Name________________________________Program & Year__________________Score____________

Subject: Facilitating Learner-Educ. 2 Teacher: Mdm. Jean M. Cavalida Date: Mar. 25, 2021
Type of Activity:
Drawing out ⎕ Concept Notes ⎕ Laboratory ⎕ Individual ⎕ Quiz ⎕ Formative ⎕ Summative
the best
in you!
⎕ Exercise/Drill ⎕ Art/Drawing ⎕ Pair/Group ⎕ Others, specify_____________________________

MODULE 6: Nature of Intelligence

Topic 1- Gardner Multiple Intelligences and Sternberg Triarchic Theory of Intelligence

Topic 2- Goleman Emotional Intelligence

Learning Outcomes : At the end of the course, students will be able to:
1. learn from experiences and use of knowledge as an important component of
intelligence;
2. recognize the problems in the environment that need to be addressed;
3. solve problems and take what they have learned to come up with a useful
solution to a problem they have noticed in the world around them.
Reference(s) : Lucas, M. R. D. & Corpuz, B. B.,(2017). Facilitating Learning: A metacognitive
process. LORIMAR Publishing Inc.
https://www.verywellmind.com/theories-of-intelligence-2795035

Concept/Digest : ( Read and study the concept, you can even add more
information. Just search in the Google Website for each topic)

Defining and classifying intelligence is extremely complicated. Theories of intelligence range from
having one general intelligence (g), to certain primary mental abilities, and to multiple category-specific
intelligences. Following the creation of the Binet-Simon scale in the early 1900s, intelligence tests, now
referred to as intelligence quotient (IQ) tests, are the most widely-known and used measure for determining an
individual’s intelligence. While, the theory of multiple intelligences proposes a major transformation in the
way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways
using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much
more. On the other hand, at a personal level, emotional intelligence helps us: have uncomfortable
conversations without hurting feelings, manage our emotions when stressed or feeling overwhelmed and
improve relationships with the people we care about.

ACTIVITY
Focus activity: “Balance”
Instructions: Tell me something about the picture. What is your association?

ANALYSIS

1. How does your feelings and emotions affect the way you think and behave?
2. What is more important for success emotion or intelligence?
3. Which has more weight emotion or IQ?

ABSTRACTION

 The term "intelligence quotient," or IQ, was first coined in the early 20th century by a German
psychologist named William Stern. Psychologist Alfred Binet developed the very first intelligence tests
to help the French government identify schoolchildren who needed extra academic assistance. Binet
was the first to introduce the concept of mental age or a set of abilities that children of a certain age
possess.

 Primary Mental Abilities

- Psychologist Louis L.Thurstone (1887–1955) offered a differing theory of intelligence. Instead of
viewing intelligence as a single, general ability, Thurstone's theory focused on seven different
primary mental abilities.

 Associative memory: The ability to memorize and recall

 Numerical ability: The ability to solve arithmetic problems
 Perceptual speed: The ability to see differences and similarities among objects
 Reasoning: The ability to find rules
 Spatial visualization: The ability to visualize relationships
 Verbal comprehension: The ability to define and understand words
 Word fluency: The ability to produce words rapidly

 Theory of Multiple Intelligences

- One of the more recent ideas to emerge is Howard Gardner’s theory of multiple intelligences.
Gardner proposed that the traditional idea of intelligence, based on IQ testing, did not fully and
accurately depict a person's abilities. His theory proposed eight multiple intelligences based on
skills and abilities that are valued in different cultures:

 Bodily-kinesthetic intelligence: The ability to control your body movements and to handle objects
skillfully
 Interpersonal intelligence: The capacity to detect and respond appropriately to the moods,
motivations, and desires of others
 Intrapersonal intelligence: The capacity to be self-aware and in tune with inner feelings, values,
beliefs, and thinking processes
  Logical-mathematical intelligence: The ability to think conceptually and abstractly, and the
capacity to discern logically or numerical patterns
 Musical intelligence: The ability to produce and appreciate rhythm, pitch, and timbre
 Naturalistic intelligence: The ability to recognize and categorize animals, plants, and other objects
in nature
 Verbal-linguistic intelligence: Well-developed verbal skills and sensitivity to the sounds,
meanings, and rhythms of words
 Visual-spatial intelligence: The capacity to think in images and pictures, to visualize accurately
and Abstractly

 Existential intelligence: ability to perceive situations in the surrounding in deeper sense

 Triarchic Theory of Intelligence

- Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive
adaptation to, selection, and shaping of real-world environments relevant to one's life."
- While he agreed with Gardner that intelligence is much broader than a single, general ability, he
suggested that some of Gardner's types of intelligence are better viewed as individual talents.
Sternberg proposed what he referred to as "successful intelligence," which involves three different
factors:

 Analytical intelligence: Your ability to evaluate information and solve problems

 Creative intelligence: Your ability to come up with new ideas
 Practical intelligence: Your ability to adapt to a changing environment

 Emotional Intelligence (EQ)

- proponent is David/Daniel Goleman, he presented the intelligence of emotions.
- Emotionally intelligent individual know and manage well their feelings, read and deal effectively
with other people’s feelings, and more likely to be contented and effective in their lives.

Goleman’s five domains:

1. Knowing one’s emotions- self-awareness-recognizing a feeling as it happens-the ability to monitor

feelings from moment to moment. People w/ greater certainty about their feelings are pilots of their
lives, having a surer sense of how they really feel about personal decisions from which to determine
what job to take.

2. Managing emotions- able to bounce back far more quickly from life’s setbacks and upsets.

3. Motivating oneself- able to perform well, highly productive and effective in whatever they undertake.

4. Recognizing emotions in others – able to empathize to others’ feelings.

5. Handling relationships-social competence, they can interact smoothly with others and they are social
stars.

APPLICATION
This activity will give you the opportunity to share your insights about the intelligences presented by the
different proponents. Present your learning in five (5) phrases only.
1._______________________
2. _______________________
3.________________________
4. ________________________
5. ________________________
Output will be submitted on March 28, 2021 (Sunday)
Date & Schedule of Classes: March 25, 2021 (Thurs.- 8:00- 9:30 and 9:30-11:00 AM)
Teacher: Mdm. Jean M. Cavalida, MAGC, MSP, RGC
CEDAS, Teacher
TAKE NOTE: Tasks to be submitted are only in the part of “Activity, Analysis and Application”
Do not include the other part