Understanding and Supporting Your
Child’s Individual Strengths
Facilitator Notes
1. What was your school or learning experience like?
Parent’s learning experiences are often very different from what their children are
experiencing today. Parents’ expectations for their child will be impacted by their own
experiences. Depending where and when parents went to school, there may be significant
differences in classroom setting and structure, teaching style, and expectation of parents.
Some parents may not have learned in a formal school setting, but have learned at home or
in a work environment.
Suggested Activity:
Have parents describe, draw or role-play what their classroom or learning environment
looked like.
Further conversation starters:
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What did your classroom look like (number of students, setting, school hours)?
How did your teacher teach? What was his/her approach?
Did this work for you? Did you enjoy school?
What did you like best/least about your school experience?
2. What kinds of students were thought of as “smart” when you went
to school?
We know now that there are many different types of learners. However, many of our school
experiences focused on valuing a certain profile of what was considered to be a smart
learner. What did this person look like?
What were they able to do?
How did they fit in to the classroom?
Were they quiet or active?
Good at math? Good readers and spellers?
Quick to learn?
Learned by listening to the teacher or by doing?
It is not unusual to hear parents speak of the traditional (word and number smart) verballinguistic and logical-mathematical intelligences generally being the kind of thinkers that were
most validated and supported in traditional classrooms.
What does this type of learner look like:
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Quiet, studious
Good readers
Good at math
Answered all questions
Logical
Have parents think about how they fit within this profile and how did the reaction of the
teacher and parents support their experience at school (or not). Parents may have
experienced a disconnect between how they learned best and what was encouraged at
school. Today in the classroom, the multiple intelligences are increasingly supported and
validated to encourage all types of learners.
3. Have you heard the term “multiple intelligences”?
It's not how smart you are, it's how you are smart!” - Howard Gardner
Intelligence is: the capacity to do something useful in the society in which we live; the ability
to respond successfully to new situations and the capacity to learn from one’s past
experiences.”
– Dr. Howard Gardner, author, Frames of Mind and Multiple
Intelligences: The Theory in Practice
Howard Gardner from Harvard University suggests there are at least seven distinct
intelligences. This theory has emerged from cognitive research and "documents the extent to
which students possess different kinds of minds and therefore learn, remember, perform, and
understand in different ways” (Gardner, H. 1991). "We are all able to know the world through
language, logical-mathematical analysis, spatial representation, musical thinking, the use of
the body to solve problems or to make things, an understanding of other individuals, and an
understanding of ourselves. Where individuals differ is in the strength of these intelligences the so-called profile of intelligences -and in the ways in which such intelligences are invoked
and combined to carry out different tasks, solve diverse problems, and progress in various
domains”.
Source: http://www.tecweb.org/styles/gardner.html
See also: (Multiple Intelligences Summary, MI Surveys and learning style surveys)
http://www.businessballs.com/howardgardnermultipleintelligences.htm
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What we think of as “smart”, or intelligence, has changed. Traditionally valued
intelligences are still important, but other types intelligences are now recognized and
valued.
We are born with all these types of intelligence but we are all different in which ones
are strongest. Our experiences then build our intelligences or “smarts”.
There is value in all areas of intelligence – all are needed to be successful
Multiple intelligences theory says there are at least seven different ways of being
“smart”:
Multiple Intelligence Theory – the Seven Types of Intelligences
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Visual/Spatial Intelligence: ability to perceive the visual. These learners tend to
think in pictures and need to create vivid mental images to retain information. They
enjoy looking at maps, charts, pictures, videos, and movies.
Verbal/Linguistic Intelligence: ability to use words and language. These
learners have highly developed auditory skills and are generally elegant speakers.
They think in words rather than pictures.
Logical/Mathematical Intelligence: ability to use reason, logic and numbers.
These learners think conceptually in logical and numerical patterns making
connections between pieces of information. Always curious about the world around
them, these learners ask lots of questions and like to do experiments.
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Bodily/Kinesthetic Intelligence: ability to control body movements and handle
objects skillfully. These learners express themselves through movement. They have
a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing
beams). Through interacting with the space around them, they are able to
remember and process information.
Interpersonal Intelligence: ability to relate and understand others. These
learners try to see things from other people's point of view in order to understand
how they think and feel. They often have an uncanny ability to sense feelings,
intentions and motivations. They are great organizers, although they sometimes
resort to manipulation. Generally they try to maintain peace in group settings and
encourage cooperation. They use both verbal (e.g. speaking) and non-verbal
language (e.g. eye contact, body language) to open communication channels with
others.
Intrapersonal Intelligence: ability to self-reflect and be aware of one's inner
state of being. These learners try to understand their inner feelings, dreams,
relationships with others, and strengths and weaknesses.
Musical/Rhythmic Intelligence: ability to produce and appreciate music. These
musically inclined learners think in sounds, rhythms and patterns. They immediately
respond to music either appreciating or criticizing what they hear. Many of these
learners are extremely sensitive to environmental sounds (e.g. crickets, bells,
dripping taps).
Naturalist Intelligence: ability to identify and classify patterns in nature as well
as the sensitivity to other features of the natural world (skills that would have been
highly valued in human history!). They may be very observant of changes in
weather patterns or adept at distinguishing nuances between large numbers of
similar objects. They often care deeply about the environment and environmental
issues.
Suggested Activity: Complete a Multiple Intelligences survey either individually or as a
group (you could even have parents “answer” kinesthetically, moving to a different place in
the room for different answers!)
4. How do you learn best? / Is that different from others?
How are you best able to show others what you know?
Learning is personal: we are all unique in how we are best able to learn and show others
what we know. Educators may refer to these differences as “domains of diversity”
which may include: preferred learning style/modality/preference (visual, auditory,
kinesthetic/tactile), thinking style (Gregoric’s four styles), personality type (eg Myers-Briggs),
Fox’s strength triad model and Howard Gardner’s Multiple Intelligence model. A basic
understanding of some of these models can help as we work to better understand our child
and how they learn best.
There are many ways of describing or understanding how one learner differs from another
and how they best acquire and demonstrate their learning. Two educators, Willis and Hodson
break down learning style or how we might differ in how we best learn into five areas:
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the environment or physical surrounding that we work best in (noise, temp, time of
day, position, light….) or the preferred environment
the learning modality or sensory system that we are best at taking in and making
sense of (visual, auditory, kinesthetic/tactile or seeing, hearing or moving and
touching) or how we best process information
our personality or disposition: how we interact with the world, how the world
“meets” us, and how we are able to show others what we know. Willis and Hodson
categorize dispositions as:
o Performer (need for movement and change),
o Producer (need for order and efficiency)
o Inventor (experimentation and practical problem solving)
o Relater/Inspirer (interaction with others)
o Thinker/Creator
our interests (what motivates and inspires us)
our gifts and talents
Suggested Activities and conversation starters:
 Complete a Learning Style Survey or Pair and share:
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If you have a problem to work out or a decision to make, how would you
choose to work? i.e. thinking on your own, talking to others, writing, drawing,
reading, listening, moving and active, watching a video…)?
What environment do you think, concentrate and work best in (quiet/noisy, music
in the background, first thing in the morning….)?
What interests and excites you? Motivates you to work hard?
What types of things do you do easily? Do others tell you that you are good at?
Are you comfortable speaking or “performing” in front of a group, do you like
solving practical problems (fixing things!), talking about ideas, creating things,
organizing?
5. Have you been in a school classroom recently?
Did it look or feel different from what you remember?
Were there desks in rows? Enough desks for all the students? Computers? A
carpeted area? “Stations” to explore and create? Students sitting or lying on the
floor?
 Was the classroom quiet?
 Were all the students working in the same way?
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Today’s classroom looks quite different: Education in the 21st Century...
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students often have some choice and flexibility in how they work
teachers present information and ideas in more than one way
technology is often used
education in the 21stcentury takes into account that children bring with them their
own unique gifts and talents.
the importance of understanding the individual learner has been noted both at
Alberta Education and local school boards.
Many parents of school-aged children received their education in a more traditional school
setting. Educational practices have shifted with our foundational understanding of
intelligence, domains of difference and the importance of personalized of learning. For
parents to be effective partners in identifying and supporting their child’s individual strengths
they need to be provided with basic information behind current practice. In this way they
can better support their child in reaching their educational potential in our 21st century
schools.
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There is a shift happening in schools and in our society.
We now understand that there are different ways of learning and thinking,
different styles or modes of learning, are also understood (like kinesthetic
learning!).
Traditional “verbal linguistic” and logical mathematical intelligences (the kind
of thinkers that were supported in traditional classrooms) are still important,
but other types intelligences are now recognized and valued. Some people
might learn by reading, or listening, but others need to move, talk with
others, build or draw.
Education in the 21stcentury takes into account that children bring with them their own
unique gifts and talents. The personalization of learning is a movement founded in the
importance of acknowledging the individual strengths of learners. The Alberta Education
“Inspiring Education” discussion paper states that both learning and assessment resources
should “address a range of learning environments and accommodate diverse backgrounds,
abilities, cultural perspectives and personal interests. The CBE Mega End states: “Each
student, in keeping with his or her individual abilities and gifts, will complete high school with
a foundation of learning to function effectively in life, work and continued learning.
6. Why is it important to understand our child’s individual strengths?
Children are best supported when we understand them well. School-aged children
can be understood and their learning supported when we know them well. Knowing what it is
about ones child that makes them “smart and strong” can then be nurtured and used to help
a child reach personal, social and educational goals and potentially develop a lifetime passion.
Children are unique as learners and differ in their ways of making sense of the world, in how
best they learn or acquire new skills and understand new information, how they are best able
to show us what they have learned, what excites and interests them, and ultimately, what
they will choose to do with their work and leisure life.
When we recognize children as unique learners we help to:
Make them feel safe enough to learn! Recent brain research shows that when we are
under stress we are UNABLE to learn. When children feel that they aren’t good enough,
criticized, are not valued, they will feel emotionally threatened and not feel really safe.
Children that feel safe, understood and valued for who they really are, learn best!
Develop real self-esteem. Our sense of worth and value comes from being valued for who
we really are and knowing what it is that we are really good at and makes us feel good.
(Jennifer Fox quote – “Children thrive when they understand the many ways in which they
are smart and strong.”)
Avoid comparisons! What worked for a parent or older child is not necessarily what will be
the best for another child from the same family! Regular conflict with your child may come
from the two of you “seeing the world” in different ways. All types of intelligence are valuable
and all ways of learning are valid. You may think best in a quiet room but your child might
like music and action around them.
Developing a talent or passion! Intelligences or talents can lie dormant and not
developed without opportunities. We still need experience and practice to develop our talents.
Choosing the best strategy! What works best at home and/or school? Identify and
understand which strategies to use working at home; communicate with educators about
what you have learned at home and in previous classroom situations and advocate for your
child’s needs; help your child to understand how they learn best. You might want to build a
portfolio of their learning to use as a tool
If we use the right strategies, based on knowing our child, of course learning will be easier!
Engaging strengths! When we build on strengths we get a synergy effect and overflow of
confidence! The things we find more difficult are easier. Combining an area of strength with
more challenging areas engages the learner. We can improve understanding, accuracy and
how robustly we learn by combining modalities and areas of intelligence.
Source: adapted from Fox. J. Understanding your child’s strengths
More conversation starters:
We have just talked about the different kinds of environments or surroundings that help
us to learn. But what is the one environment that nobody can learn in?
For any one of us to learn we need to feel safe. Recent brain research shows that when
we are under stress we are UNABLE to learn. When children feel that they aren’t good
enough, criticized, are not valued, they will feel emotionally threatened and not feel really
safe. If they feel understood, and valued for who they really are children learn best!
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Role play to demonstrate development of real self esteem. How can we help our
children develop real self esteem and confidence?
Development of real esteem, or a sense of worth and value, comes from
being valued for who we really are and knowing what it is that we are
really good at and makes us feel good. (Jennifer Fox quote – “Children
thrive when they understand the many ways in which they are smart and
strong.”)
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Do you ever compare your child to their brother/sisters/cousins/yourself when you
were a child?
Avoiding comparisons What worked for a parent or older child is not
necessarily what will be the best for another child from the same family!
Regular conflict with your child may come from the two of you “seeing
the world” in different ways. All types of intelligence are valuable!
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If we are all born with natural gifts and talents do you think our experiences really
matter?
Intelligences or talents can lie dormant and not developed without
opportunities. We still need experience and practice to develop our
talents educational goals and potentially develop a lifetime passion.
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How might really understanding your child’s strengths help them at school and with
homework?
Identify and understand which strategies to use working at home or
school in order to: Communicate to educators ‘how my child learns
best”; help my child to learn themselves as learners (ie. build a portfolio
of their learning and advocate to the teacher what their needs are)
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Do you think your child could use their strengths to help them with things they find
more challenging?
When we build on strengths we get a synergy effect and overflow of
confidence! The things we find more difficult are easier. Combining an
area of strength with more challenging areas engages the learner and
accurately. If we use the right strategies learning will be easier!
7. How is your child smart and strong?
When parents have more than one child, how are they different? For parents with only one child,
thinking about differences among cousins and close friends can be helpful.
Celebrating Differences –how is each child smart and strong?
Have parents think back to when their child was an infant…Differences in a child’s temperament, need
for warmth, sleep, appetite, tolerance to noise, when they reached developmental milestones, what they
liked and were excited about are generally accepted at this age. In young children, we look to these
qualities to define a child’s true nature and promise. But these differences don’t suddenly disappear
when children reaches preschool or school age. What makes each child unique persists and may even
help to find the key to success at school.
We are all born unique. Our own experiences then help to shape how we grow and develop, and what
kinds of strengths we have. Getting to know each child as a unique learner…
Just like there are many differences between infants, school aged children can be understood and their
learning supported when we know them well. Remember how we as adults differed in our ways of
making sense, of how best we learn or acquire new skills and understand new information, how we are
best able to show others what we have learned, what excites and interests us, and what we will choose
to do with our work and leisure life? Our children will also be unique in how they learn and what
interests them! How do we begin to get to know them in this way?
Suggested Activity:
Have parents think about their child from infancy and on and list as many things that make them unique
(skills, accomplishments and special qualities). Try to think of things that aren’t related to school
work. (eg, riding bike, building lego, visiting elderly neighbor, remembers words to songs)
8. Discovering and unlocking our children’s unique talents ….
How do we further understand our child’s individual strengths and get
to know them as a unique learner?
How do we begin to understand our child’s individual strengths?
Careful observation of a child’s preferences and choices in how they play, work and socialize
provide important clues. What do they choose or avoid? What holds their attention and gets
them excited? Making a point of observing and really listening to each child and giving them
time to answer questions can be helpful. Remember that screening tools and checklists can
also be useful but may not provide a quick answer. Really understanding a child strengths is
a process that takes time.
Food for thought:
What comes naturally to them?
What are they good at? What do they enjoy doing?
What captures their attention?
What are they like when they are on their own?
How do they behave around other people?
Where do they like to play? What do they like to play with?
Listen to what they talk about most. Is there a specific topic or theme to their
conversations?
 What do they daydream about?
 What do they ask from you and of you?
 Do they take the lead in group situations or are they predominantly listeners who
allow others to speak first?
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It can help parents to know their child by speak to those who spend a lot of time with your
children. Who influences your children? Who witnesses their growth? What are their
comments and observations?
More conversation starters:
 What is easy or hard for them? What did they learn quickly and easily?
 What do they choose to do/ avoid doing?
 What holds their attention and gets them excited? (•What do they choose to spend
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their spare time?In what areas/activities/classes do they do well or struggle?
What do their teachers observe?
What gives them joy?!
What gets them into trouble?
What about them tends to annoy you? (eg. always moving, can’t stop talking)
Do they respond more to sound (music and talk), visual information, or are they
very active and “on the move”?
What worries you?
9. How can you support and help to build on your child’s strengths?
Strengths are the activities, relationships and ways of learning that energize people.
Strengths are different than interests because strengths are innate and children will be drawn to them
for their entire lives, while interests may be fleeting. When strengths and interests combine, children
can develop passions.
Strengths can be developed at a very early age and parents can help out.
- Jennifer Fox
One of the ways in which a child develops self-esteem comes from feeling that they are good at doing
something that they enjoy, from feeling successful and competent. Parents and caregivers can help by
providing and creating opportunities for their child to discover where their unique gifts and talents lie,
what they like and dislike.
Jennifer Fox describes activity, relationship and learning strengths as the things that we are good at and
make us feel good; that energize us. She suggests that in order to help us (and our children) discover
where there strengths lie we can provide them with opportunities to play, create and imagine, make
choices, tell their stories and interact with family and friends. We as parents need to pay close attention
to what is really different and unique, really listen to our children, avoid evaluating everything they do
and also avoid comparisons. Children need to feel secure enough to explore and take risks.
Suggested activity:
Parents may consider Jennifer Foxe’s suggestion of keeping a “Strengths Journal” to collect their
observations on their child’s strengths and interests.
Further resources:
Nurturing Children’s Talents
University of Missouri Extension
http://extension.missouri.edu/p/GH6127
10. After our discussion today, would you like to set a goal for yourself
to help support your child as a unique learner?
 Remember to revisit, review and answer the noted questions.
 Have parents share their ideas and goals with the group and
note to revisit at next session.