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GMO - STS > FCLT - STERNBERG > Flashcards

FCLT - STERNBERG Flashcards

1
Q

PROPONENT OF SUCCESSFUL INTELLIGENCE THEORY AND WICS MODEL

A

ROBERT STERNBERG

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2
Q

Human Intelligence is mental activity directed toward purposive adaptation to, selection, and shaping of, real-world environments relevant to one life

A

TRIARCHIC THEORY

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3
Q

also called “ANALYTICAL INTELLIGENCE”. How we analyze and see solutions in our minds

A

COMPONENTIAL INTELLIGENCE

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4
Q

Creative, flexible, and innovative. Novelty and automation are given roles in this stage.

A

EXPERIENTIAL INTELLIGENCE

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5
Q

the ability to apply synthetic and analytical skills in everyday contexts or situations. This can be called “STREET SMARTS”.

A

PRACTICAL INTELLIGENCE

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6
Q
  • as one’s ability to set and accomplish personally meaningful goals in one’s life, given one’s cultural context.
  • An alternative paradigm to deliver more relevant admission, instruction, and assessment in education.
A

SUCCESSFUL INTELLIGENCE THEORY

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7
Q

FOUR SKILLS INCLUDED IN THEORY

A

MEMORY SKILLS
ANALYTICAL SKILLS
CREATIVE SKILLS
PRACTICAL SKILLS

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8
Q

recall facts and pieces of information. It helps us retain the knowledge we acquire.

A

MEMORY SKILLS

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9
Q

help the person determine if a certain idea is good.

A

ANALYTICAL SKILLS

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10
Q

allow a person to come up with a new idea, usually to answer a need or solve a problem. It makes one flexible and able to adjust to changes in one’s situation.

A

CREATIVE SKILLS

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11
Q

enable a person to apply what one has learned. It also allows one to carry through or implement a plan.

A

PRACTICAL SKILLS

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12
Q

Focused heavily on memory and analytical skills. Memory and analytical skills are very much necessary. Being able to recall information or have knowledge is needed to begin thinking creatively.

A

TRADITIONAL VIEWS OF INTELLIGENCE

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13
Q

what moves people forward.

A

creative and practical intelligence creativity

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14
Q

makes us apply what we learned. It gets us to actually do what needs to be done.

A

PRACTICAL INTELLIGENCE

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15
Q

we remember what we learn

A

MEMORY

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16
Q

Use critical thinking to evaluate the things we learn

A

ANALYTICAL

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17
Q

Be innovative in finding better ways of doing things and solving problems and

A

CREATIVE

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18
Q

Apply and put to action what we learn

A

PRACTICAL

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19
Q

WICS

A

Wisdom, Intelligence, Creativity, Synthesized

20
Q

set of fluid abilities to learn from experience and to adapt to one’s surroundings. Individuals possess abilities that can be nurtured into competencies and further cultivated into expertise

A

INTELLIGENCE

21
Q

Make your students use critical thinking.
1. CREATE
2. INVENT
3. DISCOVER
4. IMAGINE IF..
5. SUPPOSE THAT…
6. PREDICT

A

TEACH ANALYTICALLY

22
Q

Have in mind real-life situations where students can use what they learn to meet their own and also others’ practical needs
1. APPLY
2. USE
3. PUT INTO PRACTICE
4. IMPLEMENT
5. EMPLOY
6. RENDER PRACTICAL WHAT THEY KNOW

A

TEACH PRACTICALLY

23
Q

One of the goals is for learners to learn to see and understand the point of view of others. It is important for your learners to balance one’s own needs with the needs of other people and also that of the world or the environment.
1. TRY TO FIND A COMMON GOOD
2. SEE THINGS FROM OTHERS’ POINTS OF VIEW
3. BALANCE YOUR OWN INTERESTS WITH THOSE OF OTHERS AND OF INSTITUTIONS
4. LOOK AT THE LONG-TERM AS WELL AS THE SHORT TERM
5. REFLECT ABOUT HOW ONE CAN BASE HIS EVERY DECISION ON POSITIVE ETHICAL VALUES
6. APPRECIATE THAT IN LIFE WHAT IS SEEN AS TRUE AND EFFECTIVE MAY VARY OVER TIME AND PLACE

A

TEACH FOR WISDOM

24
Q
  • any form that blocks and hinders the focused goal.
  • A matter or situation regarded as unwelcome or harmful and needing to be dealt with.
  • _____ arises when there is a goal
A

PROBLEMS

25
Q
  • The process of achieving a goal by overcoming obstacles, a frequent part of most activities.
    o Problems in need of solutions range from simple personal tasks to complex issues in business and technical fields.
A

PROBLEM-SOLVING

26
Q
  • COGNITIVE
  • PROCESS
  • DIRECTED
  • PERSONAL
A

ELEMENTS OF PROBLEM-SOLVING

27
Q

problem-solving occurs within the problem solver’s ______ system and can only be inferred indirectly

A

COGNITIVE

28
Q

problem-solving involved mental computation in which an operation is applied to a mental representation, sometimes resulting in the creation of a new mental representation

A

PROCESS

29
Q

problem-solving is aimed at a goal.

A

DIRECTED

30
Q

– problem-solving depends on the existing knowledge of the problem solver so that what is a problem for one problem solver may not be a problem for someone who already knows a solution method.

A

PERSONAL

31
Q
  • PROBLEM IDENTIFICATION
  • PROBLEM DEFINITION
  • STRATEGY FORMATION
A

PROBLEM-SOLVING CYCLE

32
Q

o Do you actually have a problem?
o Identifying a situation as problematic is sometimes a difficult step.

A

PROBLEM IDENTIFICATION

33
Q

o What is actually our problem?
o A block that hinders a goal.

A

PROBLEM DEFINITION

34
Q

o How can we solve our problem?
o Once a problem has been defined effectively, the next step is to plan a strategy

A

STRATEGY FORMATION

35
Q

What are the strategies?

A

A. ANALYSIS
B. SYNTHESIS
C. DIVERGENT THINKING
D. CONVERGENT THINKING

36
Q

breaking down the whole of a complex problem into manageable elements.

A

ANALYSIS

37
Q

putting together various elements to arrange them into something useful

A

SYNTHESIS

38
Q

you try to generate a diverse assortment of possible alternative solutions to a problem.

A

DIVERGENT THINKING

39
Q

you must narrow down the multiple possibilities to converge on a single best answer.

A

CONVERGENT THINKING

40
Q
  • This stage is critical to a good problem-solving
  • You try to integrate all the information that you believe you will need to effectively do the task at hand involves collecting references or even collecting your own ideas.
A

ORGANIZATION OF INFORMATION

41
Q
  • There are includes some resources needed for problem-solving such as time, money, equipment, and space
A

ALLOCATION OF RESOURCES

42
Q
  • A prudent expenditure of time includes monitoring the process of solving the problem.
  • Checking up on themselves all along the way to make sure you keep track on your goal.
A

MONITORING

43
Q
  • You need to evaluate your solution after you have finished monitoring
  • Through evaluation, new problems may be recognized
  • The problem may be redefined and new strategies may come to light.
  • The cycle is completed when it leads to new insights and begins a new.
A

EVALUATION

44
Q

TYPES OF PROBLEMS

A

WELL-STRUCTURED PROBLEMS AND ILL-STRUCTURED PROBLEMS

45
Q

one that provides all the information requires to
solve the problems. It includes a clear path to solutions.
Ex. Finding the area of triangle.

A

WELL-STRUCTURED PROBLEMS

46
Q

is one where the initiate state of the problem is given but the goal state looks like is not provided. It represents in different ways and often have an alternative solutions. Lack of clear paths to solutions.
Ex. Identifying the strength and weaknesses of students

A

ILL-STRUCTURED PROBLEMS

GMO - STS (3 decks)

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