Multiple Intelligences MOre than one kind of smart

During the first weeks of April, scholars took the MIDAS. The MIDAS, a multiple intelligences questionnaire, was created by Dr. Branton Shearer to align with Dr. Howard Gardner's theory that there are 8 or 9 different intelligences that account for a broader range of human potential.

The MIDAS proves to be the most reliable and thoroughly researched assessment tool to measure Gardner's theory. Scholars in grades K - 12th at One School of the Arts had the opportunity to learn about their "other" intelligences, and discover there is more than one kind of smart.

Meet Dr. Howard Gardner!

Multiple Intelligences Developmental Assessment Scales

The MIDAS Profile

Explaining the MIDAS Scales

Musical: To think in sounds, rhythms, melodies and rhymes. To be sensitive to pitch, rhythm, timbre and tone. To recognize, create and reproduce music by using an instrument or voice. Active listening and a strong connection between music and emotions. Vocal Ability: a good voice for singing in tune and in harmony Instrumental Skill: skill and experience in playing a musical instrument Composer: makes up songs or poetry and has tunes on her mind Appreciation: actively enjoys listening to music of some kind

Kinesthetic: To think in movements and to use the body in skilled and complicated ways for expressive and goal directed activities. A sense of timing, coordination for whole body movement and the use of hands for manipulating objects. Athletics: ability to move the whole body for physical activities such as balancing, coordination and sports Dexterity: to use the hands with dexterity and skill for detailed activities and expressive moment

Logical-Mathematical: To think of cause and effect connections and to understand relationships among actions, objects or ideas. To calculate, quantify or consider propositions and perform complex mathematical or logical operations. It involves inductive and deductive reasoning skills as well as critical and creative problem-solving. Everyday Math: to use math effectively in everyday life School Math: performs well in math at school Everyday Problem Solving: able to use logical reasoning to solve everyday problems, curiosity Strategy Games: good at games of skill and strategy

Spatial: To think in pictures and to perceive the visual world accurately. To think in three-dimensions and to transform one's perceptions and re-create aspects of one's visual experience via imagination. To work with objects effectively. Space Awareness: to solve problems of spatial orientation and moving objects through space such as driving a car Artistic Design: to create artistic designs, drawings, paintings or other crafts Working with Objects: to make, build, fix, or assemble things

Linguistic: To think in words and to use language to express and understand complex meanings. Sensitivity to the meaning of words and the order among words, sounds, rhythms, inflections. To reflect on the use of language in everyday life. Expressive Sensitivity: skill in the use of words for expressive and practical purposes Rhetorical Skill: to use language effectively for interpersonal negotiation and persuasion Written-academic: to use words well in writing reports, letters, stories, verbal memory, reading / writing

Interpersonal: To think about and understand another person. To have empathy and recognize distinctions among people and to appreciate their perspectives with sensitivity to their motives, moods and intentions. It involves interacting effectively with one or more people in familiar, casual or working circumstances. Social Sensitivity: sensitivity to and understanding of other people's moods, feelings and point of view Social Persuasion: ability for influencing other people Interpersonal Work: interest and skill for jobs involving working with people

Intrapersonal: To think about and understand one's self. To be aware of one's strengths and weaknesses and to plan effectively to achieve personal goals. Reflecting on and monitoring one's thoughts and feelings and regulating them effectively. The ability to monitor one's self in interpersonal relationships and to act with personal efficacy. Personal Knowledge / Efficacy: awareness of one's own ideas, abilities; able to achieve personal goals Calculations: meta-cognition "thinking about thinking' involving numerical operations Spatial Problem Solving: self awareness to problem solve while moving self or objects through space Effectiveness: ability to relate oneself well to others and manage personal relationships

Naturalist: To understand the natural world including plants, animals and scientific studies. To recognize, name and classify individuals, species and ecological relationships. To interact effectively with living creatures and discern patterns of life & natural forces. Animal Care: skill for understanding animal behavior, needs, characteristics Plant Care: ability to work with plants, i.e., gardening, farming and horticulture Science: knowledge of natural living energy forces including cooking, weather and physics

Explaining the Intellectual Style/ Leadership

Innovative: To work in artistic, divergent and imaginative ways. To improvise and create unique answers, arguments or solutions.

General Logic: To deal with problems in an intuitive, rapid and perhaps unexpectedly accurate manner... to bring together a wide amount of information and to make it part of a general and effective plan of action. To think about and understand one's self. To be aware of one's strengths and weaknesses and to plan effectively to achieve personal goals. Reflecting on and monitoring one's thoughts and feelings and regulating them effectively. The ability to monitor one's self in interpersonal relationships and to act with personal efficacy.

Personal Knowledge / Efficacy: awareness of one's own ideas, abilities; able to achieve personal goals Calculations: meta-cognition "thinking about thinking' involving numerical operations

How do I understand the MIDAS Profile?

The MIDAS Profile can be used to gain a deeper understanding of your scholar's skills/abilities and preferred learning strengths. It is not a test. These scores are not absolute. It is up to the scholar or parents to decide if these scores are a good description of the scholar's intellectual and creative life. Factors that can lower scores are: modesty, self-criticalness, low self-esteem or depression, as well as lack of engagement.

  • Page 1 lays out the scales and visually measures the strengths
  • Page 2 The MIDAS subscales represents skills identified as strengths
  • Page 3 shows the percentage of scores based on the total number of completed items for the main scales and subscales.

What does my scholar's MIDAS profile mean?

Scholars in all grades took time to answer engaging questions about themselves. They were on a quest to discover more about the other ways they are smart, beyond the traditional math and language smart. Schools traditionally focus on (test for) math and reading.

Why is knowing about other kinds of smart important?

This builds confidence in scholars and gives them permission to be courageous about learning. It gives your scholar a growth mindset. In other words, your scholar can always discover the ways he or she is smart and try to take on new challenges to achieve new goals and new levels.

How will this MIDAS profile help my child for the rest of the quarter?

The MIDAS profile is meant to create an awareness about your child's learning preferences or tendencies--for him or her. For example, if math tends to be a challenging subject, and your child enjoys nature, then perhaps changing his or her study environment may help with retaining facts.

What if my scholar uses this as an excuse not to do better or try because of the results?

The MIDAS profile is a tool and a reference point. Scholars who use it the correct way will be open to new perspectives. We all want your scholars to constantly try and discover what they know and what they can learn, and secretly, your scholar does too.

Is this too advanced for my young elementary scholar?

Sometimes children need a little nudge and positive feedback about what they are good at. Using terms like word smart, body smart, or music smart in class or at home is a good way to help them navigate their results. If a child believes he is not smart at something, then the MIDAS is not too advanced. It is a wonderful opportunity to change this mindset.

Does being smart or rating high in one area mean that my child cannot become smart in another area?

Definitely not! The MIDAS is to be used as a guide. It is a fluid reflection of where your child may be right now. It is meant to help even in those areas where a scholar may be experiencing challenges. For example, if your child is not making good grades in math, but is music smart, the MIDAS gives your scholar permission to learn math from a musical point of view.

All in all, the MIDAS gets our scholars thinking more closely with the reality that they are fearfully and wonderfully made, and that they have something very important to do in this world.
Created By
Rhonda Adorno
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