Special Topic / Toward a More Intelligent School

Teachers at Esentepe Elementary School have discovered that integrating multiple intelligences theory into their instruction helps students become active learners. A 2nd grade teacher explained,

After I introduced my students to the multiple intelligences theory and started using it in my classroom, I was not surprised to hear a student say, “Teacher! I learn best visually, so could you explain this information by drawing a picture on the blackboard?” Such a request represents the student's crucial shift from passively receiving information to actively seeking knowledge. The student is not saying, “Teacher! I am incapable of understanding what you are talking about.” On the contrary, the student is saying, “I would understand the subject better if you taught it in the way in which I can best learn it.” That level of self-understanding sends a powerful pedagogical message from students to teachers.

Introducing the Theory

Founded by Selcuk University Foundation as a private school in May 2000, Esentepe Elementary School in Konya, Turkey, started its K-3 program in September 2000, serving 116 students (61 boys and 55 girls) from a range of socioeconomic backgrounds. Because of our commitment to the multiple intelligences theory, we employ a large teaching staff whose diverse methodologies help us develop the multifaceted minds of our students in personalized ways. One kindergarten teacher and five regular classroom teachers each serve approximately 20 students. The school also employs fulltime specialists in art, music, physical education, English, computer science, and drama; a principal and assistant principal; a school counselor; two assistant teachers; and two part-time specialists, one in folklore and the other in chess. I serve as Esentepe's education consultant.