been more difficult than my first degree (Reading Specialist) and has forced me to evaluate my own instructional practices. I’m excited to teach with a fresh perspective of what is effective, not to mention bring some new tools to student learning that come through this process.

NHD Website Course // Building websites has always been a challenge during History Fair. I began taking a course this summer which puts me in the student’s position, researching and building a website as students do in my classroom. It’s always nice to live an assignment through the role of a student as I imagine ways to improve that experience.

Teacher Advisory Committee // The Leadership of the Chicago Metro History Fair has kindly included me in this leadership committee. While I have input regarding the History Fair contests, the friendships I’ve made with some of Chicagoland’s best educators has been exciting. We also took an afternoon to travel to UIC’s Daley Library to explore their special collections and conduct some research ourselves.

Googlepalooza // This is an in-house conference for CPS teachers that I was lucky enough to sneak into! Googlepalooza was two days of hands-on exploration of GAFE (Google Apps for Education) and working with teachers who have used GAFE to streamline assessing and learning in their classroom. Again, a treasure trove of information to improve how I teach student historians at Lakeview.

Lakeview Student Historian at National History Day

Education is the ultimate weapon to defeat the forces that divide us. And studying the past is now more important than ever. Because studying the past teaches us about how and why we are all connected and helps us learn about tolerance. – Dr. Cathy Gorn, NHD Executive Director

Last week, Tommy Surdyk became the first Lakeview student to bring a project to National History Day. His project, titled “Lager Beer Riot: Liberty is Served,” was one of two individual exhibits to represent Illinois at this National competition. National History Day is a misnomer, though. We spent five days at the University of Maryland celebrating student historians and learning how to create more in the future. Above all, it was an incredible honor for Tommy to represent Lakeview at this national event. His work isn’t just a product of my classroom, but of strong parent support and a reflection of every Center Cass teacher who has developed his ability.

At Lakeview, we complete research projects that culminate with our History Fair (now part of the Spartan Showcase). A few of our students then advance to the Chicago Metro Fair, and eventually the Illinois History Expo. These contests happen all over the nation; 0ver half a million students compete in this program beyond our district. Ever year, a few hundred of these students represent the best of student historical research for a week at National History Day.

Our first experience with the National component was an education. Students are interviewed a bit more formally than at any level prior. Given this event’s proximity to DC, judging is done by some prominent historians others involved in public service. I was fortunate to work with an Archivist from DC and a highly renowned teacher from Washington DC. Additionally, I met some incredible educators from around the country, exchanging a number of great ideas about teaching history, technology, politics, and history fair projects. This was a remarkable opportunity for me to work with some of the best history teachers in the country.


Tommy was also lucky to interact with students from all over the country, too. One neat way NHD encourages this is through the exchange of buttons or pins. With all 50 states, DC, and a few international delegations, this took considerable time to do. We were also invited to view documentaries and performances, as well as see the exhibits on display at the Smithsonian National Museum of American History. Illinois and NHD provided a number of social opportunities for kids along the way, too.

Above all, it was incredibly motivating to spend time with students who love history, hear them discuss political events with the proper context and efficacy, and learn from other educators. I’m enthusiastic to return to work and begin working on History Fair 2017, but even more excited to embed some of what I learned into my curriculum and share with my own colleagues.

With all of Tommy’s success, it’s easy to overlook what an amazing year this was for History Fair. Tommy’s project isn’t just an individual success, but represents the growing enthusiasm of history at Lakeview and History Fair. Every Lakeview project received a Superior rating at State, a first for Lakeview.  I believe much of this was possible because of our implementation of “Research Road Trips.” These trips into Chicago provided our students with valuable assistance from professional researchers and access to special collections unavailable online. The great wealth of human and other sources provided by NHD and our local Chicago Metro History Education Center have had a major impact on student leaning and historical research in my room.

Team 66 supported this endeavor with a generous grant to make this whole process possible. From NHD in 2015, to funding our extra History Fair work, to supporting me as I followed Tommy to NHD 2016 – this very post wouldn’t be possible without Team 66’s support. Our students are better because of their support.

Tommy’s award-winning project on the 1855 Lager Beer Riot.
Award Ceremony at UMD’s Xfinity Center.
Tommy and I having a little fun during the All-Illinois Pizza Party and Frisbee Toss.

Chicago History Museum

We had a successful trip to the Chicago History Museum this week. The museum is a small institution, which makes it a good destination for junior high students being introduced to Chicago History. Our students worked with docents to explore primary sources and develop an exhibit based on their interpretation of historic events and those items. I am also grateful for the parents able to travel with and guide their exploration (Mrs. Erickson, Mrs. Surdyk, Mrs. Scheck, Mrs. Cullen, Mr. Rabig, Mrs. Tannhauser, Mrs. Major, and Mrs. Kenyeri). I’ve attached some photos of the students at work.

You would also be proud of their behavior on the trip. The docents on both days extended their compliments to me about how wonderful it was to see students so engaged and well behaved, an honor extended to the children again on Friday with our guest speaker. (Apparently all historians know each other!) This was a positive introduction to Chicago History and the museum, which will also be an invaluable resource when conducting History Fair research the next few weeks.
To top it off, your children were remarkable with our guest speaker today. They asked some wonderful questions and were completely enamored with her presentation and stories of local history. I left school today excited about their enthusiasm of her presentation. Great way to end the week! I’ll get that presentation on Classroom next week if you’re interested in seeing it.