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 situation.
• FIELD MAN                                                                                                                                       intelligence in the general capacity of person to adjust consciously  his thinking to a new requirement.
• HUMAN INTELLIGENCE
• ARTIFICIAL INTELLIGENCE                                                                                                                                                                                                                     

 THEORIES OF INTELLIGENCE           

• HOWARD GARDNER                                                                                                                                        MULTIPLE INTELLIGENCE                                                                                                                                

1. VERBAL-LINGUISTIC INTELLIGENCE
2. MATHEMATICAL INTELLIGENCE
3. MUSICAL INTELLIGENCE
4. VISUAL-SPATIAL     INTELLIGENCE
5. BODILY-KIN ESTHETIC INTELLIGENCE
6. INTERPERSONAL INTELLIGENCE
7. INTRAPERSONAL INTELLIGENCE
8. NATURALIST INTELLIGENCE
9. EXISTENTIAL INTELLIGENCE
10. SPIRITUAL INTELLIGENCE
11. MORAL   INTELLIGENCE                                                                                                                                     

 ROBERT STENBERG  TRIARCHIC THEORY OF INTELLIGENCE

1. COMPONENTIAL- the ability assessed by intelligence test.
2.EXPERIMENTAL- the ability to adopt to new situations and to produce new ideas
3.COTEXTUAL- the ability to function effectively in daily situation.
4.PRACTICAL- related to overall success in living rather than intelligence in academic performance.       

    EMOTIONAL INTELLIGENCE
1.Facilitating emotions
2.Perceiving emotions
3.Understanding emotions
4.Managing emotions            

• Charles Spearman Fluid Intelligence                                                                                              -is the ability to deal with the new problem and situation.It is also the ability to draw inferences amd understand the various concepts, independent on acquire knowledge.
• Crystallized Intelligence                                                                                                                  -this is the store of information, skills and strategies what people have acqired through their experiences and the use of fluid intelligence.       

REFLECTION:  All human has an intelligence, and with that. we need to take care of it. Our intelligence is important in our life, with our intelligence we can reach our desires and dreams.
 But some people dont use their intelligence in a good way, that's why they end up like a foolish.
Our intelligence is a gift from God that we need to use in a right way for our better future.

VYGOTSKY' SOCIO CULTURAL THEORY

       VYGOTSKY'S SOCIO CULTURAL THEORY

• Vygotsky theory is that social interaction plays a very important in cognitive development.
• Did not focus on the individual and child as a product of social interaction especially with adults.
• Focus on the dynamic interaction rather than child by himself.
• People thinking differ dramatically between cultures because different cultures stress different  things.

4 BASIC PRINCIPLES UNDERLYING THE VYGOTSKY FRAMEWORK:

1. Children construct their knowledge.
2. Development cannot be separated from its social content.
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 of proximal Development- difference between what child can accomplish alone and she can accomplish with the guidance of another.

FEATURES OF PROXIMAL OF ZPD

• SCAFFOLDING-appropriate assistance given by the teacher to assist the learners accomplish to a task.
• RECIPROCAL TEACHING- a highly successful teaching method , it provides an environment of open dialogue between student and teacher which goes beyond a simple question and answer session.

 TYPES OF MENTAL FUNCTION

• LOWER MENTAL FUNCTION- are those with which we are born, are the natural functions and are genetically determined.
• HIGHER MENTAL FUNCTION- are acquired and developed through social interaction.

REFLECTION:this lesson indicates the understanding between different cultures.beliefs & tradition of every sort of community.it also indicates that we need to communicate with each other for us to be more progressive and also to be united.

14 Learner-centered psychological principle

14 Learner-centered psychological principle

• ·         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

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.Intrinsic 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:For me, Learner centered focused on individual learners - their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on leaning - the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners.

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 schoolnage)-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.

·         Generativity 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:The ERIKSON'S THEORY OF PSYCHOSOCIAL DEVELOPMENT is all about the series of stages of development of  individual from birth, adulthood and to death. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.

Piaget’s Theory

-developed by the Swiss pychologist JEAN PIAGET.

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.

·         Accomodation-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 Cognitive Stages

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

·         Preoperational stage (2 to 7yrs.)-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(12yrs. To up)-Children can think deeply about concrete events and can reason abstractly and hypothically.

Piaget’s Sensorimotor

·         Substage 1(birth to 1month)-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 3(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.

·         Substage5(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.

·         Egocentricsm-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 THEORY is all about the cognitive development of an individual from infants, children and teens.This is how children constructs a mental model of the world.

Kohlberg Stages of Moral Development

Kohlberg Stages of Moral Development

-  LAWRENCE KOLBERG developed the theory of moral development of Jean Piaget.

STAGES OF MORAL DEVELOPMENT

Level 1 - Pre-conventional morality

FOCUS: SELF

AGES: 3-7 years old

• Stage 1. Obedience and Punishment Orientation. The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong.

• Stage 2. Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints.

Level 2 - Conventional morality

FOCUS: SIGNIFICANT OF OTHERS

AGES: Most adolescents and adults

• Stage 3. Good Interpersonal Relationships. The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.

• Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of society so judgments concern obeying the rules in order to uphold the law and to avoid guilt.

Level 3 - Post-conventional morality

Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice.

• Stage 5. Social Contract and Individual Rights. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. 

The issues are not always clear cut. For example, in Heinz’s dilemma the protection of life is more important than breaking the law against stealing.

• Stage 6. Universal Principles. People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone.

REFLECTION: KOHLBERG THEORY is all about the development of moral reasoning of an individual and how it is developed.

VISION

A trailblazer in arts, science and technology in the region.

MISSION

The University shall primarily provide advanced instruction and professional training in science and technology, agriculture, fisheries, education and other relevant fields of study. It shall also undertake research and extension services, and provide progressive leadership in its areas of specialization.

GOAL

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

OBJECTIVES

1. Enhance competency development, commitment, professionalism, unity and true spirit of service for public accountability, transparency and delivery of quality services;
2. Provide relevant programs and professional trainings that will respond to the development needs of the region;
3. Strengthen local and international collaborations and partnerships for borderless programs;
4. Develop a research culture among faculty and students;
5. Develop and promote environmentally-sound and market-driven knowledge and technologies at par with international standards;
6. Promote research-based information and technologies for sustainable development;
7. Enhance resource generation and mobilization to sustain financial viability of the university.

About myself :)

      
Hi! my name is Grace B. Montero im 17 yrs. old and im studying in Sultan Kudarat State University, Lutayan Campus of Bachelor in Elementary Education. My Parents are Manuel Montero and Ma. Lourdes Montero. I have an oder sister Jirah Montero.
I grow up in a church thats why i know a lot of instrument. I ove singing songs angd composing.i dance and play guitar, piano, violin.
My sport is swimming, table tennis, long tennis and basketball.