Team a intelligence final
•Download as PPTX, PDF•
1 like•277 views
This document discusses several theories of intelligence as they relate to adult learning. It outlines Howard Gardner's theory of multiple intelligences, which identifies eight types of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document also discusses Daniel Goleman's theory of emotional intelligence, which involves self-awareness, self-management, empathy, and relationship management. Additionally, it covers Sternberg's triarchic theory of intelligence and the importance of practicality, creativity, and analytical skills. The contextual perspective of intelligence is discussed, noting intelligence is based on changes from multiple experiences and social groups.
More Related Content
What's hot
What's hot (20)
Viewers also liked
Similar to Team a intelligence final
Similar to Team a intelligence final (20)
Recently uploaded
Recently uploaded (20)
Team a intelligence final
- 1. Nature of Intelligence Team C AET/500 4/19/15 Derick Morat
- 2. OVERVIEW • To discuss the different theories of intelligence regarding adult learning
- 4. What are the eight types of intelligence? Linguistic Logical- mathematical Spatial Bodily- kinesthetic Musical Interpersonal Intrapersonal Naturalist
- 5. True or False? While everyone has some capacity for the eight intelligences, a person will always be strong in one or two and weak in the others. FALSE
- 6. Implications for teaching adult learners What to do, what to do… 1. Identify and understand your own intelligences. 2. Help your students identify and understand their own intelligences. 3. Plan lessons and create activities using strategies for the different intelligences. 4. Collaborate with students to help them create their own strategies using multiple intelligences for independent learning. 5. Help students become more capable learners in using other intelligences by creating lessons, activities, and strategies for them to practice with.
- 8. What is Emotional Intelligence? The ability to recognize, evaluate and handle one’s emotion and the emotion of others. According to “Emotional Intelligence (Goleman)”(2015) “Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman believes that individuals are born with general emotional intelligence that determines their potential for learning emotional competencies.” (para. 4)
- 9. Five Domains of EI Self awareness: knowing one’s emotions Self management: managing one’s emotions Internal motivation Empathy: recognizing emotions in others Handling relationships
- 11. Triarchic Theory Three sub theories Componential sub theory Experiential sub theory Contextual sub theory Need to have creativity, practicality and analytical skills to be “Successfully Intelligent”
- 12. Tacit Knowledge Having tacit knowledge gives adults the ability to “ successfully adapt to, select, or shape real-world environments” (Marium, B et al, 2006) Those who are capable of using tacit knowledge seem to be more successful in their performance environment.
- 13. The Contextual Perspective of Intelligence • First Thread -intelligence is based on change in multiple experiences • Second Thread -intelligence is based on groups including (ethnic, culture, and social)
- 14. Problematics Researchers in the last two decades have argued that • historical, • sociocultural, and • biographical contexts are central to the study of intelligence in adulthood(Schaie, 1994; Sternberg, 2003b; Sternberg et al., 2000)
- 15. References Armstrong, T. (2009). Multiple Intelligences in the classroom, 3rd Edition. ASCD. Alexandria, Virginia. Merriam, S. B., Cafarella, R. S., & Baumgartner, L. (2006). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc. Emotional Intelligence (Goleman). (2015). Retrieved from http://www.learning- theories.com/emotional-intelligence-goleman.html Merriam, S. B., Caffarella, R. F., & Baumgartner, L. (2006). Learning in Adulthood, A Comprehensive Guide (3rd ed.).
Editor's Notes
- Harvard psychologist who posited that a standardized test like the IQ test is not the best way to measure intelligence. There is more than one type of intelligence. Gardner has defined eight types of intelligence with a possibility of a ninth. Image borrowed from http://neurocritic.blogspot.ru/2014/06/and-darpa-deep-brain-stimulation-awards.htmlhttp://neurocritic.blogspot.ru/2014/06/and-darpa-deep-brain-stimulation-awards.html.
- Image borrowed from http://www.new-educ.com/multiple-intelligences Linguistic: The ability to use written and/or oral language effectively. Logical-mathematical: The ability to reason and use numbers effectively. Spatial: “The ability to perceive the visual-spatial world accurately… and to perform transformation upon those perceptions…”(Armstrong, 2009). Bodily-kinesthetic: The ability to express ideas and emotions with one’s whole body. Musical: The ability to recognize and manipulate musical forms. Interpersonal: The ability to effectively empathize with and respond to others. Intrapersonal: The ability to reflect on oneself and utilize the knowledge effectively. Intrapersonal people are able to clearly and realistically evaluate themselves. Naturalist: The ability to recognize and classify things in nature. (Armstrong, 2009)
- Gardner argues that everyone has some ability in all eight intelligences. Furthermore, these intelligences are not set. People can further their abilities in all eight intelligences. (Armstrong, 2009)
- Gardner argued many times that school systems are doing their students a disservice. Instructors teach mostly surface-knowledge and neglect critical thinking and reflection. The students do not get a deeper meaning or understanding of their world, and their beliefs and perceptions are not examined/questioned. This leads to students graduating from high school as well as graduate schools and other adult learning environments with false perceptions and little complex thinking/learning ability. (Armstrong, 2009) The multiple intelligences theory acknowledges that students’ minds need to be opened wider, and they provide strategies for both instructors and learners. Instructors can facilitate higher levels of learning by utilizing their multiple intelligences (Armstrong, 2009). As an instructor, one should determine his or her own capacity with the different multiple intelligences. Then, the instructor should get to know his or her students, and they should determine their own capacity for each of the eight intelligences. Once this is done, the instructor and students can work together to utilize MI strategies to deepen their learning.
- Image borrowed from http://neurocritic.blogspot.ru/2014/06/and-darpa-deep-brain-stimulation-awards.htmlhttp://neurocritic.blogspot.ru/2014/06/and-darpa-deep-brain-stimulation-awards.html.
- According to Goleman, emotional intelligence can be as powerful and at times more powerful than IQ. He believes that there are areas of EI that dictate and enable how successful we are. He asserts that because of the ability the brain has to shape itself according to repeated experience emotional intelligence can be taught. Teaching EI is proven to increase antisocial behaviors while increasing pro-social behaviors and academic achievement.
- Self awareness: knowing what you are feeling and why you feel them Self management: handling negative emotions so they don’t affect what you are doing Internal motivation: Aligning actions with passion and feeling excited about what you are doing Empathy: knowing what someone else is feeling Handling relationships: Being able to put self awareness, self-management, empathy, and motivating self all together in a skilled relationship Image borrowed from: https://www.google.com/search?q=daniel+goleman+emotional+intelligence+chart&rlz=1C1VFKB_enUS603US603&espv=2&biw=1280&bih=677&tbm=isch&imgil=Ozhj9Yhc_vQvZM%253A%253BqgrKUQiw3G61hM%253Bhttp%25253A%25252F%25252Fwww.sonoma.edu%25252Fusers%25252Fs%25252Fswijtink%25252Fteaching%25252Fphilosophy_101%25252Fpaper1%25252Fgoleman.htm&source=iu&pf=m&fir=Ozhj9Yhc_vQvZM%253A%252CqgrKUQiw3G61hM%252C_&usg=__WxLi6ztJ8GaaUGpsJmrF7knyO14%3D&ved=0CD0Qyjc&ei=MfczVeOhI8f9oAS5uIGgBA#imgrc=Ozhj9Yhc_vQvZM%253A%3BqgrKUQiw3G61hM%3Bhttp%253A%252F%252Fwww.sonoma.edu%252Fusers%252Fs%252Fswijtink%252Fteaching%252Fphilosophy_101%252Fpaper1%252Feidiagram.gif%3Bhttp%253A%252F%252Fwww.sonoma.edu%252Fusers%252Fs%252Fswijtink%252Fteaching%252Fphilosophy_101%252Fpaper1%252Fgoleman.htm%3B607%3B587
- Robert Sternberg for more than three decades has been one of the leaders in developing the theory of Practical Intelligence. Throughout this time period Sternberg and those he worked with came up with the “triarchic theory” this “theory is composed of three sub theories” (Marium, B. et. Al, 2006). These sub theories were developed and refined over time to what is understood now to be creative, analytical and practical. Sternberg and his associates have continued to work on developing tests to measure a person’s practical intelligence but have found that a combination of the different test available such as an IG test combined give better insight into a person’s current and potential intelligence.
- Sternberg and his associates determined that Practical Intelligence actually had three sub theories thus making it a Triarchic theory. They started out explaining that the three sub theories were componential, experiential and contextual. It was decided by Sternberg and his associates that in the first sub theory componential, “the mental mechanisms of intelligence, is posited as universal” (Marium et al, 2006). By saying universal Sternberg means that regardless of gender or culture the componential part of practical intelligence is the same even though the type of mental mechanisms they use might be different from one individual the basic concept is the same. In regards to the other two parts certain aspects of them are seen as being the same universally in regards to their importance however the degree in which they are important may vary across genders and different cultures. Later on these three sub theories were named as practicality, analytical still and creativity and all three are required to be “Successfully Intelligent”. There is still quite a bit of research being conducted in order to determine a way to test whether or not someone is successfully intelligent. As their research evolves they are tailoring their experimental tests to reflect its evolution.
- Since tacit knowledge is seen by Sternberg as the central part of practical knowledge, being able to measure one’s capability to acquire and utilize their tacit knowledge can lead to measuring ones amount of practical knowledge. “The work of Sternberg and his colleagues has provided the most useful insights over time into different ways of framing intelligence in adulthood” Marium et al, 2006). This entire theory while is still widely used in reference to children has provided a valuable insight into the learning ability of adults and while there is not just one test that can measure this type of intelligence it gives better understanding and for some the hope that as the research progresses a more comprehensive way to measure practical intelligence and being able to utilize tacit knowledge will be found.
- The questioning on this slide pertains to the first theme presented regarding the assumption that intellectual abilities lie at the intersection of the mind and the many changes we experience over time in our everyday lives. Taking into consideration that some are able to adapt to multiple situations more easily than other.