MODULE 3

Intelligence has many definitions and people have different perceptions of what it really is. In the field of
education, identifying intelligence and assessing its value is one of the most important aspect for it will
help you in the delivery of instruction and conduct of assessment.

Gardner's Theory of Multiple Intelligences Howard Gardner in his book Frames of Mind (1983) explained
that intelligence does not come in one type but in 9 different types. He explained that intelligence
comes in different forms and understanding these different types of intelligence can help people
especially teachers in understanding the learners better.

The 9 types of Intelligence

1. Spatial Intelligence (Picture Smart) This intelligence focuses its ability to think in three dimensions.
Some of its strength includes spatial reasoning, artistic skill, active imagination and image manipulation,
People with spatial intelligence enjoys jigsaw, puzzles, mazes and drawing.

2. Naturalist Intelligence (Nature Smart) The strength of this intelligence is to organize and discriminate
living things as well as being sensitive to the features of the natural world.

3. Musical Intelligence (Music Smart) People under this intelligence has the ability to recognize hythm,
timbre, pitch, and tone. This intelligence helps leamers in creating and reflecting music. Instrumentalist,
composers and singers possesses this intelligence.

4. Intra-personal Intelligence (Self Smart) Recognizing personal strengths, thoughts and feelings and
using it to plan and direct your life is the major characteristic of people possessing this intelligence. This
intelligence does not only focus on self but it also has the ability to understand the nature of human
condition.

5. Bodily-Kinesthetic Intelligence (Body Smart) This intelligence is portrayed through manipulation of

objects and use of different physical strength. Strong hand-eye. coordination, timing, and skill perfection
through strong mind body coordination are the main strengths of this intelligence.

6. Linguistic Intelligence (Word Smart) The strength of a word smart is the ability to use words and
language in expressing ideas. This intelligence allows people to understand the order of words, its
meaning and apply meta- linguistic skill in using language.

7. Logical-Mathematical Intelligence (Math Smart)Math Smart has the ability to quantify, calculate,
consider proposition and hypotheses, and carry out complete mathematical operations. This intelligence
helps the learner to perceive relationships and connections and to use abstract, symbolic thought,
sequential reasoning skills, inductive and deductive thinking.

8. Existential Intelligence (Spirit Smart) This intelligence is sensitive and has the ability to answer/ask
questions about hurman existence like the true meaning of life, is there life after death and why to de
exists.
9. Interpersonal Intelligence (People Smart) The people under this intelligence has the ability to
understand and communicate with others in a very effective way.

Spearman's Two-Factor Theory of Intelligence

English Psychologist Charles Spearman developed the two-factor theory in 1904. In this theory he
proposed that intellectual abilities were comprised to two factor: the first ability is called the as the "G"
factor which is the general ability or the common ability; the second is called as the "S" factor which is a
group of specific abilities.

The Two-factor Theory of Intelligence

The "G" factor involves the ability of an individual to do difficult mental task such as problem solving,
analyzing and critical thinking. The greater the "G" in an individual the greater its chance to live a
successful life.

The "S" factor is acquired from the environment. This varies from an individual to and individual and
from activity to activity in the sameindividual. Therefore, the S-factor can be modified by learning and
habitual training.

Thurstone's Theory: Primary Mental/ Group Factor Theory

Louis Thurstone said that intelligent activities are not an expression of many highly specific factors, as
what Thorndike believes. Thurstone's theory states that there are many groups of mental abilities, each
of this group has its own primary factor, and this factor give a sense of wholeness to the group. The
theory also emphasize that these primary factors is said to be relatively independent of the others.
Thurstone has given the following nine primary factors:

1. Numerical Factor (N). This ability involves fast and accurate mathematical calculations.

2. Verbal Comprehensive Factor This ability involves accurate understanding verbal materials,
vocabulary and reading comprehension.

3. Verbal Fluency Factor The ability to produce words, sentences and other verbal material.

4. Perceptual Speed Factor- This ability involves proofreading and mpid recognition of numbers and
letters.

5. Inductive Reasoning Factor The ability to create generalization-reasoning from specific to general
thinking.

6. Spatial Visualization Factor- the ability to manipulate imaginary object in space.

7. Memory Factor-The ability to memorize quickly.

8. Deductive Reasoning. Ability to use general result correctly.

9. Problem Solving Ability Factor- This ability focuses on the skill to solve problem independently.

Sternberg's Triarchic Theory of Intelligence American psychologist Robert Stemberg (1985) has created
three- pronged or the triarchic theory of intelligence. The three are:

1. Analytic Intelligence- generally define as the academic ability. This intelligence helps us to solve
problems and acquire new information. Problem solving involves encoding information, combining and
comparing evidences and finally generation of solution.

2. Creative Intelligence the ability to adapt within a situation and to learn from experiences. This
intelligence helps the learners to related current situation to the past experiences whether it is similar or
different. The result of such experience helps an individual to August 1, 2020 76 solve problems rapidly.

3. Practical Intelligence- also known as the street smart, help learners to adapt to the demand of their
environment. This intelligence involves dealing with common personal o practical problems. This
intelligence also involves dealing with unusual problem in our daily life.

Metacognition

Cognition

-refers to all processes associated with our mental faculties such as attention , reasoning, memorization and
conceptualization.

Meta

-the prefix meta means not only to go beyond or on top of but it also evokes reflection, participation, succession
and change.

Metacognition

- An awareness of one’s own learning, it is often referred to as thinking about thinking.

John Flavell - the founding father of the concept of metacognition.

Allows us to know our mistakes successes and understand its origin

3 MAIN METACOGNITION PHASES

Planning

Monitoring

Evaluation

ELEMENTS OF METACOGNITION

PERSON VARIABLES
-What one recognizes about his or her strengths and weaknesses in learning and processing information.

TASK VARIABLES

- What one knows or can figure out about the nature of a task and the processing demands required to complete
the task—for example, knowledge that it will take more time to read, comprehend, and remember a technical
article than it will a similar-length passage from a novel. 

Strategy variables: The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish
a task; for example, knowing how to activate prior knowledge before reading a technical article, using a glossary to
look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it
makes sense.

Motivation: Definition and Types

Motivation is defined as an inner drive that causes you to do something. Motivations refers to the
initiation, direction, intensity and persistence of behavior. Learners' motivation is the primary factor
influencing both performance and success in school (Ryan, et al, 2007).

Types of Motivation

1. Intrinsic - It is when the source of motivation is from within the person himself/herself or the activity
itself. It is motivation to engage in an activity for its own sake (Shunck, et al, 2008)

2. Extrinsic- It is when that which motivates a person is someone or something outside him/her. A
motivation to engage in an activity as a means to an end.

What is academic motivation?

-Defined as a student's desire regarding the academic subject (Usher, et al., 2012).

- A broad term incorporating many concepts studied by scholars which include self-efficacy,

determination, and resilience.

Components of Academic motivational

1. Beliefs/Perception

● Self-efficacy -an individual’s personal beliefs in his or her ability to perform and accomplish
tasks(Bandura,1997;Schunk & Pajares,2002)

Low Self-Efficacy for learning tend to avoid trying tasks, avoid making an effort, and readily quit when
they encounter difficulties in learning.
● Autonomy- a term that signifies personal beliefs that individuals have control over their own learning
and decision-making.

● Attributional beliefs- are personal theories regarding why things happen in individuals’ lives and how
they explain other people’s successes or failures.

2. Goals setting- involves establishing a target to serve as the purpose of an individual’s actions. It
provides a framework in which the person responds to events and results in a unique pattern of
cognition, behavior, and effect. If the goal is short it is called Proximal Goal, if it is long term it is called
Distal Goals.

2 types of Goal Orientation

1. Mastery Goal-Oriented- those students who are academically oriented to learn and master materials
and to demonstrate their competence by performing well.

2. Students with performance goal Orientation- students who demonstrate their competence relative to
others.

3. Values- the amount of time and effort spent in an activity depends on how much students value the
work.

4. Intrinsic vs. extrinsic motivation

Intrinsic motivation -These students engage in activities in the absence of external incentives.
Extrinsic motivation - Students who engage in activities to obtain some outcomes, such as achieving
rewards or avoiding punishments.

ARCS Model of Motivation

Overview:

The ARCS model (Keller 1983) is a motivational design process that includes a synthesis of motivational
concepts and theories that are clustered into four categories: attention (A), relevance (R), confidence
(C), and satisfaction (S).

Description:

Attention- arouse students’ curiosity and interest.

Ways to Gain Attention:

1. Perceptual Arousal- the use of sensory stimuli.

a. Concreteness- using specific examples to which they can relate.

b. Incongruity and Conflict- use of contradictory suggestions.

c. Humor- using fun to make learning enjoyable.

d. Variability- range of different learning styles

2. Inquiry Arousal- stimulating thinking.

e. Active Participation- using role-play or hands-on direct experience.

f. Inquiry- asking them questions that provoke thinking.

Relevance- use of familiar content and examples.

1. Experience- using their existing knowledge and skills.

2. Present Worth- showing how knowledge will help them today.
3. Future Worth- shows how knowledge will help them in the future.
4. Needs Matching- communicating to align with their needs.
5. Modeling- showing them how to behave.
6. Choice- giving them options and control over their learning.
Confidence- help students understand their likelihood for success.

1. Grow the Learners- allow small steps of growth.

2. Feedback- provide feedback and support for success.
3. Learner Control- give them control over what they do.
Satisfaction- learning must be rewarding or satisfying in a way.

1. Intrinsic Reinforcement- encourage pleasure of learning for its own sake.

2. Extrinsic Reinforcement- give rewards and direct encouragement to learn.
3. Equity- keep standards high so they know what they are achieving.