Psychology of Learning and Teaching Notes
Section A: Short Answer Questions
1. Gardner's Multiple Intelligences
Howard Gardner's theory of multiple intelligences, introduced in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, posits that intelligence is not a single entity but a collection of different intelligences. This theory has influenced teaching methods worldwide, challenging the traditional view of intelligence as a single, measurable entity (Strauss, 2013).
Gardner defines intelligence as the ability to solve problems or perform tasks valued in one or more cultures. Initially, he identified seven intelligences, later adding an eighth (Checkley, 1997).
Linguistic intelligence is considered universal, while skills in areas like visual arts or mathematics are often seen as specialized (Gardner, 2011b).
Linguistic Intelligence
Linguistic intelligence involves the ability to understand and use language effectively, both in one's native tongue and potentially in other languages. Writers and speakers typically exhibit high linguistic intelligence.
To foster linguistic intelligence in the classroom, teachers can implement strategies that emphasize speaking, writing, listening, and reading. Examples include:
- Debates
- Oral presentations
- Creative writing
- Reading a variety of books
Additionally, providing opportunities for students to learn new words, explore humor, and engage in language games can strengthen this intelligence.
Spatial Intelligence
Spatial intelligence involves the ability to represent the spatial world internally. Architects, sculptors, and painters often possess strong spatial intelligence. Certain sciences like topology and anatomy also rely heavily on spatial intelligence.
To develop spatial intelligence in the classroom, teachers can use exercises and methods that encourage mental manipulation and visualization of objects and settings. These include:
- Building activities
- Drawing
- Games that require spatial awareness
- Visual aids and manipulatives
Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence relates to the ability to solve problems, create products, or demonstrate physical skills using the body or specific body parts. Dancers and athletes are examples of professionals with high bodily-kinesthetic intelligence.
Activities that foster bodily-kinesthetic intelligence in the classroom include:
- Physical movement
- Games
- Acting
- Dancing
- Athletics
- Crafts
- Pantomime
- Painting
- Exercises
2. Sternberg's Triarchic Theory
According to Gross (1996), Sternberg's (1988) triarchic theory of intelligence expands upon his earlier work (1985) by incorporating information processing components. This theory comprises three sub-theories—analytical, creative, and practical—that explain the relationship between intelligence and an individual's internal and external worlds.
Sternberg (1990) argues that intelligence is more than just information processing components; understanding these components alone is insufficient to grasp the nature of intelligence itself. He believed that simply understanding processing elements based on IQ tests does not explain why one person is smarter than another.
Sternberg's Triarchic Theory proposes three components of intelligence:
- Componential Intelligence (Analytical Intelligence): Individuals with analytical intelligence can think abstractly and process information efficiently. This is typically measured by most intelligence tests.
- Experience-Based Intelligence (Creative Intelligence): Individuals with creative intelligence can generate original ideas and make connections between seemingly disparate concepts.
- Contextual Intelligence (Practical Intelligence): Individuals with practical intelligence can find workable solutions to real-world problems and are often referred to as