THE AMAZING LEARNER

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Welcome TO

• THE AMAZING LEARNER
• Utilizing the beautiful weavings of Sheila Hicks
  as metaphor

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The Developing Child

• 6-9 Most important things!

• 9-12 Most important things!

• Social beings
• Eager to please adults
• Imagination
• Capable (love) big work
• Sense of justice
• Need rules/discipline
• Develop moral compass
• Reasoning, analytical
• Physical changes competence

• Changing in all ways
• Peers are important
• Higher level reasoning
• Growing self-awareness
• Independent risk taker
• Stable physical devel
• Imagination Abstraction
• Self-identity/place in world

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WE WONDER.

• 6-9

• 9-12

• Sassy?
• Diverse Individual needs?
• Inner voice
• Learning challenges
• How/when to respond
• Patient, push, step in

• Fears?
• Leaders, Attraction, Power relationships
• Challenging adults
• Gender effect

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Why are YOU important?

• What ROLE do you play?

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How are they related?

• Intelligence
• Brain
• Body
• Emotions
• Mind
• Creativity
• Senses
• Cognition
• Movement

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Why do we have a BRAIN?

• What do you know about the Brain?

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Back to Biology

• Body Knows All Senses, Movement, Body Maps
  Robert Sylwester
• Hand makes the Mind Frank Wilson
• We Learn because We Feel Antonio Damasio, Mary
  Helen Immordino-Yang
• Metaphor and Meaning making.as if

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The human hand, so delicate and so complicated
not only allows the mind to reveal itself but it
enables the whole being to enter into special
relationships with its environment. We might even
say that man takes possession of his environment
with his hands. Maria Montessori
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WHAT IS INTELLIGNCE?

• Group definitions

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Defining Intelligence

• Adaptive used flexibly to respond to a variety
  of situations and problems
• Use of Prior Knowledge (PK) Involved in
  analyzing and understanding situations
  effectively
• Learning ability People who are intelligent in
  a particular domain, learn new information and
  behaviors more quickly and easily than people who
  are less intelligent in those domains
• Interaction and Coordination of many different
  mental processes
• Culture specific Intelligent behavior in one
  culture is not necessarily intelligent in another
  culture

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Intelligence broadly defined

• The ability to apply past knowledge and
  experiences flexibly to accomplish challenging
  new tasks.

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INTELLIGENCE Theoretical Perspectives

• LUMPERS

• SPLITTERS

• Charles Spearman
• Raymond Catterall
• Alfred Binet

• Howard Gardner
• Robert Sternberg
• David Perkins

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g factor

• 1900s- Charles Spearman
• Intelligence comprises both
• A single, pervasive reasoning ability (a general
  factor) used on a wide variety of tasks
• A number of narrow abilities (specific factors)
  involved in executing particular tasks
• Specific factors correlate to a general factor,
  but not necessarily to each other
• Raymond Catterall 1960s
• Fluid intelligence ability to acquire knowledge
  quickly and adapt to new situations effectively
• Crystallized intelligence K and skills
  accumulated from experiences, schooling, and
  culture

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Measuring Intelligence

• Tests of General Intelligence identify people
  with special needs/exceptionalities delays,
  academic difficulties what they have learned and
  deduced from their general everyday experiences
• Wechsler Intelligence Scale for Children
• Stanford-Binet Intelligence Scales
• Universal Nonverbal Intelligence Test
• IQ Scores comparison of mental age with
  chronological age
• comparison of performance on test with others in
  same age-group
• Responses get increasingly abstract and complex
• Specific Ability Tests Aptitude assesses a
  persons potential to learn in a particular
  content domain
• specific aspects of cognitive processes
• can be used to identify learning difficulties

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Intelligence Nature Nurture Interaction and
Influence

• Heredity establishes a range rather than a
  precise figure
• Genetics expression is influenced by
  environmental conditions
• Both/And
• Children chose environments and experiences as
  they get older niche-picking

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Effects of Heredity and Environment on
Intelligence

• Evidence of Heredity Influences (Nature)
• Twin Studies
• Adoption Studies
• Evidence of Environmental Influences (Nurture)
• Early Nutrition
• Toxic Substances
• Home Environment
• Early Intervention
• Formal Schooling
• Flynn Effect

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• The most successful people in every field
  share an ability to think in ways that
  we seldom teach in the classroom.
• Sparks of GeniusRobert S. Root-Bernstein
  Michele Root-Bernstein

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Cognitive Science 1980s

• Both Nature and Nurture
• Both Universal and Unique
• Both Diversity and Unity
• Both Quantitative and Qualitative

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Howard Gardner

• Harvard Project Zero Founding member
• I was always interested in the mind
• Multiple Intelligences - Ability to
• Linguistic use language effectively
• Musical- compose, comprehend and appreciate music
• Logical-Mathematical reason logically,
  especially in math and science
• Spatial notice details of what one sees,
  imagine and manipulate visual objects in ones
  mind
• Kinesthetic use ones body skillfully
• Naturalistic recognize patterns in nature and
  differences among natural objects and life-forms
• Interpersonal awareness of ones won feelings,
  motives, and desires
• Intrapersonal recognize patterns in nature and
  differences among natural objects and life forms

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Robert Sternberg

• Interplay of three factors Environmental
• Context, Prior experiences, Cognitive processes
• Triarchic Theory
• Three domains
• Analytical intelligence making sense of
  analyzing, contrasting, and evaluating the kinds
  of information and problems often seen in
  academic settings/intelligence tests
• Creative intelligence involves imagination,
  invention, and synthesis of ideas within the
  context of new situation
• Practical intelligence applying knowledge and
  skills effectively to manage and respond to
  everyday problem and social situations

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David Perkins

• Harvard Project Zero Founding
• member
• Conception of mind that emphasizes the
  interlocking relationships among thinking,
  learning, and understanding.
• Meaningful learning aims at understanding and
  depends on thinking with and about what one is
  learning.

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REFLECTION

• LUMPER? OR SPLITTER?

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GOOD NEWS!NEW BLOOMS

• Thinking!

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Blooms Cognitive Levels

• In 1956, Benjamin Bloom headed a group of
  educational psychologists who developed a
  classification of levels of intellectual behavior
  important in learning.
• During the 1990's a new group of cognitive
  psychologist, lead by Anderson (a former student
  of Bloom's), updated the taxonomy reflecting
  relevance to 21st century work.
• Changes
• Nouns to Verbs to describe the different levels
  of the taxonomy.
• Top two levels are essentially exchanged from the
  Old to the New version.

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Cognitive Comparison

• Original Blooms Taxonomy

• Revised Blooms Taxonomy

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Survey says

• 78 of Parents believe that the ability to think
  and the ability to reason are more important than
  academic achievement.
  Source Frank Luntz, National
  Conference of State Legislatures 2006 Annual
  Meeting Presentation

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REVISED BLOOMS New Words New Order
REMEMBER can the student recall or remember information? Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
UNDERSTAND can the student explain ideas or concepts? Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
APPLY can the student use the information in a new way? Carrying out or using a procedure through executing, or implementing.
ANALYZE can the student distinguish between the different parts? Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
EVLAUATE can the student justify a stand or decision? Making judgments based on criteria and standards through checking and critiquing.
CREATE can the student create new product or point of view? Putting elements together to form a coherent or functional whole reorganizing elements into a new pattern or structure through generating, planning, or producing.
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Survey says

• Nearly three-fourths of Americans ranked
  creativity/innovation as among the top five
  applied skills projected to increase in
  importance for future graduates. Source
  National Conference Board 2006
• 98 of Americans believe that imagination, that
  is, the ability to visualize new possibilities
  for thought and action, is critical to innovation
  and an individuals success in a global
  knowledge-based economy. Source Partnership for
  21st Century Skills National Poll, fall 2007

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COGNITIVE NEUROSCIENCE -2000
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Brain is a parallel processor.

• Involve Critical and Creative thinking
• Internal External processes
• Visual and Verbal
• Physical and Social

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Search for meaning is innate

• Goal of biology is self-preservation
  homeostatis, balance
• Movement is essential We need a brain because we
  have a muscle system move toward opportunities
  and away from danger
• Brain seeks patterns
• Aesthetic operations essential aspect of our
  humaness

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Emotions are critical to learning

• Gatekeepers to the intellect
• The body sensing areas constitute a sort of
  theatre where not only the actual body states
  can be performed, but varied assortments of
  false body states can be enacted as well
• Mirror-neurons As IfSelf-regulation, Social
  decision making
• Emotions create feeling/thoughts
• The fast speed of as-if-body mechanisms brings
  thought and effected feeling close together in
  time
• We learn what we feel

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21st Century Skills
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Partnership for 21st Century Skills National
Poll, fall 2007

• 87 of Americans believe that an education
  focused only on the so-called basics may not be
  providing students with the essential skills to
  succeed in the 21st century.
• Americans expect new results from education that
  build both basic skills and the ability to be
  imaginative, creative and innovative. Being
  innovative and creative, require applying
  imagination to solve problems, think critically,
  and make judgments about quality.
• Developing the imagination will provide students
  with the workforce skills necessary to compete in
  a global economy and to enrich the quality of our
  personal and civic lives.
• One way of developing skills of the imagination
  is an education in and through the arts, which
  stimulate creativity, develops the mind and
  provides motivation for student productivity and
  the ability to adapt to ever changing
  circumstances.
• Source Partnership for 21st Century Skills
  National Poll, fall 2007

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References in progress

• Blakeslee Blakeslee
• Damasio, A. (2005). Looking for Spinoza.
• Gardner, H.
• Immordino-Yang, M. H.
• Perkins, D.
• Sternberg, D.
• Sylwester, R.
• Wilson, F. The Hand.