Intelligence is the ability to analyze an event and form a substantive conclusion (Sternberg " Grigorenko, 2004, p. 274-280). Teachers always need intelligence while teaching in that classes are made of students from diverse culture, social classes and intellectual. Due to the variance in the social, culture and intellectual different of the students, teachers are supposed to have the ability to meet every student's need in class. Variability in the classroom requires a standard level of intelligence. Sternberg’s triarchic theory of intelligence and Garner’s Theory of Intelligence are the two major and ideal intelligent theories that can be applied by teachers (Corno " Anderman, 2015, P. 6-8).
Sternberg’s Triarchic Theory
Teachers are supposed to be characterised by practical skills, creativity, and analytical skills. Sternberg’s triarchic theory calls for three types of practical intelligence, creative intelligence and analytical intelligence (O'Donnell, Dobozy, Bartlett, Nagel, Spooner-Lane, " Youssef-Shalala, 2016, P. 3-8). Practical intelligence help teachers motivate students by stimulating the interest and enjoyment, facilitate scientific knowledge, acquire laboratory skills easily and give insight into scientific methods. In other words, Sternberg’s triarchic theory explains why out-of-school, practical types of intelligence are significant for life success.
Garner’s Theory of multiple intelligence
Garner’s Theory of multiple intelligence is another significant theory which plays an important purpose while teachers are teaching students with diverse social cultures and intellectuals levels. The approach helps enhance intrapersonal, interpersonal relationships, linguistic, logical-mathematics, and music (Gillibrand, Lam " O'Donnell, 2015, P. 1-10). Instructions setting, understanding learners’ features, and reading abilities can be easily determined by through application of Garner’s theory of multiple intelligence since it is made of multiple techniques.
Task 2, Entry 2
Similarities and differences between behavioral, cognitive and social constructive theories of learning.
Behavioral theory can be defined as the relatively permanent change in behavior brought about as a result of practice or experience (Meltzer, (Ed) 2018, p. 290-311). At schools, teachers have a duty to understand conducts of the students and how they relate to each other. Understanding students’ behaviors can help in strategising the best way to keep all the students in a good relationship regardless of their cultural and behavioral differences. Therefore, according to behaviorism theory student’s new behaviors can be acquired through an association between the stimuli and response. Learning starts when the cue from the environment is presented, and the student reacts to the stimulus with some kind of response (Corno " Anderman, 2015, p. 90-99). The repercussions that reinforce the needed behavior are arranged to suit the desired behavior; for example, the study for a test and acquire good grade. However, behaviorism instruction is not applicable in preparing the learners for problem solving as how constructive cognitive theory does. According to behavioral theory students are required to do what they have been instructed to do and not take any further initiatives to change or advance things. Thus the learner is only needed to focus on recalling basic facts, performs tasks or automatic response.
Cognitive theory advocates that learning happens through internal processing of information. Teachers can apply cognitive theory especially when the learners play active roles in seeking ways to comprehend and process information that they receive and relate to what is already known and keep within the memory (Kitsantas, Steen " Huie, 2017, P. 9). Example of the situations that cognitive theory is applicable include; classifying information, linking concepts, problem solving and providing pictures. The learning process focuses mostly on what happens inside the student’s mind or head and pays attention to mental processes rather than outside observable behaviors. Change in the behavior of the student can be used as the indicators of what is happening inside the student’s mind.
Constructivism theory argues that learning process among the students is a process where individuals construct new ideas or concepts grounded on experiences or prior knowledge. Teachers can, therefore, use the constructivism theory when preparing learners for problem solving and the process can be a success if and when the student can have significant knowledge for interpreting and creating ideas. Constructivism theory is applied by teachers in case studies, brainstorming, simulations, research projects, group learning, and discovery learning (Catrysse, Gijbels, Donche, De Maeyer, Lesterhuis " Bossche, 2017, P. 10-20). Each of the students is capable of generating his or her mental model, which he or she uses to make sense of personal experiences thus help in solving conflicting ideas and reflect on the theoretical explanations.
All the three theories (behavioral, cognitive and social constructive) are similar because they are used to determined which design to use (Siemens, 2014, p. 8-11). The three theories play an essential role in considering the level of knowledge of the students, the though processing demand and the desired outcome in classroom.
Task 2, Entry 3
As a teacher for upper primary, the best strategy to make all students active and well-organised I will create an expectation chart can help in making students work towards the project key objectives and goals (Sternberg " Grigorenko, 2004, p. 200). Expectation chart can be in rubric format and it can act as authentic assessment tool since it gives a clear anticipation for a project, examines entire project-building process, enumerates the performances on which the students will be evaluated, contributes to excellence during the project process, assist students to understand what they are supposed to do to excel and eliminates subjectivity and bias from the evaluation process (Nisbet, " Shucksmith, 2017, p 15-35). The entire process will be characterized by behavioral, cognitive and social constructive theories of learning as indicated by the project requirements format below (Siemens, 2014, p. 26).
Criteria/points
100-90 points
80-70 points
60-50 points
40-10 points
0
Format
The project meets the format
Project format is satisfactory
The project form is fair
The project format needs thorough improvement
The project does not follow the format
Insight
The project shows superior insight into objectives
The project shows good insight into objectives
The project shows decent insight objectives
The project shows limited insight objectives
The project shows no insight objectives
Creativity
outstanding creativity in design
average creativity in design
moderate creativity in design
low creativity in design
no creativity in design
Written
Work done explains the project using excellent supports and details. Few grammatical errors
Work done explains the project using excellent supports and details. More grammatical errors
Work done explains the project using satisfactory supports and details. Many grammatical errors
Work done unclearly explains the project and does not have sufficient details. more grammatical errors
Work done does not explains the project and lacks support and details. A lot of grammatical errors
Entire work and effort
Project exceeds expectations
Project meets all requirements
Project barely meets expectation
Project does not meet expectation
References
Catrysse, L., Gijbels, D., Donche, V., De Maeyer, S., Lesterhuis, M., " Van den Bossche, P. (2017). How are learning strategies reflected in the eyes? Combining results from self‐reports and eye‐tracking. British Journal of Educational Psychology. George Mason University, United States
Corno, L., " Anderman, E. M. (Eds.). (2015). Handbook of educational psychology. Routledge.
Gillibrand, R., Lam, V., " O'Donnell, V. L. (2016). Developmental psychology. University of East London. London
Kitsantas, A., Steen, S., " Huie, F. (2017). The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, 2(1), 65-81. University of Thessaly, Greece
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications. New York
Nisbet, J., " Shucksmith, J. (2017). Learning strategies. Routledge. London
O'Donnell, A. M., Dobozy, E., Bartlett, B. J., Nagel, M. C., Spooner-Lane, R., " Youssef-Shalala, A. (2016). Educational psychology. Oxford, United Kingdom
O'Donnell, A. M., Dobozy, E., Bartlett, B., Nagel, M. C., Spooner-Lane, R., Youssef-Shalala, A., Reeve, J., " Smith, J. K. (2015). Educational psychology. University of East London.
Siemens, G. (2014). Connectivism: A learning theory for the digital age. Manitoba, Canada.
Sternberg, R., " Grigorenko, E. (2004). Successful intelligence in the classroom. Theory Into Practice, 43(274-280). Cornell University.
