Kids' World

How Are Your Students Smart?

Barbara Hoskins-Sakamoto & Karen Frazier-Tsai

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Introduction

What is intelligence? What does it mean to be smart? The traditional view of intelligence is that it is something we are born with, you can't change it, and that tests exist that can tell us how smart we are. The theory of multiple intelligences challenges this view. Research by Howard Gardner of Harvard University suggests that we all have several intelligences. He has so far identified eight distinct types of intelligence that we all possess to some degree. We don't have the same strength in each intelligence area, and we don't have the same combination of intelligences. The idea is that our minds are just as distinct and individual as our personalities.

How are you smart? How are your students smart?

Verbal-Linguistic Intelligence
Students who are "word-smart" are good with words and language. They love to read, write, and use words in games, puzzles and stories. They learn best by reading, listening, speaking and writing.

Math-Logic Intelligence
Students who are "number-smart" are able to reason deductively or inductively. They recognize patterns and relationships, and are usually good problem-solvers and questioners. They learn best by putting new information into patterns or relationships, or by putting it into a mathematical context.

Most tests are heavily weighted toward these first two intelligences. Students who are successful in the school system and who do well on tests are probably strong in verbal or logical intelligence. A few tests measure spatial intelligence, but to a much lesser degree. For the most part, it's a verbal, logical world in which our students compete.

Spatial Intelligence
Spatially intelligent students are "picture-smart." They enjoy working with maps, diagrams, mazes and puzzles. They learn best if new information is presented in the form of a picture, either a physical picture they can look at, or a mental picture they can visualize, and by drawing.

Musical Intelligence
Students who are "music-smart" are good at remembering songs, and hearing the underlying rhythm of language. They learn best if new information is presented in the context of a chant or song.

Bodily-Kinesthetic Intelligence
"Body-smart" students are good at athletics or activities requiring coordination. They are also often good at using their bodies to communicate non-verbally. They learn best through body movement.

Interpersonal Intelligence
Students who are "people-smart" understand people. They work well in pairs and groups and tend to be leaders who are good at organizing, communicating and negotiating. They learn best by sharing and discussing new information with others.

Intrapersonal Intelligence
"Self-smart" students know themselves. They know their own strengths and weaknesses, have a strong sense of self and work well alone. They often set goals for themselves. These students learn best by thinking through new information on their own, at their own pace.

Naturalist Intelligence
"Nature-smart" students understand how nature works. They often recognize and can name different plants, animals or rocks. This is the most recently identified intelligence, and its analysis is far from complete. However, it appears that this may also be the intelligence that allows us to classify cultural artifacts, like cars, or shoes, or trendy fashions. Nature-smart students may learn best if new information is presented in a nature context, or if they are allowed to compare and contrast the information with what they have already learned.

What does Multiple Intelligence Theory mean for us as teachers of children?

The idea that there are different ways of being smart reaffirms what we as teachers have always sensed--that our students are each uniquely gifted with intelligence. If we treat all children the same, then we tend cater to just one type of intelligence, usually verbal-linguistic. Some children learn language better if they can sing it or attach gestures to it. We can improve our lessons by using an understanding of intelligences to identify our students' strengths and weaknesses, and to consciously plan lessons designed to incorporate as many of the intelligences as possible.

That's not to say we should allow ourselves to use multiple intelligence theory to label our students. This limits their potential as much as measuring them all with one standard of intelligence. There is also a risk that if we see that a student as "music-smart" we might not expect much from him or her during lessons taught toward the other intelligences. However, all of the intelligences can be strengthened with practice. If we teach to all of the intelligences, students will have a chance to learn in the way that they are smartest, and strengthen their weaker areas. The end result is more intelligent students, better equipped to succeed in a complex world.

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