SETIAP ANAK CERDAS!

Panduan membantu anak belajar dengan memanfaatkan multiple

intelligence / guidance to help students learning with the multiple
intelligence

Aims :
How to find the best way to learn and facilitate them to become self-learners with their
method.

Neglect of talents and abilities in school

This book talk about something that we consider to give an approach with different / unique
students and all of them didn’t cover by the school. In America, a million students called
ADD (attention deficit disorder), ADHD (attention deficit hyperactive disorder), Dyslexia,
Underachiever, Learning disabled.

Here’s the question for helping us to find the way whether our school are aware with multiple
intelligence or not, as follows :
- Does your child having a hobby, skills, or something that can increase their spirit at
home? If yes, does he/she got a chance to build their skills or passion at school?
- When your child tell you something important that they’ve learned at the latest?
- Does your child stay at school after dissmisal, talk with the their teacher, build a
project, doing exercise or go home earlier?
- While conversing with their teachers, what are you talking about; problems, needs,
obstacles, passions, achievements, hobbies, skills?
- Does your child complain of stomach ache, headache, or restlessness before going to
school or did he talk about fun things on that day?
- Does your child bring their own homework, or task or do they have a project that
needs more creativity?

Based on research, Howard Gardner and friends found that every child has a different
way to become clever/passionate person; even through words, numbers, pictures, music,
physical expression, nature experience, social interaction, and self-awareness.
Problems founded :
- Lawrence grace from Children Who Underachiever found almost 50% of children on
the US are underachievers, because of learning methods with narrow approach
doesn’t cover yet and labeled of learning disabilities and attention deficit
hyperactivity disorder

- The trap of Learning Disability

In 1998 around 15% of US society has been labeled LD / learning disability. There
are a lot of media, focusing on this topic. On the other hand, psychologists need to
looking for further in order to develop their research.

- Mental health professionals in the US found another disease its called attention deficit
hyperactivity disorder (ADHD) or just attention deficit disorder (ADD) from 8 years
at the latest. This kind of disease can be expressed by hyperactive, impulsive, and
self-uncontrolled because of an imbalance of nervous chemistry caused by unknown
genes.

- Neglects learning ability

The reason is as an educator, we just focus on traditional academic learning; which is
reading, and writing in the context of learning books and standard activity books. On
the other hand, the “learning disabilities” class has wonderful children; a boy who
holds the national freestyle swimming record in his age group, a girl who becomes a
model for a national department store chain, talented artists and writers, genius math
students and so on.

A new focus: respecting the multiple intelligences of every child

Some people may think they are talented and far beyond the reach of the average school
child. But here they are making the mistake of making the same mistake made by those who
label children as “disabled students”. Because by assigning the label gifted to a select few
individuals, we are closing the door on the millions more children whose inner wealth goes
undetected.
Dr. Howard Gardner and colleagues (Harvard University) found that there’s a lot of
intelligence that cannot be measured by standardized IQ tests. There are 8 kinds of multiple
intelligence as follows :

- Linguistic intelligence: is the ability to use words effectively. This is the intelligence
possessed by orators, comedians, radio celebrities, politicians
- Logical-mathematical intelligence: involves the skills to process numbers or skills
using logic or common sense. This is a skill that scientists, tax accountants, computer
programmers, or mathematicians use.
- Spatial intelligence: picture smart; involves the ability to visualize images inside
one's head or create them in 2 or 3 dimensions. This skill is often used by an artist,
inventors such as Nikola Tesla and Albert Einstein.
- Physical-kinesthetic intelligence; is the intelligence of the whole body (athletes,
dancers, artists, mimes and actors) and also the intelligence of the hands (mechanic,
tailor, carpenter, surgeon)
- Musical intelligence; involves the ability to sing a song, remember music melodies,
have a sense of rhythm, or simply enjoy music. In this case, it is widely used by divas,
piano virtuosos, DJs, sound technicians, piano tuners, and music therapists.
- Interpersonal intelligence; involves the ability to understand and work with others.
This intelligence also includes the ability to “read people” within seconds, the ability
to make friends, and the skills to forge important business or personal contracts. This
intelligence is commonly used for corporate CEOs, and political dictators)
- Intrapersonal intelligence; is intelligence to understand yourself, intelligence to
know who you really are. It is intelligence to know your strengths and weaknesses.
Many therapists, counselors, and other professionals work with emotions and personal
motivations.
- Naturalist intelligence; involves the ability to recognize the natural forms around us;
birds, flowers, trees, and so on. This intelligence is widely used by biologists, rangers,
veterinarians, and horticulturists.
- Everyone has these 8 bits of intelligence and uses them every day in different
combinations. For example, a child who is playing soccer must use physical
kinesthetic intelligence to run and process the ball, spatial intelligence to visualize the
 position of the ball after the opponent kicks it and interpersonal intelligence to be able
to work well with one team on the field.

How to find their multiple intelligences :

- Linguistic intelligence: Likes creative writing at home, composes fictional stories,
jokes, and stories, enjoys reading in spare time, spells words correctly and easily, like
funny rhymes and word games, does crossword puzzles
- Mathematical logical intelligence: Calculates arithmetic problems quickly, uses
computer/software language, is an expert at playing chess, explains problems
logically, likes to arrange categories or hierarchies, easily understands cause and
effect
- Spatial intelligence; Stands out in art classes at school gives clear visual ideas, easily
reads maps, and charts, enjoys watching movies, slides, and photos. Daydreams a lot,
Enjoys doing jigsaw puzzles, mazes or other visual activities, builds interesting 3-
dimensional constructions eg building, lego.
- Physical Kinesthetic intelligence ; Achieves in sports, moves around When sitting,
engages in physical activities such as swimming, cycling, hiking, Demonstrates in
handicrafts such as woodworking, sewing, carving or sculpting, Good at imitating
other people's habits or behavior.
- Musical intelligence ; Sings, hums, whistles, plays musical instruments as a band
member, remembers melodies, does well in music class, learns better with
accompaniment, collects CDs, can follow the beat, has a good voice for singing
- Interpersonal intelligence ; Has many friends, socializes a lot, seems to know the
environment, is involved in group activities outside of school hours, has great
empathy for the feelings of others
- Intrapersonal intelligence ; Shows an independent attitude, is realistic about his
strengths and weaknesses, works/learns alone, has self-confidence, is focused on
achieving goals, seen in projects he does alone
- Naturalist intelligence ; Familiar with pets, likes walks in open areas/museums/zoos,
is sensitive to natural forms, likes gardening, or is near gardens, shows ecological
awareness (recycling, community service), likes gardening, believes that animals has
the right to record natural phenomena involving animals, plants and things like
bringing home insects, flowers, leaves shows a deep understanding in schools on
topics involving living systems in science subjects
Some examples of the types of activities that children can do to demonstrate mastery of
a subject in the 8 types of intelligence:
- Linguistic intelligence ; Written reports, oral reports, poetry, essays, plays, written
dialogues
- Logical-mathematical intelligence ; Experiments, statistical tables, Venn diagrams,
computer programs
- Spatial intelligence ; Drawings, photo essays, murals, sketches/diagrams, mind maps,
video recordings
- Physical-kinesthetic intelligence : Acting, drama, dance, demonstrations, 3D
projects, exhibitions
- Musical intelligence ; Songs, beats, hums, music performances, sound effect
performances, music conceptualization
- Interpersonal intelligence ; Group discussions, group study (eg mastery of material
by explaining it to others), debates, simulations, groups, interviews
- Intrapersonal intelligence ; Keeping diaries, self-paced software, clipping books,
independent projects
- Naturalist intelligence ; Ecology projects, use of plants or animals (or their pictures)
in evaluation (e.g. for simple addition, adding 2 roses to 2 jasmine flowers to make a
total of 4 flowers), fieldwork, nature research

The real reason “why children do not thrive in school”

The four T's that kill the spirit of learning: Talk, textbook, task analysis and tracking
- Talk; Teachers rarely ask students' personal opinions or engage them in meaningful
dialogues designed to sharpen thinking skills. Often teachers lecture as much as about
1/5 of a school day; Goodland Research
- Textbook; These textbooks themselves reject interaction in a very literal sense;
students weren't allowed to write in them and had to return them at the end of the
year.
- Task analysis; teachers and students end up spending so much time focusing on parts
of an activity that they don't see the whole.
- Tracking; research shows that students in the "smart" group do not progress as
quickly as those in the mixed group.
 - The way children actually learn; in Goodlad's research children identified these
activities as their preferred learning activities: building or drawing things, making
collections, taking field trips, interviewing people, modeling things and carrying out
independent projects; in other words, participating in activities that involve the eight
types of basic intelligence.

Provide “what are might not be available at school” at home

Find the right way to motivate your child :
- Learn the Linguistic way: the best way to motivate them is to talk to them, provide
lots of books, tapes, and tapes of the spoken word, and create opportunities for
writing.
- Learning in a logical-mathematical way: learning by forming concepts and looking
for abstract patterns and relationships. Give them concrete material to experiment
with, learn new ideas, be patient in answering questions they want to know, and
logical explanations for the answers you give.
- Learn in a spatial way: the best way to motivate them is through media such as
films, slides, videos, diagrams, maps and graphs. Equip them with cameras,
telescopes, compasses, canvases for painting.
- Learning in a kinesthetic way: the way to motivate them is through acting, dramatic
improvisation, creative movement and all kinds of activities that involve physical
activity.
- Learn the Musical way: they learn more easily by singing, tapping, or whistling. Use
a metronome, percussion instrument or music software as a way of learning new
material.
- Learning in an Interpersonal way: the best way to learn in this type is by
connecting and working together. They need to learn through dynamic interactions
with others. Get them involved in community, clubs, committees, school hours
programs and volunteer organizations.
- Intrapersonal learning : children with this tendency most effectively learn to set
targets, choose their own activities and determine their own progress through any
project they are interested in.
 - Learn the naturalist way: naturalist-leaning children will become excited when
involved in outdoor experiences. Equip them with naturalist equipment such as: a pair
of binoculars, a magnifying glass, a diving mask, a backpack
8 success paths to read :
- Helping children learn to read linguistically
Write down every word they say. If you want, you can record the session and then transcribe
it on a computer or writing machine. Then print the story paper in block letters that are easy
to read.

- Helping children learn to read logically-mathematically

Give them a dice with the letters of the alphabet attached, a flannel board with cloth letters or
a metal board with magnetic letters and show them how words can be changed by shifting the
letters. Introduce them to computer programs that teach reading in a logical way.

- Helping children learn to read spatially

Spatially developing children need to combine pictures with words when learning to read.
One approach is to create puzzles for specific words with spatial characteristics (example: a
bee for the word “b”, an eye for the word “I”)

- Helping children learn to read kinesthetically

Children who have this intelligence need to write before reading. They involve the body in
the creation of letters and words before reading them in a purely auditory-visual way. Give
them the opportunity to freely draw, make models, paint before starting activities.

- Helping children learn to read musically

These highly developed children will learn to read if you find a simple song they like and you
may type in the lyrics or write them down in large letters to use as a basic textbook, as you
would with a linguistically intelligent child.

- Helping children learn to read interpersonally

They need to be involved in group reading activities. Friends should take turns reading with
them word by word, sentence by sentence, page by page or the whole story. Have them read
stories to younger children.
 - Helping children learn to read intrapersonally
For children who have high intrapersonal intelligence, provide highly engaging reading
material, a quiet and comfortable reading room at home and plenty of time to read leisurely at
their own pace and let them ask for any words they don't understand.

- Helping children learn to read naturally

Naturalist-gifted children need to read books related to their interests; butterflies, lizards,
plants, flowers, ecology, clouds and more. Subscribing to National Geographic and Ranger
Rick magazines is also very suitable for nature lovers.

Exorcise the depression of the multiplication table :

- Linguistic multiplication : Use word problems and practice sheets from conventional
programs, exercises that allow them to practice memorizing the multiplication tables
in sequence and pictures which give them the opportunity to orally repeat individual
answers.
- Logical multiplication – mathematical : Use pebbles, matches, or toothpicks and
shapes that the children arrange in groups of 2-2, 3-3 and so on, letting them discover
the multiplication principle through exploratory play.
- Spatial Multiplication : Give the children a "one hundred" table, a piece of paper on
which the numbers 1 to 100 are written in ten columns horizontally or vertically. Then
ask them to color every second number. This will give them a visual pattern for
multiples of 2.
- Kinesthetic Multiplication : Ask the child to walk straight while counting out loud
every time he takes a step, "1,2,3,4,5,6". Then tell the child to clap on every second
number.
- Musical Multiplication : Choose a simple song that has a regular rhythm, then ask
the child to sing the multiplication table to the rhythm of the song, if you can't find
just use the metronome to guide the beat.
- Interpersonal Multiplication : Teach them the basic concepts of multiplication in
the ways above and then ask them to teach it to their friends.
- Intrapersonal Multiplication : Let the children work alone solving a group problem.
Give him a key to check his answers, an exercise book with answers or a computer
program to study the multiplication tables on his own.
 - Naturalist multiplication : Examine the multiples that exist in nature, from the bud
of a flower to the threads of a pine cone or a clam shell. Use these natural objects as
the objects of the multiplication problem.

How to teach (any disciplines) in 8 ways:

- Linguistics : practice asking him the names of the provinces orally
- Logical-mathematical : help him classify provinces into different categories – by
first letter, geographic size, population and so on
- Spatial : use the multicolored map and help him associate each name with the color
or size of each province
- Kinesthetic : use a relief map they can feel or a jigsaw puzzle map they can take
apart and put back together and help them identify the surface features of each
province to use to memorize the names
- Music : teach him different songs from different provinces or a song that says the
names of all the provinces or you can compose your own
- Interpersonal : do a card game where players have to match pairs of cards that are
placed upside down; In this game, the name of the province must match the given
verbal description
- Intrapersonal : suggest that he write letters to the governments of all provinces or
use postcards and request information that he can keep in a scrapbook
- Naturalist : find the bird, animal or flower emblem of each province and use it as a
hint to remember all provinces

8 alternative ways to complete homework on the topic of bird research:

- Linguistics: book reviews, oral presence, written composition, sound recording
- Logical-mathematical: collect statistical data about birds, answer the basic question
"how do birds fly"
- Spatial : graphs and maps of bird migration patterns, photos of birds
- Kinesthetic: hiking to the natural habitat of birds, making replicas of bird nests
- Music : find recordings of bird sounds and learn to imitate them
- Interpersonal : interview local bird watchers about their hobbies
- Intrapersonal : create a special place to be alone in the silence of nature and bird
watching
 - Naturalist : volunteers in community projects designed to safeguard the welfare of
local bird populations

8 ways to be kind (which is parents oftenly ask):

- Linguistics: sit down and casually invite the child to talk about the causes of the bad
behavior, or ask him to record or write down what is bothering him
- Logical-mathematical : give your child a rational explanation – show the logical
consequences of his actions
- Spatial : tell an imaginary story to the child that describes the bad behavior and the
things that might cause it and or solve it
- Kinesthetic: ask the child to model his bad behavior and then demonstrate the correct
behavior and compare the two
- Music : find a song with the message you want to give your child or use music to
calm an uncontrollable child
- Interpersonal: use group problem solving activities
- Intrapersonal: use individual counseling, goal setting and agreements
- Naturalists: observe the behavior of young animals with their parents (both in nature
and on TV)

Conclusion:
Advantages :
This book are interesting, it contains 8 kinds of intelligence. This intelligence is able to
develop children's natural talents and interests, because every child has different features.
The style of language in this book is very simple and easy to understand. They provide the
way that we could be implement in our education even in simple approaches

Lackness :
This book does not explain in a detail “how to implement in every intelligence in a specific
activities”
These are not providing the results of school that has already implemented multiple
intelligence in their education or learning process