Individual differences for students Taking Education
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Transcript of Individual differences for students Taking Education
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Individual Differences
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INTELLIGENCE
Capacity to acquire knowledge
Ability to think and reason
Ability to solve problem
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THEORIES OF INTELLIGENCE
Psychometrics
Cognitive psychology
Biologic science
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Three things it must do
relate intelligence to internal
world and explain what happens
when a person thinks intelligently
Accept relation between external
world and person’s intelligence
Relate intelligence to individual’s
experiences
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Howard Gardner:Theory of Multiple Intelligence
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Howard Gardner’s Theory of Multiple
Intelligence
LINGUISTIC
LOGICAL-MATHEMATICAL
MUSICAL
BODILY-KINESTHETIC
VISUAL SPATIAL
INTERPERSONAL
INTRAPERSONAL
NATURALIST
EXISTENSIAL
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Howard Gardner’s Theory of Multiple Intelligence LINGUISTIC INTELLIGENCE
Effectively use of language to
express oneself rhetorically or
poetically and to remember
information
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LOGICAL-MATHEMATICAL
Ability to detect patterns, reason
deductively, and think logically
MUSICAL INTELLIGENCE
Skill in performance,
composition and appreciation of
music patterns
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BODILY-KINESTHETIC
INTELLIGENCE
Ability to use mental ability to
coordinate body movements
VISUAL-SPATIAL INTELLIGENCE
Potential to recognize and use patterns
of wide space and more confined areas
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INTERPERSONAL
INTELLIGENCE
Capacity to understand the
intentions, motivations and
desires of other people
INTRAPERSONAL
INTELLIGENCE
Capacity to understand oneself,
to appreciate one’s feelings, fear
and motivations
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NATURALIST’S
INTELLIGENCE
Enables human beings to
recognize and categorize and
draw upon certain features of
the environment
EXIXTENSIAL INTELLIGENCE
Concerned with ultimate issues
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Cattell and Horn’sTheory of Intelligence Fluid Intelligence
Crystallized intelligence
Visual-spatial
Intelligence
Three Dimensio
ns
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Fluid
Intelligence
•Ability to develop techniques for solving problems which are new and unusual to the problem-solver’s perspective
•Reflects reasoning, memory and information processing capabilities
Crystallized Intelligence
•Ability to bring acquired problem-solving methods to bear on current problems
Visual-
spatial
Intelligence
•Ability to use visual images and visual relationships on problem-solving
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David PerkinsTheory of Intelligence
Neural Intelligence
Experiential
Intelligence
Reflective
Intelligence
IQ has Three
Components
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Neural Intelligence
Experiential
Intelligence
Reflective Intelligenc
e
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Sternberg’s theory of intelligence
Intellectual skills and thinking
skills are inseparable
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CONTEXTUAL
EXPERIENTIAL
COMPONENTIAL
•Metacomponents
•Performance
components
•Knowledge
acquisition• Experiences
increase ability
to deal novel
tasks and make
information
processes
automatic
• Demands
creative
responses
Application of what is learned to the external world
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Theories of styles
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Cognitive styles
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Cognitive Styles
Preferred way an individual processes
information
Field independent (FI)
Field dependent (FD) Identified over the
years
means
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Field Independent vs Field Dependent
Easily separates important details from a complex
or confusing background Rely on them
selves and their own thought-system when
solving problems
Finds difficulty to see parts in a
wholeRely on other’s
ideas when solving problems
and good in interpersonal relationshipsHave greater
social orientation
Approaches to
environment in an analytical or global fashion
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Other cognitive styles
•Differences in extent and intensity of attention
Scanning•Varia
tions in remembering that pertain to the distinctiveness of memory
Leveling vs. Sharpening
•Individual inconsistencies in speed and adequacy
Reflection vs.
Impulsivity
•Differences to categorize perceived similarities among stimuli in terms of separate concepts
Conceptual differentiatio
n
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Thinking styles
• Characteristic way of
processing information
• The way one acquires
knowledge, thought, forms
view…..
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Strong
analytics
•Enjoys logic, details, and follow sequential steps•Need frequent written feedback•Good at math and word games
Strong
holistics
•Needs to have an overall picture before assimilating facts•Needs to understand importance first•Tends to be good at Arts
R-Brain processor
1=2 3=?
L-Brain processor
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Thinking
Styles
Concrete
Sequential
thinkers
Abstract Sequent
ial Thinkers
Abstract Random Thinkers
Concrete
Random Thinkers
Based on realityProcess information in orderHands on is good
Credits: Prof. Anthony Gregor
ExperimentersTakes more than one viewpointUses divergent thinking ability
Organize information through reflectionReal world is “feeling and emotions”Uses natural ability
Loves theory and abstract thought, conceptsThinking process are logical, rational and intellectualPrefers to work alone
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Learning Style PreferencesPrefer to study graphs, look at
models and pictures and take notes to review later
Listens closely in class, reads out loud or sub vocalize lectures ,
works well in group study, films & audio tapes
Learns best from written materials
Prefers subject that allows them to work on hands
Learns by moving around physically
SENSING – prefers real-life connection to topic
Credits: Prof. Richard Felder
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Credits: Feldar and Soloman (2003)
Active and Reflective Learners
•Activers do it, discover it, apply it, explain it •Reflecters think about first
Sensing and Intuitive Learners
•Sensers like learning facts, likes well-established methods•Intuitivers discover possibilities, likes innovation not repetition
Visual and Verbal Learners
•Visuers remember what they see•Verbers get more out of words-written or spoken
Sequential and Global Learners
•Sequers understands step by step•Globers learn in large jumps
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Credits: Harvey F. Silver
Mastery Learner •Learns best from drill, demonstration, practice and hands-on
Understanding Learner •learns best from lectures, reading, logical discussions and debates
Interpersonal Learner •Learns best from group experiences and projects, attention, personal encounters and role play
Self-Expressive Learner •Learns best from creative and artistic activities, open-ended discussions (personal, social values), and activities that enlighten and enhance myth, human achievement, drama etc