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    EDUC 113 (12:00 - 2:00) Sat: Mrs. Arlene Barbarona-Loquias Instructor

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    Shelly Ryn Saligumba
    1. Theories such as Sternberg's theory of intelligence, Gardner's theory of multiple intelligences, and Gagne's conditions of learning provide frameworks to guide teaching practices. 2. These theories emphasize understanding students' varied strengths and using different methods, exercises, and activities to engage all learners. 3. They also highlight creating lessons that build on prior knowledge and include feedback to facilitate different types of learning.

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    EDUC 113 (12:00 - 2:00) Sat: Mrs. Arlene Barbarona-Loquias Instructor

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    Shelly Ryn Saligumba
    52 views6 pages
    1. Theories such as Sternberg's theory of intelligence, Gardner's theory of multiple intelligences, and Gagne's conditions of learning provide frameworks to guide teaching practices. 2. These theories emphasize understanding students' varied strengths and using different methods, exercises, and activities to engage all learners. 3. They also highlight creating lessons that build on prior knowledge and include feedback to facilitate different types of learning.

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    1. Theories such as Sternberg's theory of intelligence, Gardner's theory of multiple intelligences, and Gagne's conditions of learning provide frameworks to guide teaching practices. 2. These theories emphasize understanding students' varied strengths and using different methods, exercises, and activities to engage all learners. 3. They also highlight creating lessons that build on prior knowledge and include feedback to facilitate different types of learning.

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    52 views6 pages

    EDUC 113 (12:00 - 2:00) Sat: Mrs. Arlene Barbarona-Loquias Instructor

    Uploaded by

    Shelly Ryn Saligumba
    1. Theories such as Sternberg's theory of intelligence, Gardner's theory of multiple intelligences, and Gagne's conditions of learning provide frameworks to guide teaching practices. 2. These theories emphasize understanding students' varied strengths and using different methods, exercises, and activities to engage all learners. 3. They also highlight creating lessons that build on prior knowledge and include feedback to facilitate different types of learning.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 6

    EDUC 113 (12:00 – 2:00) Sat

    Mrs. Arlene Barbarona-Loquias


    Instructor

    May Fritzi Saligumba


    Student
    Title: An Exploratory Mixed-Methods Examination of Empathy and
    Multiple Intelligences Among Youth Involved in Bullying

    Authors: Schwartz, Heather

    Theories Used: Multiple Intelligences (Gardner)

    Research Abstract: Bullying is a significant issue among school-aged youth, and it is


    important to examine the underlying mechanisms of these behaviors. Studies have shown
    that one characteristic found among some children who bully is a lack of empathy.
    Previous literature examining empathy and bullying has typically relied on the use of
    self-report data. Few studies have included other ways of evaluating empathy. Self-report
    data can be limiting, particularly for individuals who possess strengths other than
    verbal/linguistic. Drawings have been found to reveal insight into children’s emotions
    and may be more suited to assessing empathy. Studying children’s drawings of bullying,
    and their self-reported empathy may help extend research related to empathy and
    bullying. Using a mixed-methods research design, this study examined the relationship
    among bully/victim status, empathy, multiple intelligences through the evaluation of
    children’s drawings of bullying, in conjunction with their self-reported empathy.
    Quantitative results found that there were significant differences in empathy scores
    between participants identifying as “bullies” and “bully-victims” on Personal Distress.
    Additionally, there were significant differences in empathy scores found between female
    and male participants on Perspective Taking. All other quantitative results did not
    provide evidence of differences in empathy across bully/victim status, gender, nor age.
    Qualitative results did not provide evidence of differences in participants’ ability to draw
    indicators of empathy based on bully/victim status, gender, age,
    or multiple intelligence types (suggesting that all participants were equally capable of
    drawing indicators of empathy). Mixed methods results found convergent,
    complementary, and divergent findings when participants’ quantitative and qualitative
    responses were combined. Specifically, consistent themes across participants’
    quantitative and qualitative responses were found. Furthermore, it was found that
    participants who had lower empathy scores on the quantitative measure drew markers of
    empathy in their pictures. These participants endorsed dominance in intelligence types
    that were non-verbal (i.e., bodily/kinesthetic, visual/spatial). Results support the
    integration of quantitative and qualitative measures to assess and expand on research
    relating to the relationship and nuances among bullying, empathy,
    and multiple intelligences. These results may serve to inform bullying research, clinical
    utility, and intervention efforts seeking to ameliorate bullying problems among school-
    aged youth.

    References: (Schwartz, 2017)


    Title: Understanding the Influences on the Homework Experiences of Low-
    Socioeconomic, African American, Kindergarten Students

    Authors: Venable, Sheryl Florantine

    Theories Used: Social cognitive theory (Bandura)

    Research Abstract: Mixed views exist on the benefits of homework for elementary
    students. The focus of this interpretive case study was to understand the influences on the
    homework experiences of 10 low-socioeconomic, African American kindergarten
    students. The general research question framed by Bandura's (1986) social cognitive
    theory was stated as followed: How do the students' personal processes, the parents' home
    and the teachers school classroom environments, and the students' school academic
    behaviors interact to influence the homework experiences of low-socioeconomic,
    African-American kindergarten students? The data were analyzed using the constant
    comparative method. Interviews and records of homework and quiz grades revealed that
    self-efficacy and high-performance expectations were influences exhibited by students
    noted to have positive homework experiences. They were motivated to complete their
    homework and earned moderately high grades on their homework accuracy scores and
    quizzes. Other influences were noted. All of the students had a time and a place to
    complete their homework. Most of the parents had adequate resources to assist their
    children with their homework. All of the students' parents (all mothers in this study)
    assisted them with their homework and believed that the type and amount of homework
    were appropriate. Homework did not interfere with any of the student's family activities.
    Most of the parents believed that students should spend about an hour per night on their
    homework, and all of the parents reported verbally praising their children when they
    completed their homework. The teachers instructional method of distributed practice and
    practice homework appeared to benefit the students. Educational barriers to the
    homework learning experiences for a small number of students included the need for
    more homework, the need to raise the difficulty level of the homework, the confusing
    wording of some homework assignments, the lengthiness of the teachers lectures, and
    distracting manipulatives on the students' tables used for instruction. These barriers did
    not greatly impair homework success or academic progress.

    |References: (Venable, 2007)


    Title: The Sternberg Triarchic Abilities Test (STAT) as a Measure of Academic
    Achievement and General Intelligence

    Authors: Lena C. Koke, Philip A. Vernon

    Theories used: Sternberg’s theory of intelligence

    Research Abstract: The degree to which practical, creative, and analytical abilities,
    measured by the Sternberg Triarchic Abilities Test (STAT) (Sternberg, 1993),
    significantly contribute to the prediction of academic achievement, independent of
    general intelligence, was investigated. Although Sternberg et al. (2000) claim that the
    STAT is not related to, nor a measure of, general intelligence, data obtained by Sternberg,
    Ferrari, Clinkenbeard, and Grigorenko (1996), found that STAT scores were significantly
    correlated with measures of general intelligence. In the present study, introductory
    psychology midterm examination grades, STAT scores, and Wonderlic Personnel Test
    scores (as a measure of general intelligence), were obtained from undergraduate students
    at the University of Western Ontario (N=150). Total STAT scores and each of the STAT
    subsection scores were significantly related to Wonderlic test scores, P<0.01, and the
    STAT subsections were significantly related to each other, P<0.01. The partial
    correlations between midterm grades and creative, practical, analytical, and total STAT
    scores, with the variance due to the Wonderlic test removed, were also found to be
    significant for practical and for total STAT scores, P<0.05, but nonsignificant for creative
    and analytical STAT scores. A factor analysis including midterm examination grades, the
    Wonderlic test, and each of the STAT subsections revealed a single general factor. Thus,
    some results supported Sternberg but others were contrary to his claims.

    References: (Koke, Vernon, 2003)


    1. Sternberg’s Theory of Intelligence:

    Various performance tasks are given to students for me to gauge them how well
    they excel in the 3 types of intelligence. It also serves as a guide on how to impart
    knowledge to them and the best strategy for them to learn.

    Practical intelligence: Sternberg called one’s ability to successfully interact with


    the everyday world practical intelligence. Practically intelligent people are especially
    adept at behaving in successful ways in their external environment.

    Creative intelligence: One’s ability to use existing knowledge to create new ways to
    handle new problems or cope in new situations.

    Analytical intelligence: This is essentially academic intelligence. Analytical


    intelligence is used to solve problems and is the kind of intelligence that is measured by a
    standard IQ test.

    2. Multiple Intelligences (Howard Gardner)

    This theory propels me to empower learner and not restrict them to one modality
    of learning. I believe in Gardner’s opinion that the purpose of schooling "should be to
    develop intelligence and to help people reach academic goals that are appropriate to their
    particular spectrum of intelligence. Students feel more engaged and competent and
    therefore more inclined to serve the society in a constructive way. I use different
    methodologies, exercises and activities to reach all students, not just those who excel at
    linguistic and logical intelligence. This theory challenges me to find ways that will work
    for this student learning this topic. Hence in some cases I have to individualize my
    teaching style to suit the most effective method for each student or I have to teach
    important materials in multiple ways.
    3. Conditions of Learning (Robert Gagne)

    This theory stipulates that there are several different types or levels of learning. The
    significance of these classifications is that each different type requires different types of
    instruction. The primary significance of the hierarchy is to identify prerequisites that
    should be completed to facilitate learning at each level.

    The following example illustrates a teaching sequence wherein the subject matter is
    recognizing an equilateral triangle:

    1. Gain attention – show variety of computer generated triangles


    2. Identify objective – pose question: “What is an equilateral triangle?”
    3. Recall prior learning – review definitions of triangles
    4. Present stimulus – give definition of equilateral triangle
    5. Guide learning- show example of how to create equilateral
    6. Elicit performance – ask students to create 5 different examples
    7. Provide feedback – check all examples as correct/incorrect
    8. Assess performance- provide scores and remediation
    9. Enhance retention/transfer – show pictures of objects and ask students to identify
    equilaterals

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