GARDNER MULTIPLE INTELLIGENCE THEORY, STERNBERG'S INTELLIGENCE THEORY,…
GARDNER MULTIPLE INTELLIGENCE THEORY
Proposed eight different intelligences based on skills and abilities that are valued in different cultures.
Refers to different ways intelligence is manifested (or different kinds of intelligence)
Each way or kind of intelligence is reflected in brain differences.
People have strength or weaknesses in some of the intelligences.
Some people have strengths in several or many of the intelligences.
It can be used for any subject and at any level. Each student comes to a classroom as an individual who has developed a different type of intelligence.
There can be more than one learning style present in a classroom. To balance learning styles and subject matter, a teacher should show students how to understand a subject which addresses one of their weak intelligence domains by applying their most developed intelligence domain.
This means that each student has their own intelligence superiorities and weaknesses. Called a learning style, these intelligence domains determine how easily or difficult a student can learn through a specific teaching method.
These three theories focus on social skills.
The theories were born from what they viewed as missing elements from previous definitions of intelligence.
STERNBERG'S INTELLIGENCE THEORY
Teachers can use creative lesson planning strategies to tap into strengths that are less prioritized in the classroom. Teachers can design activities that encourage creative problem solving, body movement, and exploring nature. In addition,
To maximise the potential of all of the students, teachers can foster the development of skills that may be more useful in the outside world than some traditionally high valued academic abilities.
Sternberg's theory does not support differing forms of intelligence but proposed that there are three specific elements or aspects of intelligence
Creative : The ability to some up with new ideas
Analytical : The ability to evaluate information and solve problem
Practical :The ability to get along in different contexts
GOLEMAN INTELLIGENCE THEORY
Anticipating and responding to learners expectation
Set ground rules and explain your expectations and ask students to share theirs.
Active listening skills
Acknowledging individual learners
Make eye contact
Use learners' name
Refer to previous class contribution
Understanding your audiences
Emotionally intelligent leaders can employ their social skills in building and maintaining relationships.
Emotional self-awareness - knowing what one is feeling at any given time and understanding the impact those moods have on others
Self-regulation - controlling or redirecting one’s emotions; anticipating consequences before acting on impulse
Motivation - utilizing emotional factors to achieve goals, enjoy the learning process, and persevere in the face of obstacles
Empathy - sensing the emotions of others
Social skills - managing relationships, inspiring others and inducing desired responses from them
Focus on the organization where the leaders can employ their social skills in building and maintaining relationships.
Focus on how the leader handle her / his worker