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PICT845 Intelligence Theory And Practice

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PICT845 Intelligence Theory And Practice

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Course Code: PICT845
University: Macquarie University

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Country: Australia

Task 2, Entry_t-Your textbook discusses several different theoretical concepts of intelligence, including different ways to measure intelligence, both current and historical. Using a concept map format, illustrate these different concepts, and discuss how each may (or may not be) useful to plan classroom instruction in an inclusive setting of students who are socially, culturally, and intellectually diverse. Must be supported by a minimum of 3 sources, including the set text and two additional sources, either peer reviewed scholarly journal articles, or material from university or government educational websites.
Task 2, According to your set text, behavioural, cognitive and social constructivist (sociocultural) theories of learning place different emphasis upon the relationships between an individual, their environment and their behaviour. Using a written essay format, discuss the differences and similarities between these theories, and explain which you feel would be most useful to promote classroom learning, for a particular identified age group of students (i.e., early childhood, primary or secondary). 
Task2,Entry_L Self-regulation is an important skill which successful students possess. Imagine that you, as a teacher of upper primary students, have assigned a large project which is due at the end of the school term. Using a poster format, describe the process, with specific strategies (including the relevant theoretical foundations) that you as a teacher would use to help students be successful with this project and develop their ability to self-regulate. 

Concept Map:

                                                          Figure 1: Concept map of intelligence
Gardner proposed the Multiple Intelligence Theory that includes components such as linguistic, logical, spatial, musical, interpersonal, intrapersonal, naturalistic and existential. The multiple intelligence has a bi directional relation to linguistic, logical and spatial model, as it involves interpersonal-intrapersonal, perception using emotions, management of emotions and understanding emotions as well as practical intelligence (Gardner, 2016).
Daniel Goleman’s Emotional Intelligence theory comprises of components such as reasoning and emotions, interpersonal, intrapersonal, perceptions with emotions, managing emotions, understanding emotions and practical intelligence. This model on reasoning and emotions interacts with the Edward Gardner’s model and includes the interpersonal-intrapersonal skills. It also interacts with the Sternberg model and Perkin’s model as it involves practical intelligence and experimental learning. This model focuses on the processes that underlie reasoning and emotions, including how they are perceived, managed and understood, as a process of learning (Albert et al., 2015).
Robert Sternberg’s Triarchic theory comprises of the components such as analytical, componential, creative and practical intelligence. The model focuses on the importance of intelligence and how they are developed through analytical, componential and creative understanding, and is also influenced by a reflective cognitive process. The model explains how practical intelligence is developed through analytical, componential and creative reasoning, and how such can help to develop experimental and neural learning processes which are components of a reflective cognitive process (Sternberg, 2018a; 2018b).
David Perkins theory of reflective cognitive intelligence comprises of the components: practical intelligence, experimental and neural. The theory suggests that practical intelligence can be developed through the processes of reflective cognitive processing. Furthermore, the process can also help in the development of experimental and neural learning. The reflective cognitive process is also related to the cognitive learning proposed by Spearman (Nickerson et al., 2014; Dunbar et al., 2017).
Charles Spearman’s theory of cognition includes the components reflective cognitive and perceptual speed, numerical ability, associative memory, verbal comprehension, and word fluency, spatial and visual skills. Cognitive skills can be developed through both reflective cognitive abilities as well as the components of the Turnstone’s model. This shows that cognitive skill is multifaceted, requiring development of various specific skills (Hanges et al., 2015).
Louis Thurnstone’s theory comprises of perceptual speed, numerical ability, associative memory, and verbal comprehension, and word fluency, spatial and visual skills. These skills moreover help in the cognitive development as proposed by Spearman (Van der Linden, 2018; Pusic et al., 2018).
Among these theories, I believe that the Daniel Goleman’s model is the most effective theory that can help to promote classroom learning among upper primary and secondary school students. This is because the model focuses on the development of both practical intelligence (which influences experimental and neural learning) as well as helps in the development of reasoning and emotions, which promotes naturalistic and existential learning. Such aspects can foster learning in a classroom, as well as self paced learning. Thus, the model provides a better scope to foster the development of overall intelligence as well as reasoning skills, which the students can use to understand concepts and lessons better (Goleman & Senge, 2014).
Poster:  Emotional Intelligence

                                                                        Figure 2: Steps for developing intelligence             
                                                                                     Figure 3: Teaching strategies
                                                                                  Figure 4: Actions
                                                                              (Goleman & Senge, 2014)
Albert, L., Allen, B., Bandura, A., Bandura, A., Bandura, A., Barnes, R., … & Wiliam, D. (2015). Interpersonal and Intrapersonal theories of motivation from an attributional perspective. In Promoting Behaviour for Learning in the Classroom: Effective strategies, personal style and professionalism (Vol. 25, No. 4, pp. 1-6). Circle Pines: Routledge.
Dunbar, D. C., Godwin, J. H., Jehu, G. R., & Perkins, W. B. (2017). Diagrammar in an extended theory of gravity. Physics Letters B, 771, 230-234.
Gardner, H. (2016). 35 Multiple Intelligences: Prelude, Theory, and Aftermath. Scientists Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk about their Most Important Contributions, 167.
Goleman, D., & Senge, P. M. (2014). The triple focus: A new approach to education. Florence, MA: More Than Sound.
Hanges, P., Yusko, K., Agnello, P., Ryan, R., Goldstein, H., & Scherbaum, C. (2015). New developments in intelligence theory and assessment: implications for personnel selection. In Employee Recruitment, Selection, and Assessment (pp. 111-128). Psychology Press.
Nickerson, R. S., Perkins, D. N., & Smith, E. E. (2014). The teaching of thinking. Routledge.
Pusic, M. V., Boutis, K., & McGaghie, W. C. (2018). Role of scientific theory in simulation education research. Simulation in Healthcare, 13(3S), S7-S14.
Sternberg, R. J. (2018a). The Scientific Work We Love: A Duplex Theory of Scientific Impact and Its Application to the Top-Cited Articles in the First 30 Years of APS Journals. Perspectives on Psychological Science, 13(2), 260-267.
Sternberg, R. J. (2018b). A triangular theory of creativity. Psychology of aesthetics, creativity, and the arts, 12(1), 50.
Van der Linden, W. J. (2018). Handbook of Item Response Theory, Three Volume Set. Chapman and Hall/CRC.

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