The person with intrapersonal intelligence can be introverted, prefers to work alone and has clear knowledge of what he or she needs in most settings. This knowledge is based on a very keen understanding of self. Such people may be excellent at self-reflection and possess clear goals for the future. They also may be highly motivated people because of what appears to be an innate understanding of what they need.
Some people who agree with Gardner’s theories believe that those who possess intrapersonal intelligence in great degree need opportunities to work alone, but may require some extra care because of a high level of perfectionism associated with this form of intelligence. Children who seem very self-reflective but that lack interpersonal skills might be served by being encouraged to work in group settings from time to time to develop other intelligences. The inherent danger of intrapersonal intelligence is that the person becomes too reclusive because he or she is most satisfied by his own thoughts or work. Helping such people learn not to isolate themselves and to tolerate others who may have different goals can be valuable.
In college, students are given an opportunity to reflect and express themselves through the materials they are learning. Students need to examine their belief systems and values in relation to the materials being studied or discussed and may call for higher-order thinking and reasoning such as synthesizing. Meta-cognitive processing where students need to think about and analyze their own patterns of thinking would play a pivotal role in the acquisition of intrapersonal intelligence. Activities such as autobiographical reporting, or reflective exercises which explore how certain issues or events have changed one's life lend themselves effectively to developing interpersonal intelligence.
Instructors can include the intrapersonal intelligence through activities such as independent study, self-paced instruction, individualized projects and games, private spaces for study, one minute reflection periods, encouraging personal connections, options for assignments or projects, exposure to inspirational/motivational curricula, journal keeping, self-esteem activities, and goal setting (Armstrong, 1994). Campbell, Campbell, and Dickinson(1996) also add the following activities for the inclusion of intrapersonal intelligence: compliment circles, individual acknowledgement, peer support, challenging students to learn, metacognition and encouraging the identification and expression of feelings.
Some people who agree with Gardner’s theories believe that those who possess intrapersonal intelligence in great degree need opportunities to work alone, but may require some extra care because of a high level of perfectionism associated with this form of intelligence. Children who seem very self-reflective but that lack interpersonal skills might be served by being encouraged to work in group settings from time to time to develop other intelligences. The inherent danger of intrapersonal intelligence is that the person becomes too reclusive because he or she is most satisfied by his own thoughts or work. Helping such people learn not to isolate themselves and to tolerate others who may have different goals can be valuable.
In college, students are given an opportunity to reflect and express themselves through the materials they are learning. Students need to examine their belief systems and values in relation to the materials being studied or discussed and may call for higher-order thinking and reasoning such as synthesizing. Meta-cognitive processing where students need to think about and analyze their own patterns of thinking would play a pivotal role in the acquisition of intrapersonal intelligence. Activities such as autobiographical reporting, or reflective exercises which explore how certain issues or events have changed one's life lend themselves effectively to developing interpersonal intelligence.
Instructors can include the intrapersonal intelligence through activities such as independent study, self-paced instruction, individualized projects and games, private spaces for study, one minute reflection periods, encouraging personal connections, options for assignments or projects, exposure to inspirational/motivational curricula, journal keeping, self-esteem activities, and goal setting (Armstrong, 1994). Campbell, Campbell, and Dickinson(1996) also add the following activities for the inclusion of intrapersonal intelligence: compliment circles, individual acknowledgement, peer support, challenging students to learn, metacognition and encouraging the identification and expression of feelings.
