Learning and Intelligence Essay
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We all learn well in our own different ways, we cannot all learn the same way. For example, some of us are visual learners (pictures, videos, etc), and some of us are incapable of learning visually, we learn well orally (speaking out loud, listening to someone else speak out loud, etc). Some of us just read over notes and learn well that way. Myth 2: That intelligence is largely fixed at birth, and can be accurately determined by IQ or similar standardized tests.
There is no limit to intelligence, we are able to learn much more, and we are skilled at much more than that of which can only be determined in an IQ/ any other standardized test. For example, an individual can be creative (art, poetry, story writing, inventions). Myth 3: That there is only one form of intelligence. We all are skilled at different things; we cannot all be skilled at exactly the same stuff in exactly the same way.
For example, some of us are good at art and some aren’t, then some of us are good at writing, it doesn’t necessarily mean if u aren’t good at playing soccer, then you won’t be good at playing tennis. Myth 4: That all intelligence is inherited. There is no limit to intelligence, although your level of intelligence can be inherited but a great deal of your intelligence is developed through your environment, experience and culture. Both your inherited intelligence and personal development of intelligence work together and builds new sets of skills and abilities.
Myth 5: That intelligence is the same as logical, analytical thinking. Intelligence takes 3 forms: Analytical, Creative and Practical, But only Analytical intelligence is measured in IQ/other standardized tests, therefore there is no measured level for creative ability, practical or commonsense ability, athletic ability, musical ability, etc. Myth 6: That everyone has the ability to succeed at anything. Different aptitudes help people excel in different ways, for different things. For example, a great manager may not necessarily be good at playing the piano.
Myth 7: That school is the main or best place to learn. School is not necessarily the best place to learn, just because we spend most of our time there, listening to people feed us information, some of us learn better when we are in our own comfort zone by taking in information all on our own. For example, I learn best at home in my lounge, my friend learns best while relaxing in her garden. Myth 8: That “standards” are the real test of learning, and can easily be measured by standardized written tests. These tests only measure a part of the intelligence of an individual.
These tests cannot measure other greater abilities, skills and talents of an individual. For example, for these tests, a student can easily memorize information, but how do we know if they can apply this information? (iii) Learners get despondent, lack of motivation, hampers self-esteem development, lead to behavioral problems. Learners should experience success, so the learner build on their strengths. Schools should rather: Focus on developing strengths, not on weaknesses. Not waste time trying to ”put in what was left out”. Try to “draw out what was left in” Search for talent, but train to develop skills and abilities.
(iv) 1. Eat a good breakfast every morning, preferably with plenty of fresh fruit. 2. Eat a good lunch. 3. Make fish, nuts and vegetable “fats” key parts of your diet. 4. Exercise regularly to oxygenate the blood. 5. Cleanse the toxins out of your body. Exercise ~ Phys. Ed: Encourage learners to take part in sport/drama. School tuck-shop ~ sell healthier foods. Awareness Campaign: Discussions, posters, check lunch box content. (v) Howard Gardner, David Perkins, and Robert Sternberg have all been quite successful in helping spread knowledge about the meaning of “intelligence” and applications of this knowledge to education.
The study and measurement of intelligence has been an important research topic for nearly 100 years IQ is a complex concept, and researchers in this field argue with each other about the various theories that have been developed. There is no clear agreement as to what constitutes IQ or how to measure it. There is an extensive and continually growing collection of research papers on the topic. Howard Gardner (1983, 1993), Robert Sternberg (1988, 1997), and David Perkins (1995) have written widely sold books that summarize the literature and present their own specific points of view. The following definition is a composite from various authors.
Intelligence is a combination of the ability to: 1. Learn. This includes all kinds of informal and formal learning via any combination of experience, education, and training. 2. Pose problems. This includes recognizing problem situations and transforming them into more clearly defined problems. 3. Solve problems. This includes solving problems, accomplishing tasks, fashioning products, and doing complex projects. (vi) Warm environment Interactive method Build thinking skills Plenty of activations Apply it in practice Review and celebrate Four criteria when determining the best learning “state” : Orchestrating the environment.
Setting the right mood and getting students’ attention. Early activity is vital. Bring on the music (vii) How you perceive information most easily How you organize and process information What conditions are necessary to help you take in and store information How you retrieve information (viii) Likely traits: Negotiates well Relates well Able to read others’ intentions Enjoys being with people Has many friends Communicates well Enjoys group activities Likes to mediate disputes How to strengthen learning: Do learning activities cooperatively Take lots of breaks to socialize Use “pair and share” activities.
Use relationships and communication skills Do “partner talks” on the phone Have parties and celebration of learning Make learning fun Integrate socialization into all curricular areas (ix) Students’ reading levels should be checked first. Students should be matched in pairs, with tutor only a slightly better reader. Books should be chosen for the right reading and interest levels. Tutors are trained with a simple checklist, which shows them how to use “pause, promt and praise” techniques. . BILBIOGRAPHY Dryden, G & Vos, J. (2005). The New Learning Revolution. UK: Network Edcuational Press Ltd.