Intelligence: "... the ability to apply past knowledge and experiences flexibly and in culturally appropriate way manner while accomplishing challenging new task".
A key aspect of intelligence involves the ability to utilize past experiences and knowledge flexibly, especially in culturally appropriate ways while tackling new and challenging tasks.
Intelligence: "... the ability to apply past knowledge and experiences flexibly and in culturally appropriate way manner while accomplishing challenging new task".
Narrow Concept: Gardner's Multiple Intelligence
“From Gardner’s vantage point, it is not as important to agree on a specific number of intelligences as it is to accept that abilities exist as a plurality across domains”. I see that incorporating the different domains of Gardner’s MI is essential to teaching.
Assessment
Post: How did my students demonstrate intelligence today? Will you need to differentiate learning in class?
Pre: What are my students experiencing presently? What questions do they have about intelligence? What do they already know? How can I differentiate learning and expand on their special learning abilities?
Generalization
Under: “Attention, memory, abstract reasoning, intelligence, and general school achievement are all affected when diets are poor. Children regularly recover from short periods of poor nourishment (due, perhaps, to war or illness), but the adverse effects of long-term deprivation are apt to be enduring”.
Learning and use of intelligence are affected when children are not properly nourished. If parents are not careful, children could lose out on opportunities to expand their minds if they treat proper nutrition lightly.
Over: “Correlational studies indicate that stimulating home environments, in which parents regularly interact with children, read to them and make books and other reading materials available, mentor them with challenging skills, and use complex language, are associated with higher IQ and achievement scores in children”.
I see that while it is good for parents to be available to their children which helps them become smarter, not all children will have that connection. This might be an overreaction to an extent
Examples
Non-example: Developmental Trends - “Some adolescence may not perceive a high score as personally advantageous and so may not be motivated to perform at their best”.
As a future teacher, it is important to me to always remember that my children are not defined by IQ scores.
Non Example: “IQ scores should never be used as the sole criterion in making diagnoses and decisions about children”.
I see that though IQ scores can provide data about a child’s abilities, it is not the method of making conclusions about intelligences and shortcomings.
“Intelligence tests can, in many cases, provide a general idea of children’s current cognitive functioning”.
There are intelligence tests that can provide information about a child’s current abilities for the most part.
Correlational Features
“Soliciting a range of abilities increases the chances that the special talents of every child are exercised at some point and that children generally develop well-rounded understandings of subject matter”.
Not all children are alike, especially early adolescents. The classroom is a diverse world, therefore teachers must use diverse intelligence abilities to teach, lest the lesson appears flat and monotonous.
“Still others reject the idea that abilities in music, body movement, and self-insight are really ‘intelligence’”.
The intelligence are methods and preferences of intelligence acquisition.
“Gardner recommends that teachers help children refine their unique profiles of abilities, for example, by implementing computer programs that personalize training”.
Good teaching uses multiple tools, such as technology tools to motivate intelligence abilities
Defining Features of the Five Theories of Intelligence
Linguistic Intelligence: “Ability to
use language linguistically”.
I see that my future students may have abilities in language, such as poetry, a second language, therefore can expand their knowledge using this method of transfer.
Bodily-kinesthetic Intelligence: “Ability to use one’s body skillfully”.
My students can create dance moves to express their understanding of what I teach.
Musical Intelligence: “Ability to create, comprehend, and appreciate music”.
When I teach a concept or a set of concepts I can help my students transfer learning by assigning them to write a song about what they have learned.
Curricular Ties
English: Descriptive Writing
I see that they can apply abstract ideas and brainstorming to create authentic writing.
Science: Functions of the human heart
I see that they use a naturalistic intelligence to approach learning about the parts and functions of the heart
Math: Graphs
Adolescents can apply logical reasoning along with laws to solve construct graphs.
The Five Theories of Intelligence
“Scholars have debated whether intelligence is one characteristic that a child has to a greater or lesser degree or, alternatively, if it is a compilation of distinct abilities, each of which represents a strength or weakness for the child”. I wonder whether the theories of intelligence impacts the subjects or careers that adolescents later pursue.
Developmental Trends
Vygotsky: “The emerging capacity to think about hypothetical and contrary-to-fact ideas allows adolescents to envision how the world might be different from, and possibly better than, the way it is now. Thus, they may be idealistic about social, political, spiritual, and ethical issues—climate change, world hunger, animal rights, religious conversion, and so on”.
I think adolescents are competent to create arguments that provide solutions to world challenges as well as the challenges that arise in their personal life.
Piaget -“Logical reasoning processes are applied to abstract ideas as well as concrete situations. New capabilities allow for advanced reasoning in science and mathematics”.
Early adolescents begin to make connections with abstract ideas and things that are before them. I see that they begin to apply this concept in subject areas. They tend to do better in science and math when they can apply abstract thoughts.
Gender: “Cultures that stress traditional gender roles may actively discourage girls from achieving in mathematics and science and boys from achieving in literacy”.
I see that in today’s society there are a lot more boys involved in engineering than girls, while there are a lot more girls involved in teaching than boys.
