Learning and Intelligence Essay

We all learn rise in our own dissimilar ways, we buttnot all learn the same way. For example, almost of us are opthalmic learners (pictures, videos, etc), and some of us are incapable of encyclopaedism visually, we learn healthy orally (speaking stunned loud, listening to someone else speak out loud, etc). almost of us just read over notes and learn puff up that way. falsehood 2 That entropy is largely fixed at birth, and can be accurately determined by IQ or similar regularize tests. in that location is no limit to cognizance, we are able to learn such(prenominal) more, and we are experienced at much more than that of which can only if be determined in an IQ/ any other interchangeable test. For example, an individual can be creative (art, poetry, story writing, inventions). fabrication 3 That there is only one form of intelligence. We all are skilled at different things we cannot all be skilled at exactly the same stuff in exactly the same way.For example, some of us are proper at art and some arent, then some of us are good at writing, it doesnt necessarily entertain if u arent good at playing soccer, then you wont be good at playing tennis. allegory 4 That all intelligence is inherited. There is no limit to intelligence, although your level of intelligence can be inherited but a great think of your intelligence is get arounded through your surroundings, experience and culture. Both your inherited intelligence and personal development of intelligence work together and builds new sets of skills and abilities.Myth 5 That intelligence is the same as logical, analytical thinking. Intelligence soak ups 3 forms Analytical, Creative and Practical, But only Analytical intelligence is thrifty in IQ/other standardized tests, therefore there is no measured level for creative ability, practical or commonsense ability, athletic ability, musical comedy ability, etc. Myth 6 That everyone has the ability to succeed at anything. diverse aptitude s help people excel in different ways, for different things. For example, a great manager may not necessarily be good at playing the piano.Myth 7 That school is the main or best orchestrate to learn. School is not necessarily the best place to learn, just because we spend most of our meter there, listening to people scarper us information, some of us learn better when we are in our own comfort zone by taking in information all on our own. For example, I learn best at home plate in my lounge, my friend learns best while relaxing in her garden. Myth 8 That standards are the real test of learning, and can slowly be measured by standardized written tests. These tests only measure a part of the intelligence of an individual.These tests cannot measure other greater abilities, skills and talents of an individual. For example, for these tests, a student can easily memorize information, but how do we know if they can apply this information? (iii) Learners get despondent, lack of motiva tion, hampers self-esteem development, lead to behavioural problems. Learners should experience success, so the learner build on their strengths. Schools should rather snap on developing strengths, not on weaknesses. Not waste time trying to put in what was left out. Try to bunk out what was left in Search for talent, but train to develop skills and abilities.(iv) 1. Eat a good breakfast every morning, preferably with fold of fresh fruit. 2. Eat a good luncheon. 3. Make fish, nuts and vegetable fats key parts of your diet. 4. Exercise regularly to oxygenate the blood. 5. Cleanse the toxins out of your body. Exercise Phys. Ed Encourage learners to take part in sport/drama. School tuck-shop sell healthier foods. Awareness Campaign Discussions, posters, check lunch box content. (v) Howard Gardner, David Perkins, and Robert Sternberg have all been quite successful in fate spread knowledge about the meaning of intelligence and applications of this knowledge to education.The invol ve and measurement of intelligence has been an important research topic for nearly vitamin C years IQ is a complex concept, and researchers in this field urge with each other about the unlike theories that have been developed. There is no clear agreement as to what constitutes IQ or how to measure it. There is an extensive and continually growing collection of research papers on the topic. Howard Gardner (1983, 1993), Robert Sternberg (1988, 1997), and David Perkins (1995) have written widely sold books that summarize the literature and afford their own specific points of view. The following definition is a composite from various authors.Intelligence is a combination of the ability to 1. Learn. This includes all kinds of in schematic and formal learning via any combination of experience, education, and training. 2. Pose problems. This includes recognizing problem situations and transforming them into more intelligibly defined problems. 3. Solve problems. This includes solving p roblems, accomplishing tasks, fashioning products, and doing complex projects. (vi) Warm environment Interactive method Build thinking skills Plenty of activations Apply it in practice Review and celebrate Four criteria when determining the best learning state Orchestrating the environment.Setting the right mood and getting students attention. Early natural process is vital. Bring on the music (vii) How you perceive information most easily How you organize and process information What conditions are necessary to help you take in and store information How you retrieve information (viii) Likely traits Negotiates well Relates well Able to read others intentions Enjoys being with people Has many friends Communicates well Enjoys group activities Likes to mediate disputes How to strengthen learning Do learning activities hand and glove Take lots of breaks to socialize determination pair and share activities.Use relationships and communication skills Do partner talks on the phone maint ain parties and celebration of learning Make learning fun Integrate culture into all curricular areas (ix) Students reading levels should be checked first. Students should be matched in pairs, with tutor only a slightly better reader. Books should be elect for the right reading and interest levels. Tutors are trained with a ingenuous checklist, which shows them how to use pause, promt and praise techniques. . BILBIOGRAPHY Dryden, G & Vos, J. (2005). The New Learning Revolution. UK Network Edcuational conjure up Ltd.