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>>Teacher: We're going to
use our bodies while we sing.

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We're going to do smarts at one time.

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>>Students: [singing]

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>>Narrator: At Enota Multiple
Intelligences Academy in Gainesville,

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Georgia the question is
not "How smart are you?"

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The question is "How are you smart?"

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>>Students: [singing]

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>>Student: The word "smart"?

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Because I love to read
and I love to write.

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>>Student: I am mostly visual smart.

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>>Student: I'm body smart because
I like sports and to dance.

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>>Student: I'm nature
smart and people smart.

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>>Student: Because if it was
only a one-smart school at least

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if I didn't know something
it wouldn't make me feel

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like a total idiot.

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>>Narrator: Enota Elementary is one
of a handful of schools in America

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with curriculum based on the
theory of multiple intelligences.

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The theory suggests that
there are eight different ways

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in which humans learn.

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It was developed by
Dr. Howard Gardner.

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>>Howard: If we all had
exactly the same kind of mind

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and there was only one
kind of intelligence,

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then we could teach everybody
the same thing in the same way

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and assess them in the same
way and that would be fair.

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But once we realized that people
had very different kinds of minds,

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different kinds of
strengths, some people are good

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in thinking spatially, some people
are good in thinking language,

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other people are very logical,
other people need to do hands-on,

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they need to actually explore
actively and try things out.

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Once we realized that, then education

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which treats everybody the
same way is actually the most

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unfair education.

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>>Amy: Which continent
did you choose?

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>>Narrator: In Amy
Anderson's first grade class,

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students work at various stations
that utilize different smarts.

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>>Amy: My job is never boring.

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It's always exciting to see what
the children are going to ring

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to the lesson because
I'm allowing them

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to put their whole selves into it.

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>>Students: Three, three, three

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>>Amy: I try to give
children an opportunity

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to practice all their smarts
because they're still learning

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about themselves and still deciding
what it is they feel best about.

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>>Students: [reciting/singing]

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>>Amy: I have a group in the hall
and they are using their music smart

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so that they can practice
naming continents and oceans

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and their locations in the world.

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>>Students: [reciting/singing]

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>>Student: This is flip-book and then
we put the cities and the states.

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>>Amy: Then they're using the work
that's already been done in the hall

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and transferring that to a flip-book

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that they can illustrate
using their picture smart.

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>>Student: Five.

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>>Amy: Another group is working
on math facts using dominoes

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so that they can use their picture
smart and their logic smart.

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>>Student: Oh!

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>>Amy: And then I had a third
group that's using their body smart

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to throw the checkers at the target

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and then record their number using
their logic smart on the board.

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>>Student: And then a one.

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>>Amy: So we try to allow
children to shine in the things

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that they truly feel good
about, and if we find that thing

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that they feel most confident
doing, then we can use

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that to help them achieve
other milestones.

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>>Donna: The Georgia
Performance Standards are state

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and mandate standards
that students have

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to master before being promoted
to the next grade level.

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Multiple intelligences allow teachers
to teach those standards in a variety

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of ways so that students can
actually understand them and the way

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that a teacher can grade that is
not necessarily by a letter grade

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but more so with a rubric
that really goes into detail

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about what that child has mastered.

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>>Teacher: Remember you're
just working it through,

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confirming your answers at the end.

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>>Narrator: Pre and post-tests given
every nine weeks help teachers plan

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each child's individual
learning strategy.

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>>Donna: Everything is individualized
for a particular student

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because as we all know
students learn at various paces.

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And so the pre and post-tests
allows us to get a great feel

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of what the students have mastered
and what they haven't mastered.

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>>Teacher: What were those called?

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>>Student: Figurative.

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>>Teacher: It was a figurative
language, do you remember which one?

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>>Student: Um, simile.

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>>Teacher: Similes, good, Dusty.

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>>Susan: I look at the
diversity and this population.

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We have non-English
speaking students,

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non-English speaking parents.

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Economically disadvantaged students,
we have country club students.

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The test scores are better than
any place I've seen in the state.

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We shouldn't look like this on
paper, but you walk in a classroom

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and you see the quality
of instruction

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and you see the multiple
intelligences respected.

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You start understanding this
is why we look good on paper.

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>>Narrator: To expand on the smarts
concept and make Enota a fun place

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to be, parents and staff turn
the school into Smartville.

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The place where students get

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to see how their smarts might
play out in adult roles.

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>>Heather: We thought wouldn't a
little city be a neat way for kids

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to just really excel and use their
smarts and strengthen the smarts

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that maybe they're struggling with so

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that I think was the
first birth of Smartville.

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>>Narrator: Smartville has
hallways with street names,

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a Central Park, a culinary academy.

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>>Teacher: You're studying
fractions in math, right?

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Alright we're going to
work on our math smarts.

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>>Narrator: A Metropolitan
Museum of Smart.

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A Savings and Learn.

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>>Student: We have
pens and when you write

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with them it will change a color.

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>>Narrator: A popular store.

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>>Student: Which is the one
we had to return to a sender?

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>>Narrator: And a very
busy post office.

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>>Emmeline: You can kind
of act like you're an adult

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and that's really cool and I feel

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like I have responsibilities
and stuff.

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>>Student: One cup?

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>>Amy: They're excited about
learning each day and they're excited

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about showing what they know, not
just making a grade on the test

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but actually saying "I can do this.

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Watch me."

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>>Student: [playing piano]

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>>Narrator: At the annual Multiple
Intelligences Fair, Enota's kids get

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to strut their stuff for
parents and the community.

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>>Donna: The fair not only displays
the talents that children have

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or a final product but it also brings

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out their multiple
intelligences, their smarts.

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They want to show us
how smart they are

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and so they showcase
that during the MI Fair.

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>>Student: The name of my poems
is "The Hall Monitor and Me".

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I wrote this by myself.

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>>Amy: Once you begin to think in
the Multiple Intelligence's way,

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it becomes second nature, and once
you've seen the benefits it's worth a

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little bit of extra work.

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>>Student: 3 plus 6, 9.

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>>Teacher: Good.

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>>Narrator: For more
information on what works

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in public education,
go to edutopia.org.