Team C Assignment (AET/500)

1. NATURE OF INTELLIGENCE
BY
LATISHA ABDIEL, ANGEL BOZARTH, DEBRA BUTLER,
CHRISTOPHER NUNES, TODD SHERTZER

2. INTRODUCTION
 MULTIPLE INTELLIGENCES (GARDNER)
 PRACTICAL INTELLIGENCE (STERNBERG)
 EMOTIONAL INTELLIGENCE (GOLEMAN)
 CULTURE INFLUENCES
 PERCEPTION AND/OR APPLICATION OF EACH THEORY
 PRACTICAL IMPLICATIONS RESULT

3. MULTIPLE INTELLIGENCES (GARDNER)
 INTELLIGENCE ENCOMPASSES MORE THAN
THAT WHICH CAN BE MEASURED BY IQ
TESTS
 INDIVIDUALS MAY HAVE STRENGTHS IN
SOME INTELLIGENCES AND WEAKNESSES IN
OTHERS
 TEACHING TO ALL THE INTELLIGENCES
CREATES A WELL-ROUNDED STUDENT

4. GARDNER’S EIGHT INTELLIGENCES
 LINGUISTIC: LANGUAGE AND WORD MEANINGS, READING, WRITING
 LOGICAL-MATHEMATICAL: LOGICAL REASONING, SOLVING PROBLEMS, FORMULATING HYPOTHESES
 SPATIAL: ABILITY TO “MANIPULATE VISUAL OBJECTS IN ONE’S MIND”
 MUSICAL: WRITING, READING, PLAYING, UNDERSTANDING, OR APPRECIATING MUSIC
 BODILY-KINESTHETIC: USING “ONE’S BODY SKILLFULLY”
 INTERPERSONAL: NOTICING FEELINGS IN OTHERS AND/OR BEING ABLE TO INFLUENCE OTHERS
 INTRAPERSONAL: BEING AWARE OF ONE’S OWN FEELINGS
 NATURALIST: RECOGNIZING PATTERS IN NATURE
 EXISTENTIAL: SPIRITUAL MATTERS

5. APPLYING MULTIPLE INTELLIGENCES TO
ADULT EDUCATION
 WORKING IN SMALL GROUPS
(INTERPERSONAL)
 HANDS-ON ACTIVITIES (BODILY-KINESTHETIC)
 PLAYING MUSIC IN THE CLASSROOM
(MUSICAL)
 ALLOWING STUDENTS TO WORK OUTSIDE
(NATURALIST)
 OFFERING MULTIPLE OPTIONS FOR
ASSIGNMENTS
• WRITTEN/ORAL (LINGUISTIC)
• SONG (MUSICAL)
• DRAWING/SCULPTURE (SPATIAL)
• ACTING (BODILY-KINESTHETIC)

6. PRACTICAL INTELLIGENCE (STERNBERG)
 PRACTICAL INTELLIGENCE IN ITS SIMPLEST
FORM IS DEFINED BY:
 THE ABILITY OF AN INDIVIDUAL TO FIND THE
BEST FIT BETWEEN THEMSELVES AND THE
DEMANDS OF THE ENVIRONMENT
 COULD ALSO BE CALLED “COMMON SENSE”

7. PRACTICAL INTELLIGENCE VS IQ INTELLIGENCE
PRACTICAL INTELLIGENCE
 CAN SUCCESSFULLY FIND SOLUTIONS TO
REAL LIFE PROBLEMS
 CAN ADAPT TO MULTIPLE VARIABLES TO
PROCESS INFORMATION
 WHEN SOLVING A PROBLEM HAS THE
ABILITY TO SEARCH OUT THE PROBLEM IN
ORDER TO SOLVE IT.
IQ INTELLIGENCE
 CAN SUCCESSFULLY SOLVE ACADEMIC
PROBLEMS
 NEEDS THINGS WELL DEFINED IN ORDER TO
PROCESS INFORMATION
 NEEDS TO KNOW THE PROBLEM IN ORDER
TO FIGURE OUT THE SOLUTION

8. EMOTIONAL INTELLIGENCE (GOLEMAN)
 EMOTIONAL INTELLIGENCE
DESCRIBES A PERSON’S ABILITY TO
RECOGNIZE AND MANAGE THEIR
EMOTIONS AND THE EMOTIONS OF
OTHERS

9. EMOTIONAL INTELLIGENCE CHARACTERISTICS
 SELF-AWARENESS: UNDERSTANDS THEIR OWN EMOTIONS, STRENGTHS AND WEAKNESSES,
AND HOW TO MANAGE THEM EFFECTIVELY
 EMPATHY: RECOGNIZES THE FEELINGS AND NEEDS OF OTHERS AND CAN IDENTIFY AND
INFLUENCE OTHERS IN A PRODUCTIVE MANNER
 GOOD LISTENING SKILLS: GOOD AT MANAGING RELATIONSHIPS AND WORKING WITH
OTHERS

10. EMOTIONAL INTELLIGENCE TESTING
 EMOTIONAL INTELLIGENCE QUOTIENT
MEASURES HOW WELL AN INDIVIDUAL CAN
DEAL WITH OTHERS
 TRADITIONAL IQ TEST MEASURES AN
INDIVIDUAL’S ABILITY TO LEARN NEW
INFORMATION.

11. CULTURE INFLUENCES
GARDNER
• Verbal-linguistic,
• Logical-mathematical
• Spatial
• Bodily-kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalist
STERNBERG
• Each cultures have their on sets of
intelligence
• Analytical (componential)
• Creative (experiential)
• Practical (contextual
GOLEMAN
• SELF-AWARENESS OF SELF
• EMPATHY FOR OTHERS
• GOOD LISTENING SKILLS

12. PERCEPTION AND APPLICATION OF EACH THEORY
GARDNER
• How certain community have a strong
since of family and community
STERNBERG
• ADAPTING TO ENVIRONMENT
• CHANGING NEW ENVIRONMENT IF GOALS
ARE NOT MEET.
• NEED TO KNOW WHY THEY ARE LEARNING
NEW SKILLS
GOLEMAN
• Recognize and manage own emotions

13. PRACTICAL IMPLICATIONS RESULT
GARDNER
• Educators who teach to all the
intelligences create well-rounded
students
STERNBERG
• The abilities to understand non-verbal
message
• Motivating people
• The abilities to understand body
language and gestures
GOLEMAN
 Emotional intelligence is measured by
administration of an emotional
intelligence quotient (EQ) test.

14. CONCLUSION
In Conclusion Gardner, Sternberg and Coleman help educators understand how to educate adult’s on
the theories of multiplies intelligence, practical intelligence, and emotional intelligence. The three theorists
also help educators understand the perception and application of each theory. Result of each theories may
varies depending on the participants culture, beliefs, and demographic location.

15. REFERENCES
• https://fthmb.tqn.com
• http://3.bp.blogspot.com/-D-JPv
• http://b-i.forbesimg.com/danschawbel/files/2013
• Mcdevitt, t.m. & Ormrod, j.e. (2010). Gardner’s multiple intelligences. Retrieved from http://www.education.com/reference/article/Gardners-multiple-intelligences/
• Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice (1st ed.). San Francisco, CA: Jossey-Bass.
• Meunier, J. (2003). Human Intelligence: Practical Intelligence. Retrieved October 01, 2016, from http://www.intelltheory.com/practicalintelligence.shtml
• Goleman, D. (1998). The Emotional Intelligence of Leaders. Leader To Leader, 1998(10), 20-26.
• Mukherjee, R. (2014, May 16). Practical Intelligence. Retrieved October 01, 2016, from https://blog.udemy.com/practical-intelligence/
• HTTP://WWW.LEARNENGLISH.DE/TEACHERS/MULTIPLEINTELLIGENCES2.HTML#STHASH.RZLJHEHQ.DPUF
• HTTP://WILDERDOM.COM/PERSONALITY/L2-2STERNBERGTRIARCHICTHEORY.HTML
• HTTP://CMM.COM.AU/ARTICLES/WP-CONTENT/UPLOADS/2013/01/EMOTIONAL-INTELLIGENCE.JPG