Matahui Road School embraces the theory of multiple intelligences. We believe that everybody posses a unique blend of at least eight relatively independent ways of showing their intelligence, briefly outlined below:
Intelligence |
Definition |
Students who like to do this are often exhibiting their strongest intelligences: |
Linguistic |
Sensitivity to the meaning and order of words
|
Write stories; tell jokes, stories, puns; use expanded vocabulary; play word games; use words to create images
|
Logical /Mathematical |
Ability to handle chains of reasoning and to recognise patterns and order
|
Work with numbers, figure things out, analyse situations, see how things work, exhibit precision in problem solving; work in situations with clear answers
|
Musical |
Sensitivity to pitch, melody, rhythm and tone
|
Listen to and play music, match feelings to music and rhythm; sing and hum; create and copy tunes
|
Bodily/Kinaesthetic |
Ability to use the body skilfully and handle objects adroitly
|
Play sports and be physically active; engage in risk taking with their bodies; dance, act and mime; engage in crafts and play with mechanical objects
|
Spatial |
Ability to perceive the world accurately and to recreate or transform aspects of that world
|
Doodle, paint or draw; create three-dimensional representations, look at and create maps and diagrams; take things apart and put them back together
|
Naturalist |
Ability to recognize and classify the numerous species, the flora and fauna of an environment
|
Spend time outdoors; collect plants, rocks, animals; listen to outdoor sounds, notice relationships in nature; classify flora and fauna
|
Interpersonal |
Ability to understand people and relationships
|
Enjoy many friends; share, mediate, build consensus; help others with their problems; be an effective team member
|
Intrapersonal |
Access to one’s emotional life as a means to understand oneself and others
|
Reflect; control own feelings and moods; pursue personal interests and set individual agendas; learn through observing and listening
|
As a 'multiple intelligences' school, we acknowledge and value the different strengths of each student. Instead of asking "Is this student smart?", we ask "How is this student smart?"
Classroom programmes aim to engage all students with the curriculum, by making learning experiences relevant to students' lives, with many varied and 'hands-on' learning opportunities.
The development of literacy and numeracy skills remains a basic and on-going focus.
Within our multiple intelligences culture, students develop improved self-awareness and self-esteem, as well as acceptance and understanding of difference in others. They are given the opportunity to use their individual strengths to develop areas of need. They are more likely to be better engaged in their learning, to find it more relevant, and more enjoyable. Research shows that multiple intelligence based programmes result in improved academic outcomes and improved motivation, as well as an increase in parental participation, which is known to contribute to improved student achievement.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books
Hoerr, T. (2000). Becoming a multiple intelligences school. Alexandria, VA: ASCD