Dr Howard Gardener states that intelligence is not a
single entity that can be measured using IQ tests. He believes there
are many forms of intelligence, and that what we know, understand
and learn is achieved in different ways. Each person is born with a unique
blend of intelligence. We all have these intelligences; however some are
more developed than others so we do not use some as effectively.
Meta-cognition
Intelligence develops in stages. Teachers can modify the intelligence of
learners. Thinking can be taught, meta-cognition is learning
about learning and developing thinking skills.
Stages of the development of intelligence
Stimulation - The child encounters the
stimulus in every day experiences, thus helping the development of the
dominant intelligence.
Amplification - The child begins to
interact and become aware of their community, which develops the dominant
intelligence further.
Learning and Understanding - The developing
intelligence is refined through problem solving and structured
learning.
Transferring and Effecting - Skills and abilities
relevant to a given intelligence can be used in a variety of
context.
Gardener's vision for education
Matching - Adapting teaching
structure for different intelligences, making learning easier for pupils. This
will boost self-esteem and motivation.
Stretching - Develop
intelligences in children that may not be as developed as others, helping
pupils achieve their goals (vocational and academic).
Celebrating - Understand
that not everyone learns in the same way, and each child has a unique
blend of strengths and weaknesses and embrace their strengths.
Achievement improves when a child understands their own unique blend of
intelligence, strengths and weaknesses. This will provide the child with the
confidence to admit their weakness in order to develop it because they already
know where they excel.
An interesting clip featuring Dr Howard Gardner, which briefly explains multiple intelligences and looks at the 'eight' unique multiple intelligences that Dr Howard Gardner suggests in his theory.
Here are some revision notes of mine on Lev Vygotsky and his theory on cognitive development.
Cognitive Development
Vygotsky believed children actively construct their knowledge and understanding.
They learn through social interactions
Society provides tools for learning
Minds are shaped by cultural context
Language is very important in the process
Cultural tools are devices used by humans for mastering their thinking and problem solving, these tools are created by humans. They have been developed through social interactions rather than individual actions.
Dolya (2007)
Language
Language is learned through social interaction (like everything else), initially children use language to control others e.g. 'up', 'more', 'again'. As the child gets older they learn to control their own actions (running commentary). It becomes internalized as thought.
Vygotsky's theory
A child uses language to plan, guide, and monitor behaviour.
Language and thought initially develop separately, then merge together.
Vygotsky's theory differs from Piaget as Piaget believed the mind
models the external world and Vygotsky believed the external world models the mind. Piaget was a Constructivist whereas Vygotsky was a Social Constructivist.
Natural line - Development comes from within the child but only up until the age of 2.
Cultural line - After the age of 2 mental structures are heavily influenced by the 'cultural line'.
Internalizing information - Mental functions e.g. memory, concepts, voluntary attention, appear twice in a child's development, first between the child and an adult (socially) and then within the child (psychologically).
Reconstruction - Children encounter the same scenarios over and over again, each time dealing with them at a higher level and reconstructing them, therefore gaining more control.
Zone of Proximal Development (ZPD)
There are three areas, What the child knows, what the child does not know and the 'middle ground' (ZPD) where the child currently has cognitive conflict on their own, but with guidance from a skilled learner or an adult, the child is able to reach equilibrium. The Zone of Proximal Development puts emphasis on the 'teacher'.
Social constructivism and constructivism,Vygotsky Vs Piaget. References Sian Sanders (2013)
As I am currently revising for an exam, I thought I could post some notes I have been making about Memory.
We tend to remember the first thing we hear (Primary), and the last thing we hear (Recent). This is known as the Primacy-Recency effect.
We also remember things which are repeated (Repetition).
Lastly we remember the unusual.
Three types of memory:
Immediate Memory - This type of memory only holds information for a few seconds and passes it to your short term memory.
Short term or Working Memory - This can hold about 7 items at a time. If information is not rehearsed immediately it is forgotten in 30 seconds. It selects and rejects information to go into your long term memory.
Long term memory - This storage system holds millions of of pieces of data. You
have several long term memories, including visual memory for what you see,
an auditory memory for what you hear and a motor memory for what you do.
Long term memory includes:
Flashbulb memory - Dramatic or emotional moments.
Episodic memory - Life events.
There different strategies one can use to help remember information, such as:
Mnemonics - e.g. Never Eat Shredded Wheat.
Acronyms
Rote Memory - Saying it over and over again.
Jingles - e.g. I before E except after C.
Loci Method
Memory in childhood
Most people cant remember anything before the age of 3, this is calledinfant amnesia. As children get older, their working memory increasingly develops allowing more and more information to be stored to use later. As they get older, they are able to make sense of the world and develop knowledge which makes it easier to store and retrieve information by making connections.
Here is a video clip of Idriz Zogaj explaining how to become a 'Memory Master'.
Maria Montessori was born in Italy, 1870. In 1892 she became a medical student at the University of Rome. In 1906 Montessori was asked to look after children of migrant workers. Whilst the parents went to work, and the elder children attended school, the children aged three to six years old were left to roam the streets. Dr Montessori was invited to take charge of these children to stop any mischief they may get up to. She furnished the room with small desks and chairs rather than desks, and a selection of modified materials. "Montessori observed the children's reactions to their new environment without any pre-conceived ideas of what would happen. These observations provided opportunities to understand better the children and the materials themselves" (Isaacs, 2010, p.6).
In the book 'The Montessori Method', published in Rome in 1912. Montessori describes children as:
being capable of extended periods of concentration.
enjoying repetition and order.
revelling in the freedom of movement and choice.
enjoying purposeful activities (preferred work play).
self-motivated, displaying behaviours that did not require either punishments or rewards.
taking delight in silence and harmony of the environment.
possessing personal dignity and spontaneous self-discipline.
being capable of learning to read and write.
Montessori's work with these children lay the foundations for what we know today as the Montessori approach to education. The Montessori method of education has three key components:
the child
the favourable environment
the teacher
"The relationship between the child, teacher and environment continues to evolve and develop because it is based on observation of children" (Isaacs, 2010, p.9). It allows the child to dictate the learning, this isn't to say children choose to do whatever they please. Learning is guided by the 'directness' or 'governess', they can set up different work stations or lay out toys before the children attend class and then proceed to take a back seat approach and let the children dictate how they use the equipment to learn, often learning subconsciously.
The Curriculum
There are 6 key areas to the Montessori curriculum:
Practical. Such as pouring a drink, looking after the classroom and buttoning up their coats. These activities develop hand-eye coordination, gross and fine motor skills. Working within a team for activities also boosts self confidence and improves social skills.
Sensorial. Young children learn more through their senses. Montessori materials are used so that children can grasp abstract concepts such as big and small, light and heavy or long and short.
Mathematics.Number rods, spindle boxes and counters help children grasp the idea of numbers and counting. As well as carrying out tasks where they measure and pour, or grade big and small.
Language.In the Montessori classroom, children have freedom of speech and movement and this, to a great extent helps them in building language skills. The children also use equipment such as picture cards, sandpaper letters and having free access to the book shelf as well as singing songs, listening to stories and creating artwork.
Creativity.Children can express their creativity through activities such as painting and drawing, modelling, stories and songs.
Culture.Children learn about cultures, different people, and countries through various activities such as globe, puzzle maps and other activities.
This is a short video clip showing what it's like inside a Montessori Classroom.
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