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As I’ve reported in the past, IQ scores are on the move, rising nearly ten points with each generation. Known as the Flynn effect, after James Flynn, a cognitive scientist, the reason behind the rise in scores is widely debated, but answers focus on one area that should be of interest to teachers: Scores are increasing because children are showing greater capacity for fluid intelligence. That’s the ability to see patterns and solve novel problems without prior information, which relies on better working memory (the capacity to manipulate information) and a longer attention span. Intelligence researchers consider fluid intelligence to be the ultimate cognitive ability—a kind of gold standard for smart. Until a few years ago, fluid intelligence was considered immutable, but research in 2008, using computer programs, showed that it may be improved through training.

The fall out from the research was predictable: Brain boosting software flooded the market. In our data driven, analytic, brain-centric-society, the enhanced ability to count and remember squares on a screen was seen as a competitive edge.

But I suggest that teachers approach fluid intelligence differently. First, don’t be fooled into thinking the brain alone is at work here. The brain is not an isolated cognitive organ whose neuronal pathways and exact mechanisms for problem solving have been identified, or whose mysterious interactions between emotions and a conscious thought have been parsed. Neuroscientists themselves caution us not be overconfident about applying brain science to the classroom.

Second, don’t be misled by IQ results. Another significant reason that IQ scores are rising is that formal schooling teaches students to categorize objects, which helps them on IQ tests. In 1900, for example, an IQ test might have asked about the relationship between rabbits and dogs. The correct answer: Dogs chase rabbits. Today’s correct answer? Both dogs and rabbits are mammals.

This leads to a culturally self-fulfilling prophecy: You have to go to school and learn facts in order to be considered smart. Richard Nisbett sets this standard in his book Intelligence and How to Get It, stating that, “Without formal education, a person is simply not going to be very bright—whether we measure intelligence by IQ tests or any other metric.” Sorry, natives of the rain forest.

Rather than a hyper focus on the brain and IQ, I believe we should put our faith in a multi-faceted, holistic approach that respects and enlarges human capacity, so that fluid intelligence includes the ability to create, empathize, and solve the issues of a divided global world. It’s quite possible, in fact, that fluid intelligence flourishes in a whole child environment, and that—in the 21^st century—the whole child is a smarter child. It tells us also that, with contributions from all of us, we can make children smarter. My ten point action plan:

Take charge of your teaching. In my last post, I advocated for teacher empowerment. Fluid intelligence requires a fluid environment, like moving waters seeking a new outlet. Rather than remain a pawn of a top down system, use your own creative and visionary ability to move your teaching and school forward. Students will respond by ‘feeling’ the shift and acting more intelligently.

Pose questions, not answers. Teaching to the test stops fluid intelligence in its tracks. By definition, the highest form of smart is the ability to question, see gaps in patterns, solve problems and create ideas. Either we teach young people to do this, or our civilization will wither. The choice is that stark.

Stay focused on the future. The new indicators of smart use the language of the future: Resiliency; empathy, collaboration; communication; creativity; ethics; and character. These are difficult to teach, but can be learned by students when teachers make these habits and skills important.

Practice the power of care. Know the basics of why small people become good big people: They feel loved. A recent news item detailed how a Missouri kindergarten teacher required a six-year old to sit in her pooped pants while the rest of the class took a test. The rationale? The teacher was preparing her for the rigors of state testing in the future. Enough said.

Start with the heart. The heart and brain work in an intimate partnership. In simple terms, this means that all successful learning begins with emotional safety. Take time to create a climate of safety, belonging, and transparency in your class.

Learn about the brain. Most teachers know remarkably little about the chief tool of their trade. It’s important to know about advances in neuroscience, as well as the current limitations of neuroscience. Mostly, learn about the frontal lobes. That’s where most of your words are processed by your students.

Tap collective intelligence. No more than anyone else do I understand world trends, but one fact is clear: people are now woven into a web of intelligence. They get smarter because other people help them get smarter. Our job as educators is to figure out why this happens, how to make it happen faster and better, and how to direct it for positive results. We can begin by teaching students to work in highly committed teams focused on deep, productive work.

Dive into creativity. A very recent study reported that only 25% of people thought they lived up to their creative potential. One major factor? They were not encouraged to develop their creativity in school. Yet creativity is the highest expression of fluid intelligence. Two useful tools: Use creativity rubrics and designate one column in other rubrics for ‘breakthrough’ thinking.

Be a coach. Whether you feel comfortable with student-centered learning or not, it’s day is here. The role of the modern teacher is still to convey information as appropriate and necessary, but that skill set must now be expanded to include coaching and mentoring. Intelligence can’t be taught; neither is it a fixed commodity. Somewhere in between is your role as a supporting adult who guides and instructs in a way that stimulates a young person to grapple with life in a way that kindles the growth of intelligence.

Model intelligence. What if fluid intelligence is increased by good modeling? Are you a good model? Are you whole and healthy? Do you convey curiosity, joy, an open attitude, and commitment to your own growth? As a test, how would you answer the question about dogs and rabbits? Are they just mammals, or do they represent two beautiful and amazing species in an amazing world that’s getting better by the day—because we’re all getting smarter?

Tags: collaboration, creativity, education, education reform, innovation and education, intelligence, whole child

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