The Intelligence Consists Of Three Main Aspects?

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Are There Different Kinds of Intelligence? (1)
The Intelligence Consists Of Three Main Aspects?

Clearly, something more than a single test score is needed to guide our evaluation of person's intelligence. I believe it makes more sense to consider intelligence as a complex phenomenon that is best described as a synthesis of various skills and abilities.

In this way a person can be considered intelligent in some respects and less so in others. For example how would you evaluate the intelligence of the following individuals?

• A Nobel Prize winner who regularly forgets where he puts his car keys.
• A thrice-divorced chess champion.
• A company chief executive with history of stress-related heart problems.
• A doctor who smokes and drink heavily.
• A brilliant musical composer plagued by creditors.

In view of such contradictions, various theorists have sought to broaden the traditional understanding of intelligence.

"The Three Main Aspects of Intelligence"

In the 1980s Yale psychologist Robert Sternberg proposed the "triarchic" (three-part) theory of intelligence, which states that intelligence consists of three main aspects:

• “Analytic Intelligence”: The ability to analyse, evaluate and compare.
• “Creative Intelligence ”: Skill in using past experience to achieve insight and deal with situations.
• “Practical Intelligence ”: The ability to adapt to, select and shape the real-world environment,

Successfully intelligent people, according to Sternberg, are those who are aware of their particular strengths and weaknesses and develop further their abilities in order to achieve success in the future.

"EMBRACING THE WIDE SKY", A Tour across the Horizons of The Human Mind, Daniel Tammet, 2009, page 49

The School 2.0: Seven Tips For Educator

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The School 2.0: Seven Tips For Educator

Empower Students to Collaborate

Here are seven strategies that will help you become a better teacher in this new digital age.

1) Do not throw technology in the classroom and hope for good things: Focus on the change in pedagogy, not technology. Learning 2.0 is about dramatically changing the relationship between a teacher and Students in the learning process. Get that right and use technology for a student focused, customized, collaborative learning environment.

2) Cut back lecturing: You do not have all the answers. Start asking students questions and listen to their answers. Listen to question students ask too. Let them discover the answer. Let them co-create a learning experience with you.

3) Empower students to collaborate: Encourage them to work with each other and show them how access the world of subject-matter experts available on the web.

4) Focus on lifelong learning, not teaching to the test: It is not what they know when they graduate that counts; it is their capacity and love for lifelong learning that is important. Do not worry if the kids forget the dates of key battles in history. They can look them up. Focus on teaching them how to learn not what to know.

5) Use technology to get to know each student and build self-passed, customized learning programs for them.

6) Design educational programs according to the eight norms: There should be choice, customization, transparency, integrity, collaboration, fun, speed and innovation in their experiences. Leverage the strengths of Net Gen culture and behaviours in project-based learning.

7) Reinvent yourself as a teacher, professor, or educator: You too can say "Now, I can hardly wait to get up in the morning to go to work"

"GROWN UP DIGITAL", How The Net Generation Is Changing Your World, Don Tapscott, 2009, pages 148

Can We Improve Our Ability To Learn? (3)

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Can We Improve Our Ability To Learn? (3)
It Is Better to Understand New Material Than Simply to Memorize It By Rote

Information is consolidated from short-term memory into long-term memory by rehearsal. Rehearsal can take form of reading over class notes (try reading them aloud) or it can take form of describing significant concepts in new words. The traditional hour-long lecture may effectively fill up working memory so that if no effort is made to consolidate material into long-term memory quickly it may all be forgotten. It is more difficult to hold material in short-term memory, so material that is not moved into long-term memory is more likely to be lost.

A good teacher can help students by refraining from pointless digressions, such digressions maybe interesting but they also fill up short-term memory with unrelated facts. Information loss seems to occur when new data actually interferes with data that is already in working memory.





It is better to understand new material than simply to memorize it by rote. If new material is well understood, then a few forgotten details can be derived from the context of what has been remembered. In contrast, if rote-memorized material is forgotten, it's gone.

The brain strives to make connections and to make sense of new information. This is why it can be helpful to fit new concepts into the context of previously well-learned concepts. If you already have a related memory, typing new material to that memory will strengthen the old memory and help to consolidate the new material. This may amount to filling in mortar around existing bricks rather than laying an entirely new row of bricks.



A wise teacher will also help students by pointing out some of the interesting associations. This can be done by asking questions or by presenting material in way those foster connections. A new student of biology, for instance will probably spend some time defining the properties of living organism. This can be a fairly dry exercise unless the teacher asks questions to make the material more relevant. One way to make the properties of a living organism more compelling is to ask students to consider whether a virus alive. Does a virus satisfy the properties of a living organism or are there features that we would all agree define life that are lacking in a virus?

"THE EVOLVING BRAIN", The known and Unknown, R. Grant Steen, 2007, pages 135 - 136

Can We Improve Our Ability To Learn? (2)

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Can We Improve Our Ability To Learn? (2)
It Would Be Good To Figure Out Your Particular Learning Style !

When learning new material, it is crucial to use your strengths. For example, most people learn things that they hear more efficiently than things than they see. Yet this is not true for everybody, and it is useful to learn your own strengths and weaknesses. Indeed, there are some students who learn best if they are allowed to touch and play with objects that are related to a lecture, this may be why laboratory classes are so often popular with students.

It would be good to figure out your particular learning style so that you can better utilize your strengths. If you learn best by seeing, make sure that you draw out new ideas or that you find good illustrations for concepts that you find difficult.



It is also helpful to involve as many sensory modalities as possible when learning new information. An oral presentation supplemented with visual material will be understood and remembered better than oral presentation alone. A lecture that is well illustrated engages two modalities of sensory input, whereas a lecture alone engages only the ears. This strategy is consistent with the idea that words and pictures a processed in different way by the brain and that engaging both processes makes it more likely that the material will be remembered.



In the past, children were often taught to read by listening to a teacher say the sound that each letter makes so that these sounds could be learned and combined. Now, children may be given plastic letters and encouraged to play with them as they hear the sounds. Memory can be augmented if use motor skills concurrently; this is perhaps why reading is enhanced by note taking. The process of distilling knowledge into a few simple sentences and the act of writing out those sentences can improve comprehension and retention of new ideas.

"THE EVOLVING BRAIN", The known and Unknown, R. Grant Steen, 2007, pages 134 - 135

Can We Improve Our Ability To Learn? (1)

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Can We Improve Our Ability To Learn? (1)
Is Essential To Pay Attention!

Given what we know about learning and memory, is it possible to optimize the human ability to learn? Is learning simply IQ in action or it a skill that can be honed? Are limited by our innate abilities or is there a chance that we can intellectually better ourselves?

Recent evidence shows that there are memory-enhancing strategies that rely upon an increased understanding of the way the human brain works. Some strategies are based on common sense and are already in wide use, but some of them are less intuitive.

Since there is a multi-million-dollar market for brain-boosting vitamins, seminars about memory enhancement, and especial foods meant to increase brain power, it maybe worthwhile to review what is actually known.

Perhaps the most important lesson is that it is essential to pay attention. Attention is quite selective, it filters incoming information and allows only relevant information to gain access to working memory. Intense concentration is proven to increase the speed at which a person can learn new facts and ideas, whereas attention has little impact on learning of new motor skills. Explicit memory is therefore more vulnerable to inattention than is implicit memory. Skillful teacher can use this feature of the human mind by helping student to focus on concepts or ideas that are particularly difficult.

"THE EVOLVING BRAIN", The known and Unknown, R. Grant Steen, 2007, pages 133 - 134