'Learning and Intelligence Essay\r'

'We whole get hold of well up in our shake up got disparate ways, we stick outnot wholly learn the similar way. For example, whatever of us ar visual learners (pictures, videos, etc), and some of us be incapable of schooling visu entirelyy, we learn well viva voce (speaking give away loud, listen to someone else speak out loud, etc). Some of us just read oer notes and learn well that way. falsehood 2: That perception is largely fixed at birth, and gutter be accurately determined by IQ or similar standardise tests.\r\n in that respect is no destine to news, we be able to learn much more, and we are skilled at much more than that of which outhouse only be determined in an IQ/ every other standardized test. For example, an individual can be inventive ( dodge, poetry, story writing, inventions). Myth 3: That there is only one form of science. We completely(prenominal) are skilled at different things; we cannot all be skilled at exactly the akin stuff in exactl y the same way.\r\nFor example, some of us are just at art and some aren’t, then some of us are good at writing, it doesn’t necessarily reckon if u aren’t good at acting 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 barely a colossal deal of your intelligence is positive 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.\r\nMyth 5: That intelligence is the same as logical, analytical thinking. Intelligence takes 3 forms: Analytical, originative and Practical, But only Analytical intelligence is deliberate in IQ/other standardized tests, consequently there is no measured level for creative big businessman, practical or commonsense ability, athletic ability, melodious ability, etc. Myth 6: That everyone has the ability to win at anything. Different aptitudes help people outperform in different ways, for different things. For example, a great manager may not necessarily be good at playing the piano.\r\nMyth 7: That school is the main or best keister to learn. School is not necessarily the best turn up to learn, just because we spend most of our time there, listening to people feed us selective tuition, some of us learn better when we are in our testify comfort zone by taking in information all on our own. For example, I learn best at home in my lounge, my trembler learns best while relaxing in her garden. Myth 8: That â€Å"standards” are the real test of learning, and can tardily be measured by standardized written tests. These tests only measure a give way of the intelligence of an individual.\r\nThese tests cannot measure other greater abilities, skills and talents of an individual. For example, for these tests, a student can easily memoriz e information, only how do we know if they can apply this information? (iii) Learners get despondent, lack of motivation, hampers self-esteem development, lead to behavioural 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”. drive to â€Å"draw out what was left in” pursuit for talent, but train to develop skills and abilities.\r\n(iv) 1. Eat a good breakfast every morning, preferably with can of fresh fruit. 2. Eat a good lunch. 3. actualize fish, nuts and vegetable â€Å"fats” key parts of your diet. 4. custom regularly to oxygenate the blood. 5. Cleanse the toxins out of your body. usage ~ Phys. Ed: Encourage learners to take part in sport/drama. School tuck-shop ~ sell healthier foods. sense Campaign: Discussions, posters, check lunch box content. (v) Howard Gardner, David Perkins, an d Robert Sternberg have all been quite successful in service of process spread knowledge about the meaning of â€Å"intelligence” and applications of this knowledge to education.\r\nThe study and measurement of intelligence has been an fundamental search topic for nearly 100 long time IQ is a interlocking concept, and researchers in this plain argue with each other about the motley theories that have been developed. There is no clear sympathy 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 astray sold books that summarize the literature and present their own specific points of view. The following definition is a coordination compound from various authors.\r\nIntelligence is a combination of the ability to: 1. Learn. This includes all kinds of informal and formal learning via any com bination of experience, education, and training. 2. Pose problems. This includes recognizing problem situations and transforming them into more distinctly defined problems. 3. Solve problems. This includes solving problems, accomplishing tasks, fashioning products, and doing complex projects. (vi) Warm environment Interactive method come on thinking skills Plenty of activations Apply it in example Review and celebrate Four criteria when determining the best learning â€Å"state” : Orchestrating the environment.\r\nSetting the right irritability 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 required 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 some(prenominal) friends Communicates well Enjoys group activities Likes to mediate disputes How to strengthen learning: Do learning activities cooperatively Take slews of breaks to socialize map â€Å"pair and share” activities.\r\nUse relationships and communication skills Do â€Å"partner talks” on the phone Have parties and celebration of learning take form learning fun Integrate socialization into all curricular areas (ix) Students’ recitation levels should be checked first. Students should be matched in pairs, with tutor only a meagerly better reader. Books should be chosen for the right reading and interest levels. Tutors are trained with a undecomposable checklist, which shows them how to use â€Å"pause, promt and praise” techniques. . BILBIOGRAPHY Dryden, G & Vos, J. (2005). The new-fangled Learning Revolution. UK: Network Edcuational Press Ltd.\r\n'