1. Multiple Intelligences Theory
CCGS Year 11 psychology 2015

2. Howard Gardner.
Believes that intelligence can be divided into categories (supports both g-factor and s-factor concepts).
Original publication determined there are 7 different forms of intelligence
Gardner argues that IQ tests only measure linguistic and logical-mathematical abilities. He argues the importance of assessing in an "intelligence-fair" manner.
Please note that this test includes Naturalistic (nature Smart) as an 8th Intelligence. Gardner added Naturalistic and Existenstial Intelligence to his original 7 in the 1990’s.

3. DISCUSSION – WHY HAS THIS INFORMATION BECOME POPULAR IN SCHOOLS.

4. Gardner’s Seven Intelligences
How as a teacher do I incorporate all these into my planning?

5. Task. Take this multiple intelligence quiz.
p/ks3/ict/multiple_int/index.htm
Please note that this test includes Naturalistic (nature Smart) as an 8th Intelligence. Gardner added Naturalistic and Existential Intelligence to his original 7 in the 1990’s.

6. What to do with this information??
Helpful for me as a teacher! 
Accepts that different children learn in different ways
Helps organize teaching framework and assessments
Helpful to you as a student.
How to study at home
How to engage in your least favorite subjects.
Show own brainstorm of teacher uses. Explain how my influence/choice of learning style influences classroom. What is my “worst”? Uo

7. Brainstorm How to study for each intelligence model.
Can create in inspiration app.
Aim for at least two study techniques per intelligence type.

8. criticism for MI
Some intelligence factors correlate, which could lead to the idea that there is a single intelligence factor.
Young and underdeveloped theory – more research required!!
People believe that MI theory “dumbs down” curriculum to make all students believe they are smart.

9. Emotional Intelligence
Year 11 psychology 2015.

10. Emotional Intelligence
DOES A HIGH IQ MEAN LIFE SUCCESS??
Emotional intelligence (EI) is the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior.
Golmans EI theory has 5 main construct:
Self awareness
Self regulation
Social skills
Mid 1990s Daniel Goleman published a model that explored the ideas of emotional intelligence.
Empathy
Motivation

11. Self Awareness.
Self Awareness is having a clear perception of your personality, including strengths, weaknesses, thoughts, beliefs, motivation, and emotions.
Self Awareness allows you to understand other people, how they perceive you, your attitude and your responses to them in the moment.
What does someone who has weak self awareness look like compared to someone who has strong?
Disorders of self awareness = dissociative identity disorder, ASD, schizophrenia. You are up for a promotion at work, and you naturally bring it up to all your friends. At a friend's birthday party, you talk loudly about your promotion through dinner and while your friend is opening gifts. When your friend tries to change the subject, you assume she must be jealous.

12. Self Regulation
the capacity to control one’s impulses, both to stop doing something, if needed (even if one wants to continue doing it) and to start doing something, if needed (even if one doesn’t want to do it).
the management of short-term desires v long term achievement.
WHY IMPORTANT IN CHILDREN? Can they do/act the same when supervised v not. Financially unstable

13. Social Skills.
Social skills are the skills we use to communicate and interact with each other, both verbally and non-verbally, through gestures, body language and our personal appearance.
Think of someone who you know has good social skills. How do you know this?
Think of someone who you know is socially strong. How do you know this?

14. Empathy the ability to understand and share the feelings of another.
Why is it important?
Improves all personal relationships
Reduces inequality (racism, bullying, prejudice)
Increases helping behavior.
Increased mental health and stability.

15. Motivation
Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors.
What causes us to act.
Three components of motivation.
Activation involves the decision to initiate a behavior, such as enrolling in a psychology class.
Persistence is the continued effort toward a goal even though obstacles may exist, such as studying more psychology in order to get a high mark although it requires a significant investment of time, energy, and resources.
Intensity can be seen in the concentration and vigor that goes into pursuing a goal. For example, one student might coast by without much effort, while another student will study regularly, participate in discussions and take advantage of research opportunities outside of class.

16. Task
You are an elite sport coach, and you have to choose new players for your highly successful team!
All the potential entrants have the same sporting ability, and same IQ score.
you need to locate a selection of tasks that will explore their emotional intelligence.
You must address all areas of Golemans Theory!
Think about own team first.

17. Emotional Intelligence
Weaknesses
Not clearly defined (definitions are constantly changing!)
Lack of scientific basis in it being a form of intelligence
Ability based measures examine knowledge and not real ability

18. Group vs. Individual Testing
Some tests  designed for individuals, others for groups
Eg. Wechsler test = individual tests, administered by ppl trained in use and interpretation
Essential the examiner follows instructions for administering exam  standardised!!
All tests need to be administered and presented in exactly the same way  will be compared to the norms of others

19. Group vs. Individual Testing
Individual tests = clinical purposes
Educational testing (for learning difficulties, hearing difficulties)
Group tests = screening purposes (when it’s important to get info about a group of people in a short time)
Often for aptitude or interest tests
Examiner just distributes the tests and collects – in interaction
Refer to boxes on page 187 to see the differences

20. Cultural Bias
Intelligence testing been accused of showing bias  white, educated, middle-class children
Questions and tasks = developed by white, educated, middle class psychologists, reflect things taught at school
Negative bias  minority groups (haven’t had same educational and life experiences)
Inevitable result = people in minority groups  less intelligent

21. Cultural Bias Development of “culture fair” tests
Don’t use language in instructions or response required
Use materials not related to subjects taught at school
Bias is not totally eliminated!!