Multiple Intelligences: A Teacher's Perspective

by Diana Bohmer

Cindy Kirby, who has studied multiple intelligence theory with Howard Gardner, teaches 4th grade at the Riverside School in Danvers, Massachusetts, a public school for grades K-5. We spoke to Cindy about how she recognizes all eight intelligences in her classroom.

FEN: How does multiple intelligence theory affect the way you see your students?

KIRBY: I think multiple intelligences give me a much fuller picture of what a student can do, and a broader framework for judging what she's done in class. Multiple intelligence theory challenges me to notice various talents and inclinations that students exhibit in my classroom, and to present material in ways that take these strengths into account. I see those talents and interests as potential inroads for introducing the curriculum: different ways that I can capture students' attention and maintain it for learning.

We recently were studying science and learning about the moon, and I asked a particular student, who is very artistic, to portray the various phases of the moon in a drawing. This was an inroad into having her participate in the lesson. And it helped not only that particular student, but also the other students, because her artwork further explained to them some of the qualities of the moon that I was trying to get across in class.

In that same unit on the moon, I had students create their own maps of the moon (spatial, logical-mathematical intelligence), make clay sculptures of the moon (spatial/artistic intelligence), keep moon logs in which they recorded their nightly observations of the moon over a period of a few weeks (naturalist intelligence), and write their own poems about the moon (linguistic, intrapersonal intelligence). I also had students take on the roles of the sun, the moon, and the earth and show how the moon and earth rotate and revolve (bodily-kinesthetic intelligence).

FEN: Have you ever had a student whom you considered to be talented, but whom you suspected might be negatively labeled by a more traditional teacher?

KIRBY: Yes, I certainly have. I have a student who gets extra tutoring in some areas and she's confided to me that other kids have made fun of her and called her stupid. However, there have been a few occasions when she has come in from the playground after two or three of her friends have had a fight, and she has been able to tell me very clearly what happened, showing understanding of both sides. Not only that, but she also helped her friends to negotiate a compromise and repair their relationship; she played an active role in reconciling both sides. I think that this is proof of her strong interpersonal intelligence, and probably also intrapersonal intelligence, because in order to understand others' emotions, you have to have some insight into your own. She has found ways to communicate that seem to be on a higher level than you would suspect, considering her learning problems.

FEN: Do you explain multiple intelligence theory to your students?

KIRBY: Yes, I give them an MI survey in which they rate their interest level and ability in certain areas. This survey reflects their self-perceived interests and talents. There are 35 questions that cover the eight intelligences, and they rate themselves on a scale of 1 to 5 according to degree of interest. The kids are intensely curious about themselves. And some of their enthusiasm has to do with wanting to do well, wanting to succeed. As the school year starts, they have some strong ideas about their own strengths and weaknesses. Well, this survey provides the opportunity for them to take stock of their abilities. It's a very positive thing.

FEN: In talking to parents, how do you communicate your vision to them?

KIRBY: My kids did the MI survey at the beginning of this year, and I will pass on the profiles to parents when I have conferences with them. Parents love getting a sense of who their child is as a student. They know who their child is at home, and they want to see how that corresponds to who their child is at school.

FEN: As a teacher who tries to integrate MI into her teaching, what special benefits do you think you bring to your students?

KIRBY: Ultimately, I would like students to be aware of their strengths and understand how they can use these strengths to their own advantage in problem-solving. Self-awareness is a basic part of that. So is sensitivity to others. It's so easy to go through school thinking simply that some kids are smart and others are dumb. But if students stopped for a moment and realized that people are intelligent in different ways, I think it would have a positive impact not only on their self image but also on the people around them.