Guided Response: Review and respond to at least two of your classmates’ posts. Discuss at least one additional fact that you learned from your peers’ discussion of the three intelligence theories. Also include any ideas on how teachers can incorporate this knowledge into their teaching practice.  

Tawana

Week 2 Discussion 1

Evaluating Intelligence Theory

My last name begins with P therefore I reviewed the theory of David Perkins. David Perkins was one of the founders of Project Zero. According to Perkins, “thinking not only involves understanding the resources of the mind; but also the resources to have effective thinking”.  Our thinking must flow and not just be all over the place. He has three types of intelligence. Neural;” genetically determined abilities of a persons’ neurological system”, experiential; “knowledge you obtain through experience” which is measured by IQ scores, and the “knowledge we obtain through experience”; experiential.

Experiential intelligence is most likely to be developed in the classroom. Teachers can support this development by exposing students to a variety of experiences within each subject area. Not to overpower what you are presenting, build on the information that was initially presented making the topic more interesting and inviting to the students.  

Reference

 Theories of Intelligence (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.(http://otec.uoregon.edu/intelligence.htm#Gardner (Links to an external site.)Links to an external site.).

http://study.com/academy/lesson/perkins-theory-of-learnable-intelligence.html (Links to an external site.)Links to an external site.

Anna

Theory of David Perkins

       David Perkins has a Ph.D. in Mathematics and Intelligence. He is the founder of the Project Zero, and currently the co-director, serving in this position since 1971.  Project Zero entails work with psychology and philosophy of education in arts.  Project Zero has now evolved to “encompass cognitive development and cognitive skills in both humanistic and scientific domains.”  (Theories of Intelligence) Having also studied the role that educational technologies in teaching and learning play, Perkins also designed learning structures and strategies to help facilitate personal and organizational understanding and intelligence.  Perkins theory has also conducted research based on development in teaching and learning for understanding, creativity, problem-solving and reasoning in the arts, sciences, and everyday life.  His theory reflects “a conception of mind that emphasizes the interlocking relationships among thinking, learning and understanding.” (Theories of Intelligence)  To make learning meaningful you have to understand what you are learning about and the relevance it has to the learner. 

                Perkins Theory of Intelligence lists 3 components:

                1 – Neural intelligence –   referring to efficiency and precision of ones’ neurological system.

               2 – Experiential intelligence – referring to knowledge and experience in specific areas

                3 – Reflective intelligence – referring to one’s strategies for problem solving, leaning, and approaching intellectual tests.  Out of these 3 intelligences the one I believe that will most likely be developed in a classroom is, experiential intelligence. I think this intelligence will most likely be used because it reflects knowledge and experience.  A teacher can most successfully support this development because, teachers do provide students with knowledge on different subjects.  Ensuring that lessons are being taught in such a manner that keeps the learner engaged, the better they will be able to retain the information.  Providing experiences that are meaningful in specific areas will also help the learner retain information. 

References:

http://otec.uoregon.edu/intelligence.htm#Gardner (Links to an external site.)Links to an external site.

Moursund, D.G. (1996). Increasing your expertise as a problem solver: Some roles of computers. (Chapter 3: Intelligence as a Resource)