Howard Gardner's Seven Distinct Intelligences  Visual-Spatial - think in terms of physical space. When children  like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. Children like movement, making things, touching. Musical - show sensitivity to rhythm and sound. Children love music, but they are also sensitive to sounds in their environments. They may study better with music in the background.  Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts.  Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others.  They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories.  Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions.  Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient. Printed words: There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned. Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition.  Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement.  Color: Decisions on color display are required if an object's color is relevant to what is being learned. Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects.  Instructional Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned.  Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review. Categories of Learning Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies.  Events of Instruction: The external events which support internal learning processes are called events of instruction. The events of instruction are planned before selecting the media to present it. Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement.  from "The Distance Learning Technology Resource Guide," by Carla Lane