Educational intelligence

1. INTELLIGENCE AND EDUCATIONAL
PRACTICE
by Irshad Ali

2. Key Points
 Intelligence and educational practice
 Intelligence and learning style
 Differentiated Instruction
 Conclusions and Discussion

3. Intelligence and Educational
Practice
 Intelligence and educational practice in psychological
education are closely intertwined. Psychological
education focuses on understanding the cognitive
processes and individual differences in learning, as
well as developing effective teaching strategies to
enhance educational outcomes. Intelligence, as a
concept, plays a significant role in shaping
educational practices. Intelligence refers to the ability
to acquire, process, and apply knowledge and skills
effectively. It encompasses various cognitive abilities,
such as logical reasoning, problem-solving, memory,
creativity, and linguistic and mathematical abilities.
Educational practice in psychological education takes
into account different theories and models of
intelligence to create learning environments that
promote optimal development and growth.

4. Intelligence and learning style
 Intelligence is often intertwined with learning
styles, which represent individual preferences for
acquiring and processing information. While
learning styles have been a topic of debate,
teachers can still consider different modalities
(visual, auditory, kinesthetic) and instructional
techniques to engage students and
accommodate their learning preferences.
 Visual
 Auditory
 Kinesthetic

5. Cont:
 A teacher must address three student
characteristics, which Tomlinson (2001) identified
as: readiness, interest, and learning profiles
 Readiness
background knowledge a student has relating to a
topic
• Interest.
Student interests are the topics that students want
to learn and will motivate them to be engaged in
learning
• Learning Profile.
learning profiles of students involve how students

6. Differentiated Instruction
 A strategy of teaching that accounts for the
differing learning abilities of students
.Understanding the diverse range of intelligences
within a classroom can guide teachers to use
difference teaching strategies, materials, and
assessments. By differentiating instruction based
on students' intelligence profiles, educators can
facilitate better understanding, engagement, and
learning outcome

7. Cont:
 To achieve the goal of mastery, teachers can differentiate
their instruction in four different areas:
 content,
Content is what students need to learn. According to Tomlinson
(2001), a teacher can differentiate content based on the student
characteristics
 process,
how the learners come to understand and assimilate facts,
concepts, or skills"
 Products
Products, or the outcome measure, are what each student
produces as evidence of their learning and can be
modified as a way to differentiate instruction.
 learning environment (Tomlinson, 2000).
There are many elements involved in the classroom
environment that may be modified, including rules,
procedures, furniture, available materials, and mood

8. Gardner's Multiple Intelligences
 Linguistic intelligence. (word Smart,)
 Logical-mathematical intelligence. (Number
Smart)
 Spatial intelligence. (Picture/map Smart , )
 Bodily-Kinesthetic intelligence. (Body Smart)
 Musical intelligence. (Music smart)
 Interpersonal intelligence. (People Smart )
 Intra-personal intelligence. (Self smart)
 Naturalistic intelligence. (Nature Smart)
 Existential intelligence. (Life Smart)

9. Conclusions
 In summary, intelligence and educational practice
in psychological education are interconnected. By
understanding individual differences, considering
multiple intelligences, accommodating diverse
learning styles, and addressing cognitive and
emotional aspects of learning, teacher can
design effective instructional strategies that
support students' overall development and
academic success.
 In order to accommodate for those differences, a
teacher can differentiate their instruction and
provide a variety of learning activities for
students