Please enable JavaScript.
Coggle requires JavaScript to display documents.
CHILD DEVELOPMENT II: Intelligences (Gardner's Multiple Intelligences…
CHILD DEVELOPMENT II: Intelligences
Sternberg's Triarchic Theory
Triarchic Theory
Sternberg's idea that intelligence represents a balance of analytical, creative and practical abilities
Analytical intelligence
The type of intelligence that is the one closest to "g" or general intelligence and the one prized highly in most schools
Creative intelligence
The ability to generate ideas and to deal successfully with novelty (sometimes referred to as divergent thinking)
Divergent thinking
The ability to find as many possible solutions to a problem as possible, rather than the one "correct" solution
Convergent thinking
Finding one correct solution for a problem
Practical intelligence
The ability to solve everyday problems by changing ourselves or our behaviour to fit the environment better, changing the environment , or moving to a different environment in which we can be more successful
Prompts used to teach and test memorization versus Sternberg's three types of intelligence
Memory (the type of intelligence emphasized in schools)
Recall, recognize, match, verify, repeat
Analytical
Analyze, evaluate, explain, compare and contrast, judge
Creative
Create, explore, imagine, suppose, synthesize
Practical
Put into practice, use, implement, apply
Gardner's Multiple Intelligences Theory
Linguistic
The ability to use language
Musical
The ability to make music
Logical-Mathematical
The ability to reason about abstract concepts
Spatial
The ability to see the world and then mentally manipulate or recreate what is seen
Bodily-Kinesthetic
The ability to use one's body effectively
Interpersonal
Skill in interacting with other people
Intrapersonal
The ability to understand one's own emotions and thoughts and express them
Naturalist
The ability to distinguish and categorize natural phenomena
Existential
The tendency to think about the ultimate questions of life and death
Giftedness/Talented
children who exhibit high performance capability in various fields
Characteristics
Precocity
inborn high ability in particular domain or domains
Marching to their own drum
require minimal help from adults and often make discoveries on their own and solve problems in unique ways
A passion to master
driven to understand and will display an interest, obsessive interest and an ability to focus
likely a product of both heredity and environment
When not given the suitable environment, gifted children will
become disruptive
skip classes
become passive and apathetic towards school
lose interest in achieving
Creativity
Characteristics
take chances
appreciate art and music
challenge social norms
take unpopular stands
refuse to accept limitations and try to do the impossible
use materials around them to make unique things
examine ideas that other people accept at face value
the ability to do things that are novel and useful
Guiding children's creativity
Brainstorming
Provide environment that stimulates creativity
Don't over control students
Encourage internal motivation
Guide children to help them think in flexible way
Build children's confidence
Guide children to be persistent and delay gratification
Encourage children to take intellectual risks
Big C
the type of creativity that transform a culture by impacting the way we think or live our lives
Small C
The type of creativity we use in everyday life to solve problems and adapt to change
"Intelligence and creativity are not the same thing. Most creative people are quite intelligent, but intelligent people may not be creative"