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Table 7. Types of intelligences and forms of activities 
 
Type of intelligences 
Forms of activities 
1. Logical/mathematical – the ability 
to use numbers effectively, to see 
abstract patterns, and to reason well. 
Puzzles and games, logical, 
sequential 
presentations, 
classifications 
and 
categorizations. 
2. Visual-spatial – the ability to orient 
oneself in the environment, to create 
mental images, and sensitivity to 
shape, size, color. 
Charts and grids, videos, 
drawings. 
3. Body/kinesthetic – the ability to use 
one’s body to express oneself and to 
solve problems. 
Hands-on activities, field 
trips, pantomime. 
4. Musical/rhythmic – an ability to 
recognize 
tonal 
patterns and a 
sensitivity to rhythm, pitch, melody. 
Singing, playing music, 
jazz chants. 
5. Interpersonal – the ability to 
understand another person’s moods, 
feelings, motivations, and intentions. 
Pair-work, project work, 
group problem-solving. 
6. Intrapersonal – the ability to 
understand oneself and to practice self-
discipline. 
Self-evaluation, 
journal 
keeping, 
options 
for 
homework. 

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7. Verbal/linguistic – the ability to use 
language effectively and creatively. 
Note-taking, story-telling, 
debates. 
For example, in games, several of Gardner’s intelligences can be 
seen working simultaneously. Games consistently fit bodily with 
kinesthetic intelligence. This is where learners use their bodies to 
express emotions. Playing games is a form of ‘hands-on’ activity. 
Such activities integrate games and dances. Apart from this 
intelligence, musical and rhythmic intelligence is also evident, as 
some games require music or dances. There is also 
logical/mathematical intelligence where learners have to apply their 
logic and thinking skills in attempting riddles and quizzes, and in 
understanding the pattern and process of the ‘game’. Verbal 
intelligence is also present as it cuts across every strategy in EL 
classes. This can be observed working with puzzles and quizzes, 
which enable learners to learn new vocabulary or revise the 
vocabulary they already possess, either individually or as a group. 
This indicates that even though games are primarily considered as 
instructional tools, organizational strategies are also relevant 
because some of the games are played with other learners while 
some are undertaken individually. 
When learners engage in games, they are acquiring skills, 
learning the way the game is played, and the specific vocabulary 
that is used in the game. Furthermore, learners perceive themselves 
as compelled to be more creative and to think critically as they then 
develop their own games suitable for their age and their era. This 
creativity connects to Gardner’s observation that ‘Games might 
even be modified to suit various occasions and situations (Gardner 
1983). This indicates that teachers need to use the strategy more 
frequently and in different situations.