Read time 5 minutes
Published on Mar 6, 2018
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The views and opinions expressed in this article are those of the author’s and do not necessarily reflect the official policy or position of Grand Canyon University. Any sources cited were accurate as of the publish date.
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The key upon these activities is to observe. Interestingly, one can note an intelligence by watching what they are not doing. For example, the intrapersonal student may remain completely silent and seem uncomfortable when asked to be in a group to discuss a topic. The kinesthetic student won’t be able to sit still. The musical student may be constantly tapping his/her pencil while you are talking. When we can see how these students are naturally bent and perhaps sometimes not following instructions, we can teach to their strengths. Teachers should carry a clipboard with all the students’ names, taking notes and making intelligence observations. They can rotate on focusing on a group of three or four students per day.
When I was getting my master’s degree in education, my mom gave me sagacious advice: “Don’t put a box around a child; all kids are smart in some way.” Being in education for 35 years, part of her tenure was teaching art. Working with the students in art class, she saw something others did not. Her colleagues would tell her that a particular student was failing math or reading. Disregarding any preconceived notions about any one student, she allowed for multiple ways of expression. Those labeled as the “problem students” thrived in her class.
When we talk about a child being smart, one would make the assumption that this child can read challenging books, compute difficult math problems with ease or finish a puzzle in record time. It is an automatic response we use, yet it’s unfair and passé.
Plenty of research exists on this topic showing that there are multiple ways to be intelligent. Howard Gardner, in his 2011 re-released book Frames of Mind, confirmed the theory that there are Multiple Intelligences (MI). But, sadly, most of our schools are not fully set up to take advantage of each intelligence since universally schools focus on growing linguistic and mathematical intelligences. Therefore, if a child has a musical gift or is highly independent, a child can be labeled ADHD, unmotivated or behaviorally challenged (and sadly not considered “smart”).
While we cannot (in the short term) change the school culture and the tradition of school in general, we can be more aware of these intelligences and tailor our classrooms to bring these intelligences to the surface for our children allowing them to thrive and grow in his/her natural gifting. In fact, we can light that candle inside of them, helping them see the way they are smart.
According to Howard Gardner, the eight intelligences are:
When lesson planning, teachers can start with the objective and then identify an intelligence or two in how it is taught. For example, to teach fractions, each day of the week, a different intelligence can be emphasized. (These can be combined also.)
Homework can also be completed with a particular intelligence in mind. That way students can grow in a weak area some weeks and be in their sweet spot on other weeks.
Varying how we portray material will be monumentally valuable for making the learning experiences come alive for all students. We must be constantly collecting information about student strengths and areas that could use improvement. If we have the lens that all students are smart in their own way by identifying their primary intelligence, we’ll see students flower even an environment that is not conducive to their given intelligence strength.
As we become more aware of our students, we can individualize our instruction to meet each student’s need, then diversify to strengthen intelligences while growing others. Connecting to our children by helping them see their individual intelligence, we are thereby lighting a candle inside of them. We want our students to have the confidence that they have a special gift to contribute to this world through the way their brain is wired. I want each student to leave my classroom with the knowledge of the special way they are smart and then to maximize that in their future endeavors.
GCU has many degree programs that provide opportunities for students to prosper. If you are interested in one of our degree programs, visit our website or click the Request More Information button on this page.
References
More About Dr. Knight:
Stephanie Knight, EdD, is an experienced 7th and 8th grade English Language Arts educator. She inspires students to think critically and creatively. With that, she loves to see her students grow in their writing with expressive flair. She, herself, continues to work on her own writing process. Stephanie earned her Bachelor of Science in Business at the University of Colorado in Boulder, her certification in K-8, 7-12, English as a second language, English, Principal, and her doctorate in Educational Leadership and Policy Studies at Arizona State University. She taught in Title One schools for eight years helping them grow from underperforming to excelling, then in an independent school, and now is part of GCU’s adjunct faculty where she teaches graduate level education and reading courses. She continues to be committed to seeing the next generation of teachers be successful in educating our youth to a bright future.
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