Theme : Intelligence, learning theories, learning modalities and teaching methods.

2. Theme: Intelligence, learning theories, learning modalities and teaching methods. Guiding Question: How do the various educational theories effect how we should teach? Steven Fletcher

3. Intelligence, what is it? Intelligence describes a property of the mind including related abilities, such as the capacities for abstract thought, understanding, communication, reasoning, learning, learning from past experiences, planning, and problem solving. IQ (intelligence quotient) tests are used in many settings. However, there is a lot of controversy over the use and validity of such tests. Often such tests favor the dominant culture in any society and focus primarily on language and mathematical skills. Steven Fletcher

4. Multiple Intelligence Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mathematics, reading and writing). IQ tests focus mostly on logical and linguistic intelligence. While many students function well in this environment, there are those who do not. Howard Gardner developed a theory that argues that students will be better served by a broader vision of education. He felt teachers should use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. Steven Fletcher

5. Multiple Intelligence In 1983 Gardner developed and proposed a theory of multiple intelligences to analyze and better describe the concept of intelligence. This has been widely accepted. He first articulated seven “intelligences” then added an eighth and now there are nine that are accepted as part of his theory. Steven Fletcher

6. Multiple Intelligences (Currently Accepted Nine Intelligences) Spatial intelligence (the ability to visualize with the mind)(artists etc) Linguistic intelligence (deep understanding of words, sensitivity to literal and figurative meanings of words)(poets, writers, and public speakers etc Logical-mathematical intelligence (logic, abstractions, reasoning & numbers) Bodily-kinesthetic intelligence (control of bodily motions and the capacity to handle objects skillfully) Musical intelligence (sensitivity to sounds, rhythms, tones and music) Interpersonal intelligence (sensitivity to other people’s moods, feelings, temperaments and motivations / ability to cooperate in order to work in groups) Intrapersonal intelligence (introspective & self-reflective capacities)(philosophers, psychologists, theologians, writers etc.) Naturalistic intelligence (sensitivity to nature & the natural surroundings) Existential intelligence (sensitivity to phenomena or questions beyond sensory data, such as the infinite and infinitesimal) Steven Fletcher

7. Multiple Intelligences and Modalities Beyond the nine accepted “multiple intelligences” other’s have proposed the list is still too limited and is only a starting point to create a more inclusive view of learning and human tendencies. Somewhat related to this is the concept of “learning modalities.” This concept presents the idea that different people learn more effectively when they receive input in different forms called “modalities”. The most common of these modalities are: Visual: learning based on observation and seeing what is being learned. Auditory: learning based on listening to instructions / information. Kinesthetic: learning based on hands-on work and engaging in activities. One consequence of this theory is that effective teaching often presents materials in a variety of ways using all three learning modalities so that different students have equal opportunities to learn in a way that is most effective for them. Steven Fletcher

8. Nature Versus Nurture Another view that affects learning theory and language acquisition is the nature versus nurture controversy. The nurture argument believes that humans are a blank slate and acquire all or almost all their behavioral traits from formal and informal education. The nature argument sees individual innate qualities as the main determinate or cause of individual differences. Many think that heredity is responsible for social advancement. Steven Fletcher

9. Nature Versus Nurture Psychologist Donald Hebb was once asked whether nature or nurture, contributes more to personality? (What do you think???) His response was another question "Which contributes more to the area of a rectangle, its length or its width?” Steven Fletcher

10. A Simplified View – The TOE Model Accepting that we are all unique and have many individual tendencies and learning preferences, the TOE model attempts to simplify these various sometimes contradictory theories. TOE stands for tendencies, opportunities and encounters. Steven Fletcher

11. A Simplified View – TOE Theory We all have tendencies. They may come from nature or previous learning (nature or nurture). But they are tendencies no matter where or how we get them. We like this, we don’t like that. We learn better this way or that way. We are good at this thing or that thing and not so good at something else. And we change and grow over time! So our tendencies change too. But, at any given moment we have tendencies. Steven Fletcher

12. A Simplified View – TOE Theory We also have opportunities. These may seem random, created in formal educational settings or may be self-created. From whatever source they come, they are learning opportunities. When a tendency and an opportunity align we have an encounter. These encounters are what we call learning. Steven Fletcher

13. Group Work - In your group, create one to three sentences that describe the thoughts of your group about each of the below. Take a stand. Use your own words. What has more affect on human learning, nature or nurture? How does Gardner’s theory of multiple intelligences affect learning? Teaching? How should knowledge of learning modalities affect teaching? How might the TOE model of learning affect the way you teach English? Steven Fletcher

14. Your group will choose one of the following statements about learning that you agree with. Create a PPT that explains why you feel or believe the theory or model you are supporting and give at least three supporting examples from first hand knowledge (from the experiences of your group members). 1. Knowledge, ability and learning differences come primarily from nature. 2. Knowledge, ability and learning differences come primarily from nurture. 3. Multiple intelligences explain most differences in learning and achievement. 4. Learning modalities explain the differences in learning and achievement. 5. TOE is a better model for teachers to understand differences in learning and achievement. Length 15 minutes or LESS !!!! Present in class next week. Send PPT to unifiedthinking.com by Saturday night. Steven Fletcher