Welcome TO…
THE AMAZING LEARNER!
What do you See? Hear? Feel? Think?
The Developing Child
What do we know?
What don’t we know?
Why are YOU important?
What ROLE do you play?
How are they related?
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Intelligence
Brain
Body
Emotions
Mind
Creativity
Senses
Cognition
Movement
Why do we have a BRAIN?
What do you know about the Brain?
Back to Biology
 Body
Knows All: Senses, Movement, Body Maps ~
Robert Sylwester
 Hand makes the Mind ~ Frank Wilson
 We Learn because We Feel ~ Antonio Damasio,
Mary Helen Immordino-Yang
 Metaphor and Meaning making….as if
“The human hand, so delicate and so
complicated not only allows the mind to reveal
itself but it enables the whole being to enter
into special relationships with its environment.
We might even say that man takes possession
of his environment with his hands.”
Maria Montessori
WHAT IS INTELLIGNCE?
Group definitions
Defining Intelligence
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Adaptive – used flexibly to respond to a variety of
situations and problems
Use of Prior Knowledge (PK) – Involved in analyzing and
understanding situations effectively
Learning ability – People who are intelligent in a particular
domain, learn new information and behaviors more quickly
and easily than people who are less intelligent in those
domains
Interaction and Coordination of many different mental
processes
Culture specific – “Intelligent” behavior in one culture is not
necessarily intelligent in another culture
Intelligence broadly defined
The ability to apply past knowledge and
experiences flexibly to accomplish challenging
new tasks.
INTELLIGENCE: Theoretical Perspectives
LUMPERS
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Charles Spearman
Raymond Catterall
Alfred Binet
SPLITTERS
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Howard Gardner
Robert Sternberg
David Perkins
“g” factor
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1900s- Charles Spearman
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Intelligence comprises both
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A single, pervasive reasoning ability (a general factor) used on a
wide variety of tasks
A number of narrow abilities (specific factors) involved in executing
particular tasks
Specific factors correlate to a general factor, but not necessarily
to each other
Raymond Catterall – 1960s
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Fluid intelligence – ability to acquire knowledge quickly and
adapt to new situations effectively
Crystallized intelligence – K and skills accumulated from
experiences, schooling, and culture
Measuring Intelligence
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Tests of General Intelligence – identify people with special
needs/exceptionalities: delays, academic difficulties; what they have
learned and deduced from their general everyday experiences
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IQ Scores –comparison of mental age with chronological age;
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Wechsler Intelligence Scale for Children
Stanford-Binet Intelligence Scales
Universal Nonverbal Intelligence Test
comparison of performance on test with other’s in same age-group
Responses get increasingly abstract and complex
Specific Ability Tests – Aptitude assesses a persons potential to learn
in a particular content domain;
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specific aspects of cognitive processes;
can be used to identify learning difficulties
Intelligence: Nature & Nurture Interaction and Influence
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Heredity establishes a range rather than a precise
figure
Genetics expression is influenced by environmental
conditions
Both/And
Children chose environments and experiences as
they get older – niche-picking
Effects of Heredity and Environment on Intelligence
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Evidence of Heredity Influences (Nature)
Twin Studies
 Adoption Studies
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Evidence of Environmental Influences (Nurture)
Early Nutrition
 Toxic Substances
 Home Environment
 Early Intervention
 Formal Schooling
 Flynn Effect
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The most successful people in every field
share an ability to think in ways that
we seldom teach in the classroom.
Sparks of Genius~Robert S. Root-Bernstein & Michele Root-Bernstein
Cognitive Science 1980’s
Both Nature and Nurture
Both Universal and Unique
Both Diversity and Unity
Both Quantitative and Qualitative
Howard Gardner
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Harvard Project Zero – Founding member
I was always interested in the mind
Multiple Intelligences - Ability to:
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Linguistic – use language effectively
Musical- compose, comprehend and appreciate music
Logical-Mathematical – reason logically, especially in math and science
Spatial – notice details of what one sees, imagine and manipulate visual
objects in ones’ mind
Kinesthetic – use one’s body skillfully
Naturalistic – recognize patterns in nature and differences among natural
objects and life-forms
Interpersonal – awareness of one’s won feelings, motives, and desires
Intrapersonal – recognize patterns in nature and differences among natural
objects and life forms
Robert Sternberg
Interplay of three factors: Environmental
Context, Prior experiences, Cognitive processes
 Triarchic Theory
 Three domains
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Analytical intelligence – making sense of analyzing,
contrasting, and evaluating the kinds of information and
problems often seen in academic settings/intelligence tests
 Creative intelligence – involves imagination, invention, and
synthesis of ideas within the context of new situation
 Practical intelligence – applying knowledge and skills
effectively to manage and respond to everyday problem
and social situations
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David Perkins
Harvard Project Zero – Founding
member
 Conception of mind that emphasizes the
interlocking relationships among thinking,
learning, and understanding.
 Meaningful learning aims at
understanding and depends on thinking
with and about what one is learning.
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REFLECTION…
LUMPER? OR SPLITTER?
GOOD NEWS!
NEW BLOOMS
Thinking!
Blooms Cognitive Levels
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In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of
intellectual behavior important in learning.
During the 1990's a new group of cognitive psychologist,
lead by Anderson (a former student of Bloom's), updated
the taxonomy reflecting relevance to 21st century work.
Changes
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Nouns to Verbs to describe the different levels of the taxonomy.
Top two levels are essentially exchanged from the Old to the
New version.
Cognitive Comparison
Original Blooms Taxonomy
Revised Blooms Taxonomy
Survey says…
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78% of Parents believe that the ability to think
and the ability to reason are more important than
academic achievement.
Source: Frank Luntz, National Conference of State
Legislatures 2006 Annual Meeting Presentation
REVISED BLOOMS: New Words ~ New Order
REMEMBER: can the student recall
or remember information?
Retrieving, recognizing, and recalling relevant knowledge
from long-term memory.
UNDERSTAND: can the student
explain ideas or concepts?
Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.
APPLY: can the student use the
information in a new way?
Carrying out or using a procedure through executing, or
implementing.
ANALYZE: can the student
distinguish between the different
parts?
Breaking material into constituent parts, determining how
the parts relate to one another and to an overall structure
or purpose through differentiating, organizing, and
attributing.
EVLAUATE: can the student justify
a stand or decision?
Making judgments based on criteria and standards
through checking and critiquing.
CREATE: can the student create
new product or point of view?
Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
Survey says…
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Nearly three-fourths of Americans ranked
“creativity/innovation” as among the top five
applied skills projected to increase in importance for
future graduates. Source: National Conference
Board 2006
98% of Americans believe that imagination, that is,
the ability to visualize new possibilities for thought
and action, is critical to innovation and an
individual’s success in a global knowledge-based
economy. Source: Partnership for 21st Century Skills
National Poll, fall 2007
COGNITIVE
NEUROSCIENCE -2000
Brain is a parallel processor.
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Involve Critical and Creative thinking
Internal & External processes
Visual and Verbal
Physical and Social
Search for meaning is innate
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Goal of biology is self-preservation; homeostatis,
balance
Movement is essential: We need a brain because
we have a muscle system – move toward
opportunities and away from danger
Brain seeks patterns
Aesthetic operations essential aspect of our
humaness
Emotions are critical to learning
 Gatekeepers to the intellect
 The body sensing areas constitute a sort of theatre where
not only the “actual” body states can be “performed”, but
varied assortments of “false” body states can be enacted as
well…
 Mirror-neurons: “As If”…Self-regulation, Social decision
making
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Emotions create feeling/thoughts
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The fast speed of as-if-body mechanisms brings thought and
effected feeling close together in time
We learn what we feel
st
21
Century Skills
Partnership for 21st Century Skills
National Poll, fall 2007
87% of Americans believe that an education focused only on the
“so-called” basics may not be providing students with the essential
skills to succeed in the 21st century.
 Americans expect new results from education that build both basic
skills and the ability to be imaginative, creative and innovative.
Being innovative and creative, require applying imagination to
solve problems, think critically, and make judgments about quality.
 Developing the imagination will provide students with the workforce
skills necessary to compete in a global economy and to enrich the
quality of our personal and civic lives.
 One way of developing skills of the imagination is an education in
and through the arts, which stimulate creativity, develops the mind
and provides motivation for student productivity and the ability to
adapt to ever changing circumstances.
Source: Partnership for 21st Century Skills National Poll, fall 2007
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Reflection
1 Minute paper
Muddiest point
ARE WE SMART?
How we are smart!
Lunch: FEBI – come back here and evaluate
Begin with our books – Learning Styles
What we are smart about!
How can we nurture smart!
Mini FEBI® ~~~ Focused Energy Balanced Indicator
Whitelaw, G. & Wetzig, E. (2008). Move to greatness. Boston, MA: Nicholas Beasley International
To calculate your totals for each Pattern, add:
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#2, 4 ,8, 13, 18, and 24 for Driver (Thrust)
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#1, 5, 12, 16, 20, and 23 for Organizer (Shape)
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#3, 6, 10, 11, 19, and 21 for Collaborator (Swing)
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#7, 9, 14, 15, 17, and 22 for Visionary (Hang)
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Scoring the FEBI
< 32 LOW These are weakly expressed patterns that are more difficult for you to access:
you may not use them when they’re called for.
32-44 Moderate With moderate ease you can access these patterns when you need to.
> 44 High These are strongly expressed patterns that are easy for you to access and are
likely connected to your natural strengths: you may have a tendency to overuse these patterns