Traditionally, someone who is intelligent is defined as an individual who can solve problems, use logic to answer questions, and think critically. However, psychologist Howard Gardner has created a much broader definition of intelligence.
Demonstrate an understanding of intelligence and learning in the framework of Gardner by comparing and contrasting the traditional definition of intelligence (IQ) with multiple intelligences. Thinking critically about these difference, comment on how Gardner’s ideas might change the way some assess a person’s strengths and weaknesses. Do these ideas significantly affect this type of evaluation? Apply the principles of multiple intelligences (MI) to the following questions: 300 words
- If you were to assign one of the multiple intelligences to yourself, what would it be, and why?
- Which of the MIs do you think are most valued by schools and society? Why?
- On what evidence, including personal experiences, do you base your opinions?
- If work environments recognized multiple intelligences, how might training, counseling, or classroom activities be revised to address these principles?
- How might an understanding of multiple intelligences change the ways in which you view your own abilities? Why, or why not?
Second Part 300 words
Information on how we learn can be applied to areas such as in health, leadership, business, employee training, and the family. It can also help you to assist people to understand the needs of others’ more successfully and create more successful learning, organizational, and personal environments. In this discussion, you will demonstrate your understanding of schema theory and scaffolding by sharing about your educational background and the ways you have been taught new knowledge in the past.
Evaluate schema theory and its potential application to learning psychology. Compare one method of learning you have experienced that did not align with anything you knew or believed to a method that built on your existing schema (scaffolding). Thinking critically about the inherent differences in the outcomes in these two situations, what differences were there for you in the level of difficulty of remembering the material? Analyze and comment on how this learning theory applied to these two real-life situations. What other differences you can think of? How might you apply the principles of this theory when providing new information to a diverse group of individuals?
Demonstrate your understanding of the complexities of how we learn by evaluating the potential correlations between symbolic interactionism and constructivism. Apply basic research methods in psychology to your post by synthesizing the principles from the articles in your own words with appropriate citations. Do not quote the articles directly. Based on your course resources, scholarly articles, and the knowledge you have developed throughout the past four weeks, critically consider how/if these correlations might affect a person’s ability and/or willingness to learn new material. Consider the following in your analysis:
- Symbolic interactionism is actually a theory posed in sociological psychology. Do you believe this theory can be aligned with the framework of constructivism, which originates from learning psychology? Why, or why not? Support your statements with scholarly research and personal examples.
- In your opinion, what prevents (or substantiates) their correlation?
- Based on these theories, what possible needs should be considered when teaching skills to a group of diverse learners?