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

2. 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

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

4. 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

5. 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

7. 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

8. 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

9. 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)

10. 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)

11. 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

12. 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

13. Measurement of Intelligence

14. 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)

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

16. 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

17. 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

18. 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

19. Learner’s Creativity

20. 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

21. 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

22. 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)

23. 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)

24. 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

25. 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)

26. 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)

27. 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

28. 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

29. 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

30. 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