This graph shows that an individual's outward personality (whether or not they are highly interactive and expressive) does not correlate with Intrapersonal Intelligence.
This graph shows that an individual's outward personality (whether or not they are highly interactive and expressive) does not correlate with Intrapersonal Intelligence.
This graph shows that an individual's outward personality (whether or not they are highly interactive and expressive) directly correlates with Interpersonal Intelligence. In other words, the more outgoing a person is, the higher their Interpersonal Intelligence.
This graph shows that an individual's IQ DOES NOT correlate with their outward personality.
This graph shows that an individual's IQ score directly correlates with their combined Math/Logic and Verbal/Linguistic sum. In other words, these two Multiple Intelligences are good indicators of how an individual may score on an IQ test.
This graph shows that an individual's Interpersonal score on Multiple Intelligence directly correlates with an individual's ability to work within and motivate groups.
This graph shows that an indivual's IQ DOES NOT correlate with how they think (whether quickly, slowly, theoretically or concretely).
This graph shows that as an individual's IQ correlates directly with the total number of Multiple Intelligence items chosen. In other words, those with high IQ generally have more of all of the Intelligences.
When considering a team-based approach to teaching, it is significant that we found that interpersonal intelligence correlated with the Group Score on the Personality Test (0.3733). A child with high interpersonal intelligence would tend to be a good leader and motivator within a group setting. Also, there is a significant correlation (0.3405) between an individual's IQ score and the total number of Multiple Intelligence items chosen. This shows that individual's with a higher IQ tend to have more intelligence in all areas. Therefore, if a teacher attempts to teach to all intelligences, the students with high IQ will not be disadvantaged. Additionally, a greater number of students will benefit from the variety of teaching strategies. The highs were in music, bodily/kinesthetic, and interpersonal intelligences.
Based on these findings, a successful teaching strategy would include a team-based, hands-on active learning approach with creative uses of music as a learning tool. Since Multiple Intelligence correlates with IQ, and basic personality tendencies can be determined from Multiple Intelligence testing, then there is no need for other assessments to be given. Multiple Intelligence testing is non-invasive, quick and simple, and gives the most comprehensive "well-rounded" view of a teacher's classroom. It is the best indicator for what directions and activities to pursue in order to promote the optimum learning environment.
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