Intelligence

INTELLIGENCE

-The ability to learn facts and skills and apply them.

Thurston

                -Intelligence is both general ability and a number of specific abilities.

Stagner

                -Intelligence is the learning ability and the ability to see new situations.

Fieldman

                -Intalligence is the general capacity of the general capacity of person to adjust consciously his thinking to a new requirement.

Human Intelligence

                -This is the ability to acquire recall and use knowledge to understand concrete and abstract concepts & the relationship among objects; ideas & the use of knowledge in a meaning way.

Artificial Intelligence

                -This is computer produced output that would be considered intelligence if produced by humans.

Theories of Intelligence

Howard Gardner

Ø  Multiple Intelligence

·         Verbal – linguistic intelligence- a well develop verbal skill and sensitivity  to the sounds, meanings rhythm of words.

·         Mathematical intelligence-a “number smart”, ability ti think conceptually and abstractly and capacity to discern logical or numerical patterns.

·         Musical intelligence-good in music.

·         Visual-Spatial intelligence-artistic,

·         Bodily-kinesthetic intelligence- love to dance.

·         Interpersonal intelligence

·         Intrapersonal intelligence

·         Naturalist intelligence

·         Existential intelligence

·         Spiritual intelligence

·         Moral intelligence

Robert Stenberg

Triarchic Theory of Intelligence

Componential-ability to adopt to new situations and to produce new ideas.

Contextual-the ability to function effectively in daily situations

Practical-is related to overall success in living rather than intelligence in academic performance.

  Emotional Intelligence- is ability that helps people to perceive, express, understand and regulate emotions.

Ø  Perceiving emotions

Ø  Facilitating emotions

Ø  Understanding emotions

-Charles Spearman

Fluid intelligence-is the ability to deal with the new problems and situations. It is also the ability to draw inferences & understand the various relationships of various concepts, independent on a acquire knowledge.

Crystalized intelligence-this is the store of information, skills and strategies that acquired through their experiences and the use of fluid intelligence.

REFLECTION:

There are different definition of intelligence by different understanding of people. Its up to us which definition we most prefer. Studying and understanding of this can help you to identify what intelligence you have, and what skills you have and learning. Also it focuses to individuals intelligence on how they can use their mentality and ability for effective learning.

Kohlberg stages moral of development

Lawrence Kohlberg

Born: October 25, 1927

Died: January 19, 1987

An American Psychologist best known for his theory of stages of moral development.

KOLBERG STAGES MORAL OF DEVELOPENMT

Level 1. Pre-Conventional morality

                -Occurs between 3 to 7 yrs.

                -Focus: SELF

Stage1. Obedience & Punishment.

                -The child/individual is good in order to avoid being punished.

Stage2. Individual & Exchange

                -The stage expresses that “what’s in it for me?” position, in which right behavior is defined by whatever the individual believers to be in their best interest.

Level2. entional Convmorality

                -Focus: Significant of others

                -Most adolescents and adults

Stage3. Good boy/ Good girl

                -The child/ individual is good in order to be seen as being a good person by others.

Stage4. Maintaining the social order

                -The child/ individual becomes aware of the wider rules of society so judgement concern obeying rules inorder to uphold the law and avoid guilt.

Level3. Post-Conventional morality

                -Also Known as principled level.

Stage5. Social contract & Individual Rights

                -The child/ Individual becomes aware that white rules/ laws might, exist for the good of the greatest number, there are times when they will work against the interest of particular individual.

Stage6. Universal Principle

                -People at this stage have developed their own set of set of moral guidelines which may or may not fit the law.

REFLECTION:

The stages of moral development of kohlberg concerned in the decision in terms of moral aspects. just for like when I was a kid I avoided to make mistakes so that I will not be punished.

      As a future educator, I will teach the children on how to distinguish right or wrong situation base on moral principles and ethics because this can be a guide for them in the future.

Vygotsky's socio cultural theory

Vygotsky’s socio cultural theory

-Vygotsky’s theory is that social interaction place a very important in cognitive development.

4 Basic Principles

1.       Children construct their knowledge.

2.       Development cannot be separated from its social.

3.       Learning is mediated.

4.       Language plays a central role in mental development.

Main Principles

1.       The more knowledgeable other-refers to anyone who has better understanding or higher ability level than the learner.

2.       Zone proximal Development-difference between what child can accomplish alone and she/he can accomplish without the guidance of another.

Features of ZPD

1.       Scafolding-Appropriate assistance given by the teacher to assist the learner accomplish a task.

2.       Reciprocal Teaching-A highly successful teaching method, it provides an environmental of open dialogue between student and teacher without which goes beyond a simple a question and answer session.

Types of Mental function

1.       Lower mental function- are those with which we are born, are the natural function and are genetically determined.

2.       Higher Mental Function- are acquired and developed through social interaction.

REFLECTION:

Vygotsky's theory in socio cultural is based on children social interaction with others and in the environment. Children will learn through their experiences in social environments that are rich in interaction, and they used their prior experience to build the learning they already know.

Erikson's Theory of Psychosocial Development

Erikson’s Theory of Psychosocial Development

·         Trust vs. Mistrust(birth to 18 months)-Children develops a sense of trust when caregiver provide reability, care and affection.

·         Autunomy vs. Shame and Doubt(2 to 3 early childhood)-Children need to develop a sense of personal control over physical skills and a sense of independence success leads to feelings of autonomy failure result in feeling of shame and doubt.

·         Initiative vs. guilt (3-5 Pre-school)-Children needs to begin a certain control and a power over the environment.

·         Industry vs. Inferiority(6-11 school age)-Children need to cope with new social and academic demands.

·         Identity vs. Role Confusion(12-18 adolescence)- teens need to develop a sense of self and personal identity.

·         Intimacy vs. Isolation (19-40 young adulthood)-young adults need to form intimate, loving relationships with other people.

·         Generality vs. Stagnation (40-60 middle adulthood)-Adults need to create or nurture tings that will outlast them, open by having children or creating positive change the benefits of other people.

·         Ego Integrity vs. Despair (65-death maturity)-Old adults need to look back on life and feel the essence fulfillment.

REFLECTION:

 Erik Erikson theory believed in the impact of the significant others in the development of one’s view of him, life and of the world. He presented a very comprehensive framework of eight psycho-social stages of development. He emphasized that a person goes through maladaptation and malignancies that result from failure to effectively the crisis; and the virtue that emerges when balance and resolution of the crisis is attained.Learning depends from their parents what kinds of motivation they are using. Children cognitive development should be handles properly.

Jean Piaget's Theory

Piaget’s Theory

-the first cognitive theory developed by Jean Piaget’s beginning.

Piaget’s Assumptions About Children

·         Children construct their own knowledge in response to their experiences.

·         Children Construct learn many things on their own without the intervention of older children adults.

·         Children are intrinsically motivated to learn and do not need rewards from adults to motivate learning.

Nature vs.  Nurture

·         Nature vs. Nurture interact to produce cognitive development.

·         Nature- maturation of brain and body; ability to perceive learn act; motivation.

·         Nurture- adaptation: children respond to the demands of the environment in ways that meet their own goals.

·         Organization- children integrate particular observation into a body of coherent knowledge.

Continuous vs. discontinuous

·         Source of continuity

·         Assimilation-people translate in coming info in a form they can understand.

·         Accommodation-People adopt current knowledge structure in response to new experience.

·         Brief transition-transition to a higher stages of thinking are not necessarily continuous.

·         Invariant sequence-The sequence of stages are stable for all people through all time.

Piaget’s stages

·         Sensorimotor stage (birth to 2 yrs.)-knowledge develops through sensory and motor abilities.

·         Preoperational stage (2 to 7 yrs.)-Knowledge is represented by language mental imagery and symbolic thought.

·         Concrete operational stage (7 to 12)-Children can reason logically about concrete objects and events.

·         Formal operational stage(12 yrs. To up)-Children can think deeply about concrete events and can reason abstractly and hypothically.

Piaget’s Sensorimotor

·         Substage 1(birth to 1 month)-Building knowledge through reflexes (grasping, sucking)

·         Substage 2(1 to 4 months)-reflexes are organized into larger, integrated behaviors(grasping or rattle and bringing it to month to suck.

·         Substage 2(4 to 8 months)-repetition of function on the environment that brings out pleasing or interesting results.

·         Substage 4(8 to 12 months) – mentally representing objects when objects can no longer be seen, thus achieving object permarene.

·         Substage 5(12 to 18 months)- actively and avidly exploring the possible uses to which object can be put.

·         Susbtage 6(18 to months)-able to form enduring mental representations as demonstrated by “deferred limitation” the repetition of others “behaviors, minutes, or day after it has occurred.

Preoperational stage

·         Symbolic representation- the use of one object to stand for another.

·         Ecocentricsm-looking at the world only from one’s own point of view.

·         Centration-Focusing on one dimension of objects or event and on static states rather than transportation.

Concrete Operation stages

·         Conservation Concepts-changing the appearance or arrangements of objects does not change their key properties.

·         Highly abstract thinking and reasoning about hypothetical situation still remains very difficult.

Format Operation stage

·         Ability to think abstractly and reason hypothetical.

·         Ability to reason (systematically about all different outcomes.

·         Ability to engage in Scientific thinking.

Criticism of Piaget’s Theory

·         Children thinking is not as consistent as the stages suggest.

·         Infants and young children are more competent than piaget recognized.

·         Piaget’s undertakes the social competent of cognitive develop.

·         Piaget was better at describing process than of explaining how they operate.

REFLECTION

Piaget came up with some different theories. He believed that:

Children are active and motivated learners

Children construct knowledge from their experiences

Children learn through the two complementary processes of assimilation and accommodation

Interactions with one's physical and social environments are essential for cognitive development

The process of equillibration promotes progression toward increasingly complex thought.

I can use this theory when I became a teacher someday, I can use this as my guid in teaching the students to motivate their skills and mental ability.

14 Learner-centered psychological principles

•         Cognitive and Metacognitive Factors

1.Nature of learning process

-The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

2.Goals of the learning process

-successful learner, overtime and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

3.Construction of knowledge

-the successful learner can link new information with existing knowledge in meaningful ways.

4.Strategic thinking

-The successful learner can create and use repeater of thinking and reasoning strategies to achieve complex learning goals.

5.Thinking about thinking

-higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

6.Context of Learning

                 -Learning is influenced by environmental factors including culture, technology and instructional          practices.

• ·         Developmental and social Factors

1.Developmental of influences on learning

-Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.

                2.Social influences in learning

                                -Learning is influence by social interactions, interpersonal relations and communication with others.

                3.Effect of motivation and effort

                                -Acquisition of complex knowledge and skills requires extended learner effort and guided practice.

• ·         Individual Difference Factors

1.Individual differences in learning

-Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity.

2.Learning and diversity

-Learning is most effective when differences in learner’s linguistic, cultural and social backgrounds are taken into account.

• ·         Motivational and Effective Factors

1.Motional and emotional influences in learning

-Motivation to learn in turn, fun is influenced by the individual’s emotional states, beliefs, interest and goals, habits of thinking.

2.Intrinsinc motivation to learn

-The learner’s creativity, higher order thinking and natural curiosity all contribute to motivation to learn.

3.Standards and assessment

-Setting appropriately high and challenging standards and assessing the learner’s as well as learning progress including diagnostic, process, and integral parts of the learning process.

REFLECTION:

14 Learner centered psychological principles are intended to apply to all learners-from children, to teachers,to administrators, to parents, and to community members involved in our educational system. This principles emphasize the active and reflective nature of learning and learners. also this principles focuses in the learners and the learning process.

About Me

Hi, I am Hazel Rose B. Genovia 19 years old. I was born on March 26, 1998 at Tamnag Lutayan, Sultan Kudarat. I recently studying at Sultan Kudarat State University taking Bachelor of Elementary Education. I graduated my Primary education at Quivedo Babtista Elementary School and Esperanza National High School in my secondary education.

                Rolando L. Genovia is my father’s name and Margie B. Genovia is my mother’s name they had five siblings and I am the oldest among of them. My sister is Shaina and my brothers are John Rogie, Emman nuel and Jobem Moises.

                I am a kind of a girl of a girl that friendly, lovable, jolly and faithful, but most of the time moody. My most favorite sports are volleyball and basketball obviously I like team sports. Dancing is my favorite hobby, I love doing it especially when I’m bored, stress and depress.

Bachelor of Elementary Education

PROGRAM OBJECTIVES

1.Equip teachers with mastery of content and pedagogical skills, which will enable them to pass very satisfactorily in the Licensure Examination for Teachers (LET).

2.Develop desired qualities of an effective teacher who is gender sensitive and environment conscious.

3.Undertake research activities to improve the quality of instruction.

4.Disseminate research results to teachers and other concerned individuals and institutions.

5.Produce relevant and innovative instructional materials for effective teaching.

6.Conduct continuing non-formal education and other relevant extension activities for the improvement of life in the community.

Sultan Kudarat State University

 GOAL 

To produce graduates with excellence and dignity in arts, science and technology.

OBJECTIVES

1. Provide strong foundation of basic education across the different learning areas in grade school. 
2. Innovative strategies responsive to the needs of diverse learners through experiential learning. 
3. Provide instructional materials suited to the learners capabilities. 
4. Create a friendly child environment that would faster a sense of self worth and security.  
5. Respond appropriately to the cultural diversely of the pupils for the greater and effective development imbued with the university core values.   

CORE VALUES

F-airness

A-ccountability

T-ransparency

E-xcellence

S-evise