Intelligence tests

After looking at an exemplar intelligence test by Dennis Child created in 2007 I realised that to complete this intelligence test successfully you need to use analytical-mathematical and linguistic intelligence.

The whole concept of a general intelligence has been disputed by a number of commentators. I do not think 'intelligence testing' of this kind can be useful in measuring intellectual ability as it only caters for a certain type of intelligence. To pass this intelligence test a person will have to be trained on how to answer these types of questions. This  may be useful for  IQ testing but it is not relevant to modern day intelligence which comes in many different forms.

What do you mean by intelligence

When comparing the subjets ESL and Global Perspectives, it is understood that each requires a different type of intelligence. ESL requires linguistic intelligence for expressing yourself orally and learning a language, intrapersonal intelligence allowing the ability to understand yourself and Interpersonal intelligence to grasp moods and intentions of people.  GP requires logical-mathematical intelligence to interpret data, it also requires linguistic and interpersonal intelligence to work in groups.

When I think of 2 ‘intelligent’ people I think of my mum and my dad. They are very different. My Dad is a Civil Engineer; he is a logical man who understands physics and math's on a deep level although he is very socially awkward. My mum is the opposite, she is able to pick up on people’s emotions and make friends very easily; she is a people person although she can be very illogical with her reasoning.

Here is my definition of intelligence:

INTELLIGENCE – Intelligence is the ability to learn, understand, interpret and apply information to a high ability. These abilities can consist of many different aspects which require thorough thought processing to complete a task or activity.

Pupil Motivation in English Schools

http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=304

This webpage reports on the findings of a systematic review - Smith, C., Dakers. J., Dow, W., Head, G., Sutherland, M. and Irwin, R. (2005) - of what pupils, aged 11-16, believe has an impact on their motivation to learn in the classroom.

I would say these findings are very similar to the attitudes of pupils in my school. Pupils are motivated by the same factors although we are hindered by the size of the school so the influence of peers is not effective and this school size also effects the ‘Role of Self’ as pupils don’t have much say in the planning or choosing of subjects and curriculum.

Intrinsic and Extrinsic Motivation in Practice

After watching a video about a maths teacher teaching students about trigonometry I witnessed motivation in practice. The teacher took students outside to work out the height of the school buildings. First of all they guessed then went outside to take measurements.

The teaching challenges faced by the math's teacher were that the students were a bit skeptical and afraid of change, but the teacher overcame this by talking the pupils through this. The strengths of this lesson were that it was creative, got learners out of the classroom and related trigonometry to real life. The pupils were both intrinsically and extrinsically motivated by the use of competition, group work, roles and responsibilities, relevance and an energetic teacher.

This lesson would work well in my own school setting, pupils will react well and be motivated. They are likely to go off task so roles are a good idea as well as time limits and competition.

• Write about the ways in which the math's lesson on outdoor trigonometry in the Teachers TV programme motivates pupils and addresses each level in Maslow's hierarchy of needs.

Physiological Needs were meet because the students were outside in the fresh air and provided with all material necessary. Safety Needs were met as the teacher was talking students through the activity and assisting. Needs of Love, Affection and Belongingness were met as each group member had a specific role and responsibility. Esteem needs were not met because the teacher did not give much praise to pupils.

Maslow’s Hierarchy of Needs

 

What do you understand by a 'self-actualizing person'?

In my view, I would say a self-actualizing person is a person who is content in life. It is a person who is fully motivated and his words and actions motivates others. A self actualized person is a well educated person who has grown up in perfect conditions allowing all needs; physical, emotional and psychological, to be met. This person would be wise and had life experience. They will have high self esteem and be very successful.

‘educators should respond to the potential an individual has for growing into a self-actualizing person (Simons et al., 1987)’

I totally agree with this statement. Education has a very big influence on the sort of person one might become. Therefore educaters should respond to pupil needs ad provide an environment that allows individuals to flurish into the sort of person they could become. Although I would say that this is not only the responsibility of educators; parents, society and the individual should all work collectively.

Maslow’s Hierarchy of Needs in my Classroom

Maslow's five levels of need are met in my own classroom, our school is a very caring school that caters to the individual needs to students, although there are hindrances to achieving the higher levels of this hierarchy as the class sizes are very small and there is not much competition therefore the students settle for mediocre standards this could be overcome by arranging visits to other schools so students are able to see the other standards of work and achievement. Another problem is that we allow pupils who speak little English into the school, they are hindered because all lessons are taught in English, they often feel unmotivated as they don’t understand their lessons. A way to deal with this would be to have intensive English courses when non English speaking students enter the school, they should also have an ESL support teacher who will shadow them and explain things in more detail.

How useful do you find his analysis?

Maslow’s analysis is helpful, he has documented the main categories in which a person needs to become a contented adult. It helps identify which needs are most important and those which are less important. He gives 10 useful points that help educators enable students to fulfill these needs and become well rounded individuals, although they simple state what educators 'should do' not 'how', so his 10 points can be open to interpretation as to how an educator fulfills each need. I can identify theses needs in myself and others and understand how to fulfill these needs in others. On the other hand the analysis does not take into account other factors, other than society, which could stop a person becoming self actualized. It is very black and white. In an ideal world this analysis would be very effective but every person is different and has different needs, therefore I believe this analysis is useful as a base theory but needs rendering when dealing with different students of different ages, from different backgrounds and cultures.

My Own Learning

1. How did you learn?

I have learnt to use a number of computer graphic design and editing programs at University.

When did you learn best?

I am a kinesthetic and visual learner, I learnt best by seeing and doing. I would have to shown examples and try it for myself. I was much better at project work rather than being tested.

What prevented you from learning?

I was prevented from learning if I had distracting class mates or my teacher failed to enforce discipline in class. I also learnt best when I respected and liked my teacher.

What motivated you to learn?

My motivation to learn was achieving successful grades so I could later go to University and get a good job. I was also motivated by inspiring teachers.

How did this vary, depending on time, place and teacher?

This motivation changed when I was at University as I had other distractions. The course I did was unorganized and I disliked the tutors.

Why Are Learning Theories Important?

Teaching priorities right now:

• Coping with workload
• Personal survival
• Classroom management
• Being liked
• Being regarded as a 'real teacher'
• Creating a professional image

My priorities as a teacher at the moment are to prepare students to pass the IGCSE exams. A lot of pupils are at a very low standard when compared externally. It is also a priority to motivate students and get them to take priority for themselves. Another  priority is planning of lessons to make sure work is relevant to the curriculum and pupils enjoy lessons. Being the ESL coordinator I have a priority to bring students level of English to a better standard. It is another priority to introduce new ideas to the school, as it is still a new school there is a chance for experimental change – for example D of E and Work Experience. I do regard learning theories as a priority but have not yet applied any.

Intrinsic and Extrinsic motivation

Here are 8 ways in which I motivate my pupils:

PRAISE (Extrinsic)

REWARDS (Extrinsic)

SET INDIVIDUAL AIMS (Intrinsic)

CREATE A POSITIVE CLASSROOM ETHOS (Extrinsic)

USE POSITIVE EMOTIONS (Extrinsic)

GIVE TASKS THAT ARE ACHIEVABLE BUT CHALLENGING (Intrinsic)

BE ENERGETC (Extrinsic)

BUILD QUALITY RELATIONSHIPS (Extrinsic)

Intrinsic Motivation

Intrinsic means internal or inside of yourself. When you are intrinsically motivated, you enjoy an activity, course or skill development solely for the satisfaction of learning and having fun, and you are determined to strive inwardly in order to be competent. There is not external inducement when intrinsic motivation is the key to behavior or outcome.

 

Extrinsic Motivation

Extrinsic means external or outside of yourself. This type of motivation is everywhere and frequently used within society throughout your lifetime. When you are motivated to behave, achieve, learn or do based on a highly regarded outcome, rather than for the fun, development or learning provided within an experience, you are being extrinsically motivated.