[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:09.08,0:00:11.82,Default,,0000,0000,0000,,>>Teacher: We're going to\Nuse our bodies while we sing.
Dialogue: 0,0:00:12.37,0:00:17.38,Default,,0000,0000,0000,,We're going to do smarts at one time.
Dialogue: 0,0:00:17.61,0:00:19.61,Default,,0000,0000,0000,,>>Students: [singing]
Dialogue: 0,0:00:19.85,0:00:23.59,Default,,0000,0000,0000,,>>Narrator: At Enota Multiple\NIntelligences Academy in Gainesville,
Dialogue: 0,0:00:23.59,0:00:26.67,Default,,0000,0000,0000,,Georgia the question is\Nnot "How smart are you?"
Dialogue: 0,0:00:26.88,0:00:29.49,Default,,0000,0000,0000,,The question is "How are you smart?"
Dialogue: 0,0:00:29.49,0:00:30.60,Default,,0000,0000,0000,,>>Students: [singing]
Dialogue: 0,0:00:30.60,0:00:33.30,Default,,0000,0000,0000,,>>Student: The word "smart"?
Dialogue: 0,0:00:33.35,0:00:36.02,Default,,0000,0000,0000,,Because I love to read\Nand I love to write.
Dialogue: 0,0:00:36.18,0:00:38.21,Default,,0000,0000,0000,,>>Student: I am mostly visual smart.
Dialogue: 0,0:00:38.43,0:00:42.71,Default,,0000,0000,0000,,>>Student: I'm body smart because\NI like sports and to dance.
Dialogue: 0,0:00:42.84,0:00:45.15,Default,,0000,0000,0000,,>>Student: I'm nature\Nsmart and people smart.
Dialogue: 0,0:00:45.15,0:00:49.38,Default,,0000,0000,0000,,>>Student: Because if it was\Nonly a one-smart school at least
Dialogue: 0,0:00:49.38,0:00:51.18,Default,,0000,0000,0000,,if I didn't know something\Nit wouldn't make me feel
Dialogue: 0,0:00:51.18,0:00:52.99,Default,,0000,0000,0000,,like a total idiot.
Dialogue: 0,0:00:52.99,0:00:56.81,Default,,0000,0000,0000,,>>Narrator: Enota Elementary is one\Nof a handful of schools in America
Dialogue: 0,0:00:56.81,0:01:00.25,Default,,0000,0000,0000,,with curriculum based on the\Ntheory of multiple intelligences.
Dialogue: 0,0:01:00.54,0:01:04.20,Default,,0000,0000,0000,,The theory suggests that\Nthere are eight different ways
Dialogue: 0,0:01:04.20,0:01:05.95,Default,,0000,0000,0000,,in which humans learn.
Dialogue: 0,0:01:06.22,0:01:09.72,Default,,0000,0000,0000,,It was developed by\NDr. Howard Gardner.
Dialogue: 0,0:01:09.72,0:01:11.74,Default,,0000,0000,0000,,>>Howard: If we all had\Nexactly the same kind of mind
Dialogue: 0,0:01:11.74,0:01:14.35,Default,,0000,0000,0000,,and there was only one\Nkind of intelligence,
Dialogue: 0,0:01:14.64,0:01:17.25,Default,,0000,0000,0000,,then we could teach everybody\Nthe same thing in the same way
Dialogue: 0,0:01:17.39,0:01:19.65,Default,,0000,0000,0000,,and assess them in the same\Nway and that would be fair.
Dialogue: 0,0:01:20.03,0:01:22.78,Default,,0000,0000,0000,,But once we realized that people\Nhad very different kinds of minds,
Dialogue: 0,0:01:22.78,0:01:24.53,Default,,0000,0000,0000,,different kinds of\Nstrengths, some people are good
Dialogue: 0,0:01:24.53,0:01:27.66,Default,,0000,0000,0000,,in thinking spatially, some people\Nare good in thinking language,
Dialogue: 0,0:01:27.66,0:01:31.38,Default,,0000,0000,0000,,other people are very logical,\Nother people need to do hands-on,
Dialogue: 0,0:01:31.38,0:01:34.38,Default,,0000,0000,0000,,they need to actually explore\Nactively and try things out.
Dialogue: 0,0:01:34.68,0:01:37.26,Default,,0000,0000,0000,,Once we realized that, then education
Dialogue: 0,0:01:37.26,0:01:39.74,Default,,0000,0000,0000,,which treats everybody the\Nsame way is actually the most
Dialogue: 0,0:01:39.74,0:01:40.68,Default,,0000,0000,0000,,unfair education.
Dialogue: 0,0:01:41.02,0:01:42.42,Default,,0000,0000,0000,,>>Amy: Which continent\Ndid you choose?
Dialogue: 0,0:01:42.62,0:01:45.29,Default,,0000,0000,0000,,>>Narrator: In Amy\NAnderson's first grade class,
Dialogue: 0,0:01:45.29,0:01:49.44,Default,,0000,0000,0000,,students work at various stations\Nthat utilize different smarts.
Dialogue: 0,0:01:49.44,0:01:50.96,Default,,0000,0000,0000,,>>Amy: My job is never boring.
Dialogue: 0,0:01:51.28,0:01:54.35,Default,,0000,0000,0000,,It's always exciting to see what\Nthe children are going to ring
Dialogue: 0,0:01:54.35,0:01:57.11,Default,,0000,0000,0000,,to the lesson because\NI'm allowing them
Dialogue: 0,0:01:57.11,0:02:00.33,Default,,0000,0000,0000,,to put their whole selves into it.
Dialogue: 0,0:02:00.48,0:02:01.28,Default,,0000,0000,0000,,>>Students: Three, three, three
Dialogue: 0,0:02:01.28,0:02:04.15,Default,,0000,0000,0000,,>>Amy: I try to give\Nchildren an opportunity
Dialogue: 0,0:02:04.15,0:02:07.76,Default,,0000,0000,0000,,to practice all their smarts\Nbecause they're still learning
Dialogue: 0,0:02:07.76,0:02:13.65,Default,,0000,0000,0000,,about themselves and still deciding\Nwhat it is they feel best about.
Dialogue: 0,0:02:13.65,0:02:13.71,Default,,0000,0000,0000,,>>Students: [reciting/singing]
Dialogue: 0,0:02:13.71,0:02:19.80,Default,,0000,0000,0000,,>>Amy: I have a group in the hall\Nand they are using their music smart
Dialogue: 0,0:02:20.20,0:02:24.19,Default,,0000,0000,0000,,so that they can practice\Nnaming continents and oceans
Dialogue: 0,0:02:24.19,0:02:26.42,Default,,0000,0000,0000,,and their locations in the world.
Dialogue: 0,0:02:26.42,0:02:26.48,Default,,0000,0000,0000,,>>Students: [reciting/singing]
Dialogue: 0,0:02:26.48,0:02:33.88,Default,,0000,0000,0000,,>>Student: This is flip-book and then\Nwe put the cities and the states.
Dialogue: 0,0:02:34.13,0:02:37.19,Default,,0000,0000,0000,,>>Amy: Then they're using the work\Nthat's already been done in the hall
Dialogue: 0,0:02:37.58,0:02:39.67,Default,,0000,0000,0000,,and transferring that to a flip-book
Dialogue: 0,0:02:39.100,0:02:42.37,Default,,0000,0000,0000,,that they can illustrate\Nusing their picture smart.
Dialogue: 0,0:02:43.70,0:02:43.96,Default,,0000,0000,0000,,>>Student: Five.
Dialogue: 0,0:02:43.96,0:02:47.85,Default,,0000,0000,0000,,>>Amy: Another group is working\Non math facts using dominoes
Dialogue: 0,0:02:47.99,0:02:50.88,Default,,0000,0000,0000,,so that they can use their picture\Nsmart and their logic smart.
Dialogue: 0,0:02:53.01,0:02:53.53,Default,,0000,0000,0000,,>>Student: Oh!
Dialogue: 0,0:02:54.07,0:02:57.01,Default,,0000,0000,0000,,>>Amy: And then I had a third\Ngroup that's using their body smart
Dialogue: 0,0:02:57.01,0:02:58.89,Default,,0000,0000,0000,,to throw the checkers at the target
Dialogue: 0,0:02:59.13,0:03:02.71,Default,,0000,0000,0000,,and then record their number using\Ntheir logic smart on the board.
Dialogue: 0,0:03:02.71,0:03:04.02,Default,,0000,0000,0000,,>>Student: And then a one.
Dialogue: 0,0:03:04.10,0:03:07.80,Default,,0000,0000,0000,,>>Amy: So we try to allow\Nchildren to shine in the things
Dialogue: 0,0:03:07.86,0:03:11.77,Default,,0000,0000,0000,,that they truly feel good\Nabout, and if we find that thing
Dialogue: 0,0:03:11.94,0:03:15.38,Default,,0000,0000,0000,,that they feel most confident\Ndoing, then we can use
Dialogue: 0,0:03:15.44,0:03:19.77,Default,,0000,0000,0000,,that to help them achieve\Nother milestones.
Dialogue: 0,0:03:19.77,0:03:22.49,Default,,0000,0000,0000,,>>Donna: The Georgia\NPerformance Standards are state
Dialogue: 0,0:03:22.49,0:03:24.98,Default,,0000,0000,0000,,and mandate standards\Nthat students have
Dialogue: 0,0:03:24.98,0:03:28.35,Default,,0000,0000,0000,,to master before being promoted\Nto the next grade level.
Dialogue: 0,0:03:28.35,0:03:33.82,Default,,0000,0000,0000,,Multiple intelligences allow teachers\Nto teach those standards in a variety
Dialogue: 0,0:03:33.82,0:03:38.98,Default,,0000,0000,0000,,of ways so that students can\Nactually understand them and the way
Dialogue: 0,0:03:38.98,0:03:42.92,Default,,0000,0000,0000,,that a teacher can grade that is\Nnot necessarily by a letter grade
Dialogue: 0,0:03:42.92,0:03:47.26,Default,,0000,0000,0000,,but more so with a rubric\Nthat really goes into detail
Dialogue: 0,0:03:47.26,0:03:49.19,Default,,0000,0000,0000,,about what that child has mastered.
Dialogue: 0,0:03:49.53,0:03:51.39,Default,,0000,0000,0000,,>>Teacher: Remember you're\Njust working it through,
Dialogue: 0,0:03:51.93,0:03:53.81,Default,,0000,0000,0000,,confirming your answers at the end.
Dialogue: 0,0:03:54.24,0:03:58.56,Default,,0000,0000,0000,,>>Narrator: Pre and post-tests given\Nevery nine weeks help teachers plan
Dialogue: 0,0:03:58.56,0:04:01.28,Default,,0000,0000,0000,,each child's individual\Nlearning strategy.
Dialogue: 0,0:04:01.46,0:04:04.67,Default,,0000,0000,0000,,>>Donna: Everything is individualized\Nfor a particular student
Dialogue: 0,0:04:04.67,0:04:08.47,Default,,0000,0000,0000,,because as we all know\Nstudents learn at various paces.
Dialogue: 0,0:04:08.89,0:04:13.77,Default,,0000,0000,0000,,And so the pre and post-tests\Nallows us to get a great feel
Dialogue: 0,0:04:13.77,0:04:17.21,Default,,0000,0000,0000,,of what the students have mastered\Nand what they haven't mastered.
Dialogue: 0,0:04:17.84,0:04:19.21,Default,,0000,0000,0000,,>>Teacher: What were those called?
Dialogue: 0,0:04:19.21,0:04:19.76,Default,,0000,0000,0000,,>>Student: Figurative.
Dialogue: 0,0:04:20.68,0:04:23.24,Default,,0000,0000,0000,,>>Teacher: It was a figurative\Nlanguage, do you remember which one?
Dialogue: 0,0:04:24.09,0:04:25.55,Default,,0000,0000,0000,,>>Student: Um, simile.
Dialogue: 0,0:04:25.55,0:04:26.46,Default,,0000,0000,0000,,>>Teacher: Similes, good, Dusty.
Dialogue: 0,0:04:26.78,0:04:28.99,Default,,0000,0000,0000,,>>Susan: I look at the\Ndiversity and this population.
Dialogue: 0,0:04:29.72,0:04:32.19,Default,,0000,0000,0000,,We have non-English\Nspeaking students,
Dialogue: 0,0:04:32.19,0:04:33.74,Default,,0000,0000,0000,,non-English speaking parents.
Dialogue: 0,0:04:34.19,0:04:37.89,Default,,0000,0000,0000,,Economically disadvantaged students,\Nwe have country club students.
Dialogue: 0,0:04:38.03,0:04:42.09,Default,,0000,0000,0000,,The test scores are better than\Nany place I've seen in the state.
Dialogue: 0,0:04:42.28,0:04:46.38,Default,,0000,0000,0000,,We shouldn't look like this on\Npaper, but you walk in a classroom
Dialogue: 0,0:04:46.38,0:04:48.04,Default,,0000,0000,0000,,and you see the quality\Nof instruction
Dialogue: 0,0:04:48.42,0:04:51.03,Default,,0000,0000,0000,,and you see the multiple\Nintelligences respected.
Dialogue: 0,0:04:51.29,0:04:54.24,Default,,0000,0000,0000,,You start understanding this\Nis why we look good on paper.
Dialogue: 0,0:04:55.17,0:04:58.86,Default,,0000,0000,0000,,>>Narrator: To expand on the smarts\Nconcept and make Enota a fun place
Dialogue: 0,0:04:58.86,0:05:02.62,Default,,0000,0000,0000,,to be, parents and staff turn\Nthe school into Smartville.
Dialogue: 0,0:05:02.92,0:05:05.70,Default,,0000,0000,0000,,The place where students get
Dialogue: 0,0:05:05.70,0:05:09.36,Default,,0000,0000,0000,,to see how their smarts might\Nplay out in adult roles.
Dialogue: 0,0:05:09.77,0:05:12.81,Default,,0000,0000,0000,,>>Heather: We thought wouldn't a\Nlittle city be a neat way for kids
Dialogue: 0,0:05:12.89,0:05:16.22,Default,,0000,0000,0000,,to just really excel and use their\Nsmarts and strengthen the smarts
Dialogue: 0,0:05:16.22,0:05:18.06,Default,,0000,0000,0000,,that maybe they're struggling with so
Dialogue: 0,0:05:18.29,0:05:20.81,Default,,0000,0000,0000,,that I think was the\Nfirst birth of Smartville.
Dialogue: 0,0:05:22.98,0:05:25.64,Default,,0000,0000,0000,,>>Narrator: Smartville has\Nhallways with street names,
Dialogue: 0,0:05:25.84,0:05:28.66,Default,,0000,0000,0000,,a Central Park, a culinary academy.
Dialogue: 0,0:05:28.66,0:05:30.75,Default,,0000,0000,0000,,>>Teacher: You're studying\Nfractions in math, right?
Dialogue: 0,0:05:31.13,0:05:32.73,Default,,0000,0000,0000,,Alright we're going to\Nwork on our math smarts.
Dialogue: 0,0:05:33.06,0:05:35.02,Default,,0000,0000,0000,,>>Narrator: A Metropolitan\NMuseum of Smart.
Dialogue: 0,0:05:35.64,0:05:37.09,Default,,0000,0000,0000,,A Savings and Learn.
Dialogue: 0,0:05:37.21,0:05:39.91,Default,,0000,0000,0000,,>>Student: We have\Npens and when you write
Dialogue: 0,0:05:39.91,0:05:41.68,Default,,0000,0000,0000,,with them it will change a color.
Dialogue: 0,0:05:41.68,0:05:42.72,Default,,0000,0000,0000,,>>Narrator: A popular store.
Dialogue: 0,0:05:42.83,0:05:45.06,Default,,0000,0000,0000,,>>Student: Which is the one\Nwe had to return to a sender?
Dialogue: 0,0:05:45.14,0:05:47.02,Default,,0000,0000,0000,,>>Narrator: And a very\Nbusy post office.
Dialogue: 0,0:05:47.50,0:05:50.49,Default,,0000,0000,0000,,>>Emmeline: You can kind\Nof act like you're an adult
Dialogue: 0,0:05:50.49,0:05:53.37,Default,,0000,0000,0000,,and that's really cool and I feel
Dialogue: 0,0:05:53.94,0:05:56.26,Default,,0000,0000,0000,,like I have responsibilities\Nand stuff.
Dialogue: 0,0:05:57.16,0:05:58.06,Default,,0000,0000,0000,,>>Student: One cup?
Dialogue: 0,0:05:59.10,0:06:02.18,Default,,0000,0000,0000,,>>Amy: They're excited about\Nlearning each day and they're excited
Dialogue: 0,0:06:02.18,0:06:07.18,Default,,0000,0000,0000,,about showing what they know, not\Njust making a grade on the test
Dialogue: 0,0:06:07.75,0:06:09.75,Default,,0000,0000,0000,,but actually saying "I can do this.
Dialogue: 0,0:06:10.54,0:06:12.17,Default,,0000,0000,0000,,Watch me."
Dialogue: 0,0:06:12.67,0:06:14.84,Default,,0000,0000,0000,,>>Student: [playing piano]
Dialogue: 0,0:06:15.34,0:06:19.13,Default,,0000,0000,0000,,>>Narrator: At the annual Multiple\NIntelligences Fair, Enota's kids get
Dialogue: 0,0:06:19.18,0:06:21.88,Default,,0000,0000,0000,,to strut their stuff for\Nparents and the community.
Dialogue: 0,0:06:22.78,0:06:27.58,Default,,0000,0000,0000,,>>Donna: The fair not only displays\Nthe talents that children have
Dialogue: 0,0:06:27.58,0:06:30.44,Default,,0000,0000,0000,,or a final product but it also brings
Dialogue: 0,0:06:30.44,0:06:33.64,Default,,0000,0000,0000,,out their multiple\Nintelligences, their smarts.
Dialogue: 0,0:06:33.75,0:06:35.84,Default,,0000,0000,0000,,They want to show us\Nhow smart they are
Dialogue: 0,0:06:36.26,0:06:38.85,Default,,0000,0000,0000,,and so they showcase\Nthat during the MI Fair.
Dialogue: 0,0:06:38.85,0:06:41.08,Default,,0000,0000,0000,,>>Student: The name of my poems\Nis "The Hall Monitor and Me".
Dialogue: 0,0:06:41.81,0:06:43.03,Default,,0000,0000,0000,,I wrote this by myself.
Dialogue: 0,0:06:43.11,0:06:47.03,Default,,0000,0000,0000,,>>Amy: Once you begin to think in\Nthe Multiple Intelligence's way,
Dialogue: 0,0:06:47.31,0:06:54.81,Default,,0000,0000,0000,,it becomes second nature, and once\Nyou've seen the benefits it's worth a
Dialogue: 0,0:06:54.81,0:06:56.62,Default,,0000,0000,0000,,little bit of extra work.
Dialogue: 0,0:06:56.62,0:06:57.97,Default,,0000,0000,0000,,>>Student: 3 plus 6, 9.
Dialogue: 0,0:06:57.97,0:06:58.98,Default,,0000,0000,0000,,>>Teacher: Good.
Dialogue: 0,0:06:59.07,0:07:01.44,Default,,0000,0000,0000,,>>Narrator: For more\Ninformation on what works
Dialogue: 0,0:07:01.49,0:07:05.45,Default,,0000,0000,0000,,in public education,\Ngo to edutopia.org.