Learner’s Intelligence and creativity SEMESTER I MODULE 3 Learner’s Intelligence and creativity

Intelligence Ability to adapt to one’s surrounding - Piaget Aggregate global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment - Wechsler

Theories of Intelligence Spearman’s two factor theory Guilford’s theory of structure of intellect model Howard Gardner -Multiple intelligences theory Emotional intelligence

Spearman’s two factor theory Each intellectual activity involves a general factor ‘g’ (is common to all mental operations) and a specific factor ‘s’ (is specific to specific activities) g S1 S2 Intelligence = G + s1+ s2+ s3

Guilford’s theory of structure of intellect model Three basic dimensions or parameters known as Contents (the terms in which we think or the type of information involved) Operation (the act of thinking or way of processing the information) Products (the ideas we come up with, i.e. the output of a thinking). Each of these parameters further subdivided into some specific factors or elements

Gardner’s Multiple intelligences 1. Verbal / Linguistic Intelligence 2. Logical / Mathematical Intelligence 3. Musical Intelligence 4. Visual / Spatial Intelligence 5. Bodily / Kinesthetic Intelligence 6. Naturalistic Intelligence 7. Interpersonal Intelligence 8. Intrapersonal Intelligence 9. Existential Intelligence 10. Spiritual Intelligence 11. Moral Intelligence Howard Gardner

Emotional intelligence emotional intelligence was introduced in 1990 by two American University professors Dr. John Mayer and Dr. Peter Salovey Popularizing the concept of emotional intelligence goes to another American psychologist Daniel Goleman through his book Emotional Intelligence: Why it Can Matter More Than I.Q

Emotional intelligence "The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships". Goleman (1995) "The capacity to reason with emotion in four areas: to perceive emotion, to integrate it in thought, to understand it and to manage it.“ John D. Mayer and Peter Salovey (1997)

Components of Emotional intelligence Self –awareness (know emotions of one self and capacities) Self regulation (regulate emotions ) Motivation(reaching goals without emotional problems) Empathy (know emotions of others ) Social skills (ability to deal emotions)

Emotional Quotient (EQ) Relative measure of one’s emotional intelligence It is the sum of the measures of five components It is a scale to measure EI Not accurate like IQ EQ is more importance than IQ

Importance of Emotional intelligence Emotional intelligence is needed than mere intelligence It motivating ourselves to live in groups It is a main quality of a leader A good teacher should want to know the feelings of the students and act accordingly It help the social living conflict less It help to maintain harmony in relationships EQ constitute 80% of success in our life

Measurement of Intelligence

Mental Age (MA) and Intelligence Quotient (IQ) This term was initiated by the German psychologist William Stem and put into wide practice by Terman. Mental Age (MA) IQ = ------------------------------- x 100 Chronological Age (CA)

IQ Level of Intelligence 140 and above Gifted or Genius 120 - 140 Very Superior 110 - 120 Superior 90 - 110 Normal or Average 75 - 90 Border Line and Dull 50 - 75 Morons 25 - 50 Imbeciles Below 25 Idiots

Intelligence Tests Individual tests One individual is tested at a time Group tests A group of individuals is tested at a time Verbal or language tests Make use of language Non verbal involve activities – performance tests

Verbal tests Types Vocabulary tests Memory tests Comprehension tests Individual is required to use language for giving responses The test content is loaded with verbal materials Less expensive For eg. A man is ----------- than his daughter Verbal tests Types Vocabulary tests Memory tests Comprehension tests Information tests Reasoning tests Association tests

Non Verbal tests Individual is not required to use language for giving responses The test items are in the form of symbols, diagrams, desigs etc For eg. Figure Analysis Figure Classification Figure Series

Learner’s Creativity

Creativity Definitions Creativity implies the production of a ‘totally or partially' novel identity. Stagner and Karwoski, 1973 Creative thinking means that the predictions and/or inferences for the individual are new, original, ingenious, and unusual. The creative thinker is one who explores new areas and makes new observations, new predictions, new inferences. Skinner,1968

Nature of creativity Universal Both inherited and acquired Production of something new Adventurous and open thinking Carries ego involvement Average intelligent may be creative Not related with school achievement

Components of Creativity Sensitivity (ability to sense the environment) Fluency (it is the ability to produce ideas as many as possible) Flexibility (ability to produce variety of ideas) Originality ( ability to produce unusual ideas that others are not thought of ) Elaboration (it is the ability to go in to the details)

Stages of creative thinking (Wallas, 1976) Preparation (sensing and understanding the problem) Incubation (pushing the unsolved problems in to the mind) Illumination (individual solves the problems immediately) Verification or revision (testing the ideas and solutions)

How to identify creative individuals Characteristics High level curiosity Good memory High level of fluency Flexibility Enquiry tendency Fond of reading Imagination capacity Methods Observation Rating by peers Questioning technique Creativity tests

Verbal Creativity Tests Instance (example) type (name all the round things) Unusual uses type (write all different uses of ball pens) Consequences type (think of as many consequences) Product improvement test (think improvement) New relationship test (soap and salt) Creative writing (ask to complete the story)

Non-verbal Creativity Tests Parallel line test (construction of figures from two parallel lines) Figure completion test (incomplete figure want to complete) Picture construction test (construct pictures from round or squares etc)

Role of the teacher to Foster Creativity Give them Freedom to respond Encourage originality and flexibility Removal of hesitation and fear Using the creative resources of the community Proper organization of the curriculum Reform in evaluation system Use of special techniques Brain storming Lateral thinking Synectics

Brainstorming Technique for allowing a group to explore ideas without judgment or censure. Children may be asked to sit in a group for solving a problem and attacking it without any inhibition from many angles For eg. Growing unemployment in India

Lateral Thinking The term was coined in 1967 by Edward de Bono Lateral thinking is solving problems through an indirect and creative approach using unconventional thinking techniques normally untapped by our usual ways of thinking. Lateral Thinking training will teach you how to think creatively, turn problems into opportunities, find alternative solutions, & dramatically increase your number of new and practical ideas

Synectics The word Synectics derived from the Greek and means "the joining together of different and apparently irrelevant elements.“ Based on analogy ÌtÎßÜïÞJ ÕØñáA{áæ¿ ØÞÎc¢ (bird and a car) Synectics is a problem solving methodology that stimulates thought processes of which the subject may be unaware. This method was developed by George M. Prince and William J.J. Gordon