EDU

Sternberg Triarchic theory of intelligence, intelligence comes in three forms: analytical intelligence
involves the ability to analyze, judge, evaluate, compare and contrast. Creative intelligence consists of
the ability to create, design, invent, originate, and imagine. Practical intelligence focuses on the ability
to use, apply, implement and put into practice

Analytical intelligence consists of several components; the ability to acquire information; to retrieve
information; to transfer information. To plan, make decisions and solve problems; and to translate
thoughts into performance. creative people have the ability to solve new problems quickly, but they also
learn how to solve familiar problems in an automatic way so their minds are free to handle other
problems that acquire insight and creativity. Practical intelligence includes the ability to get out of
trouble and a knack for getting along with people, and refer to as all of the important information about
getting along in the world that you are not taught in school.

Moving on we have Gardner’s eight frames of mind which are described here along with examples of
the occupations in which they are reflected as strengths. Firstly verbal skills which is the ability to think
in words and to use language to express meaning. Mathematical skills, the ability to carry out
mathematical operations. Spatial skills, the ability to think three dimensionally. Bodily kinesthetic skills,
the ability to manipulate objects and be physically adept. Musical skills, a sensitivity to pitch, melody,
rhythm and tone. Intrapersonal skills, the ability to understand oneself and effectively direct one’s life.
Interpersonal skills, the ability to understand and effectively interact with others. Naturalist skills, the
ability to observe patterns in nature and understand natural and human made systems.

Furthermore, Project spectrum begins with the basic idea that every student has the potential to
develop strengths in one or more areas. You clearly see the strengths and weakness of individual
children.

Emotional intelligence is the ability to perceive and express emotion accurately and adaptively, to use
feelings to facilitate thought and to manage emotions in oneself and others. Aspects of emotional
intelligence are perceiving emotions, understanding emotions, facilitating thought and managing
emotions.

Theories of multiple intelligence have many critics, controversies and Issues. First Issue; Nature and
nurture, nature proponents believe that intelligence is primarily inherited. But the actual development
of intelligence requires more than just heredity. Environment plays an important role in intelligence this
means that improving children’s environment can raise their intelligence and enriching children’s
environment can improve their school achievement and the acquisition of skills needed for
employment.

Ethnicity and Culture also play a huge role. Stereotype threat is the anxiety that one’s behavior might
confirm a negative stereotype about one’s group. Culture fair tests are tests of intelligence that are
intended to be free of culture bias. Firstly, includes questions familiar to people from all socioeconomic
and ethnic backgrounds, secondly; no verbal questions. It is hard to create the culture fair tests because
most tests tend to reflect what the dominant culture thinks its important, let’s say a test has a time
limit; this will bias the test groups not concerned with time. Then we have the ability grouping and
tracking, which refers to grouping students based on their ability or achievement.

Another controversial issues is whether we should use student’s scores on an IT to place them in ability
group programs. Two ability grouping include Between class ability grouping in which students are
grouped by their ability in particular subjects, regardless of their age or grade level. Within class ability
grouping, placing students in two or three groups within a class to take into account differences in
student’s abilities.

In addition to that Learning and thinking styles; which are not abilities rather preferences ways of using
one’s ability, they differ as individual’s vary in preferences on how they use their abilities.

We have Impulsive /reflective styles, also referred to as conceptual tempo, involve a student’s tendency
either to act quickly and impulsively or to take more time to respond and reflect on the accuracy of the
answer. Reflective students are good at remembering structured information, reading comprehension
and text interpretation, and problem solving and decision making.

Deep/ surface styles, involve the extent to which students approach learning materials in a way that
helps them understand the meaning of the materials deep style or as simply what needs to be learned
surface style. They actively construct what they learn and give meaning to what they need to
remember.

In continuation, we look at Personality which refers to distinctive thoughts, emotions and behaviors that
characterize the way an individual adapts to the world. Factors of personality are emotional stability,
extraversion( ability to interact with others), openness to experience, agreeableness, and
conscientiousness( thorough performance in an assigned task). Lets take a look at Person situation
interaction, we have the view that the best way to conceptualize or conceive the idea of personality is
not in terms of personal traits alone but also in terms of the situation involved.

Temperament, a person’s behavior style and characteristics ways of responding to a situation. We have
an Easy child style, a temperament style in which the child is generally in a positive mood, quickly
establishes regular routines and easily adapts to new experiences. Difficult child style, a temperament
style in which the child tends to react negatively, has aggressive tendencies, lack self control and is slow
to accept new experiences. Slow to warm up child, a temperament style in which the child has a activity
level, is somewhat negative, shows low adaptability and displays a low intensity of mood.