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Group Dynamics > MULTIPLE INTELLIGENCES, SYNERGOGY, AND LEARNING STYLES INVENTORY > Flashcards

MULTIPLE INTELLIGENCES, SYNERGOGY, AND LEARNING STYLES INVENTORY Flashcards

1
Q

often defined as our intellectual potential; something we are
born with, something that can be measured, and a capacity that is difficult to change.

A

Intelligence

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2
Q

This determines our ability to solve problems, reason logically, and learn new information.

A

Intelligence

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3
Q

It’s seen as a fixed trait that we carry from birth, suggesting that this core
ability to reason and understand is largely predetermined by our genetics.

A

Intelligence

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4
Q

intelligence is often measured through standardized tests, such as IQ tests, which aim to quantify this potential and compare it across individuals.

A

Intelligence

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5
Q

this view implies that while we can learn new skills and acquire knowledge, the fundamental level of intelligence remains relatively stable and hard to significantly alter over time.

A

Intelligence

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6
Q

which represents a single, underlying cognitive ability influencing performance across a variety of intellectual tasks.

A

General Intelligence

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7
Q

This relates to the notion “If you’re skilled in one area, you’re expected to be skilled in everything, and if you struggle in one area, the assumption is that you won’t excel in anything.”

A

General Intelligence

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8
Q

Gardner’s define intelligence as:

A

“biopsychological potential to process
information that can be activated in a cultural setting to solve problems or create products that are of value in a culture”

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9
Q

Take Note:

A

intelligence involves both biological and
psychological components, reflecting an individual’s inherent capacity to process and understand information. However, the expression of this intelligence is shaped by cultural context, meaning that different cultures may activate and value different types of intelligence based on their unique needs and values.

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10
Q

is a cognitive model that explains how people utilize their various intelligences to solve problems. This theory challenged the conventional belief that there is one single type of intelligence, known as “g” for general intelligence, that only focuses on cognitive abilities.

A

Multiple Intelligences Theory

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11
Q

This theory proposes that traditional psychometric views of intelligence are too limited.

A

Multiple intelligences theory

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12
Q

Take Note:

A

Gardner argues that intelligence is multifaceted, meaning a person can excel in one area and be average in another. He took the traditional view of society’s emphasis on linguistic and mathematical intelligences and added six more intelligences and have come up with eight different intelligences.

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13
Q

Types of Intelligence

A

linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal.

Later, he expanded the list to eight and add naturalistic intelligence.

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14
Q

According to this theory, individuals possess different kinds of intellectual strengths, and each person has a unique combination of these intelligences that influence how they learn, think, and solve problems. Thus, a person can be strong or weak in any of the intelligences, regardless of his or her ability in the other domains.

A

Multiple intelligences theory

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15
Q

language and words come easily to a person. This involves the capacity of a person to think through words and use language to express and understand complex ideas.

A

Linguistic Intelligence

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16
Q

It’s what helps people get the meaning and structure of language and reflect on how they use it. This skill is pretty common and is especially noticeable in poets, novelists, journalists, and great speakers.

A

Linguistic Intelligence

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17
Q

If you’re someone who loves writing, reading, telling stories, or tackling crossword puzzles, they might have a strong _____

A

Linguistic Intelligence

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18
Q

a person can easily perceive quantitative relationships, particularly related to computations and scientific areas.

A

Logical-Mathematical Intelligence

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19
Q

is the skill to perform calculations, measure things, think through ideas and hypotheses, and complete various mathematical tasks. It helps us understand relationships, use abstract and symbolic thinking, and apply sequential reasoning as well as inductive and deductive logic.

A

Logical Intelligence

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20
Q

This type of intelligence is often strong in mathematicians, scientists, and detectives. People with high logical intelligence are usually intrigued by patterns, categories, and connections, and they often enjoy working on math problems, strategy games, and experiments.

A

Logical-Mathematical Intelligence

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21
Q

a person has awareness of their own and others’ position in space. The knack for thinking in three dimensions. It involves skills like visualizing mental images, understanding spatial relationships, manipulating images, and having artistic and graphic abilities.

A

Spatial Intelligence

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22
Q

are often found in professions like sailing, piloting, sculpting, painting, and architecture. People with this talent might enjoy solving mazes or jigsaw puzzles, drawing, or daydreaming in their spare time.

A

Spatial Intelligence

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23
Q

a person has graceful body movements and awareness of positions in space. The ability to handle objects and perform various physical tasks with skill. It includes having a good sense of timing and refining abilities through coordination between mind and body.

A

Bodily Kinesthetic intelligence

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24
Q

Persons like athletes, dancers, surgeons, and craftspeople, are adept at using their bodies in precise and controlled ways.

A

Bodily Kinesthetic Intelligence

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25
Q

a person is particularly sensitive to sound and has an ability to create and communicate through rhythmic patterns. The ability to distinguish pitch, rhythm, timbre, and tone. It lets us recognize, create, reproduce, and reflect on music, a skill seen in composers, conductors, musicians, vocalists, and keen listeners.

A

Musical Intelligence

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26
Q

might frequently sing or drum to themselves and are often more attuned to sounds that others might overlook.

A

Musical Intelligence

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27
Q

a person understands and enjoys people and relates to others easily. It is the skill to understand and interact well with others. It includes being good at both verbal and nonverbal communication, recognizing differences among people, being sensitive to others’ moods and emotions, and considering various viewpoints.

A

Interpersonal Intelligence

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28
Q

This type of intelligence is seen in professions like teaching, social work, acting, and politics. People with strong interpersonal intelligence often take on leadership roles, communicate effectively, and have a knack for understanding others’ feelings and motivations.

A

Interpersonal intelligence

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29
Q

a person is self-reflective and perceptive about personal abilities. The ability to deeply understand one’s own thoughts and emotions and use this self- knowledge to guide one’s life. It involves both self-awareness and an understanding of the human experience.

A

Intrapersonal Intelligence

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30
Q

This intelligence is often seen in psychologists, spiritual leaders, and philosophers. People with strong ________ may be reserved, but they are highly aware of their own feelings and are driven by internal motivation.

A

Intrapersonal Intelligence

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31
Q

a person is interested in and knowledgeable about the natural world. the ability to distinguish between different types of living things, such as plants and animals, and to be sensitive to other aspects of the natural world, like cloud formations or rock patterns. People with this intelligence have careers like a biologist, astronomer, and geologist.

A

Naturalistic Intelligence

32
Q

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why we die, and how did we get here.

A

Existential Intelligence

33
Q

Take Note:

A

Synergogy is derived from two Greek words: synergos (“working together”)
and agougus (“leader of”), which has come to mean “teacher.” Synergogy thus refers to “working together for shared teaching.”

34
Q

(“working together”)

A

synergos

35
Q

(“leader of”)

A

agougus

36
Q

“working together for shared teaching.”

A

Synergogy

37
Q

is a systematic approach to learning in which the members of small teams learn from one another through structured interactions;

A

Synergogy

38
Q

It is a learning method established by:

A

Jane Mouton and Robert Blake

39
Q

This approach enhances motivation, learning, and retention.

A

Synergogy

40
Q

improves both the traditional classroom model (pedagogy) in which students are often passive and unmotivated, and on the other group discussion approach (andragogy), which lacks focus and direction that is not suitable for teaching large amounts of factual knowledge.

A

Synergogy

41
Q

is the traditional classroom approach where an expert instructor delivers lectures, assigns tasks, and evaluates students’ performance. In this model, students tend to passively receive information, which can lead to a lack of motivation, disengagement, and even resistance.

A

Pedagogy

42
Q

which refers to adult education, emphasizes a different role for the instructor, who acts as a facilitator, guiding learners through
activities.

A

Andragogy

43
Q

are more context-specific and do not easily lend themselves to standardization for widespread use.

A

Andrological Methods

44
Q

Take Note:

A

Synergogy relies on teamwork, rather than individual group work, to enhance
learner’s involvement and participation. Members of a group can learn from one
another, but not every group is supportive of socially constructive learning. A learning team on the other hand is a group that has explicit goals and objectives, tasks, procedures, and measured operational outcomes of effectiveness.

45
Q

Take Note:

A

Synergogy builds on the best features of pedagogy and andragogy while avoiding the limitations associated with each. It does so by enabling learners to apply codified knowledge under conditions that arouse their involvement and commitment.

46
Q

is a format that structures the process of learning by providing a framework of orderly steps for acquiring knowledge, attitudes and skills. The design is presented through learning instruments, tactical instructions that enable the learner to learn without a teacher; such as instruments include a variety of materials: true-false, or multiple choice test, case studies, text material, and evaluation procedures.

A

Learning design

47
Q

Three Major Forms of Learning

A

the acquisition of knowledge, the enhancement of attitudes, and development of skills.

48
Q

comprises facts, principles, theorems, and propositions.

A

Knowledge

49
Q

are patterns of individual responses that reflect values, judgement, and feelings.

A

Attitudes

50
Q

concern the ability to perform some set of operations in a competent manner.

A

Skills

51
Q

In this approach, each learner evaluates their own knowledge before engaging in team discussions. Initially, they complete a pre-study review of the material, answering a set of true-false or multiple-choice questions. Afterward, the team collaborates to share information and reach a consensus on the correct answers. Objective scoring during general sessions allows team members to review their individual performance.

A

The Effectiveness Design (TED)

52
Q

A key aspect of this design is the emphasis on mutual responsibility within the team. This method is particularly effective for presenting content that involves learning facts and data, as well as deducing principles or implications. The learners’ interest is further driven by their natural curiosity about different perspectives and reasoning processes of their peers.

A

The Effectiveness Design (TED)

53
Q

Participants are responsible for learning assigned portion of the subject matter and teaching it to others. One’s each other’s part is merged with the others; the entire body of knowledge is learned to all. This means that the learning design provides a structure by which the parts can be put together so that the whole picture is visible and each participants understands it. (similar in the jigsaw puzzle).

A

Team Member Teaching Design (TMTD)

54
Q

This design requires that the subject matter must be subdivided and a part assigned as pre study to each member. When the team assembles, the members with the first part teaches the materials to others. In turn, others will also share their parts to the team. Their answers serve as a rationale for each item and helps learners understand questions each may have missed. This design stimulates learners to study and become experts on their assigned parts. Like the TED, TMTD is most useful for aiding the learners to acquire information, facts, and data.

A

Team Member Teaching Design (TMTD)

55
Q

This learning design is a useful approach for which learners are to acquire practical skills. This design is intended to help learners exercise individual responsibility for their team members’ skill development. It is intended to help learners acquire and perfect skills in colleague teams that develop criteria for performance and use these criteria for performance and use these criteria to
critique one another’s skills in the absence of an authority or expert.

A

Performance Judging Design (PJD)

56
Q

Members develop the effectiveness criteria that apply in performing a particular skill. These criteria enable learners to judge the quality of their own performance. When learners have an explicit understanding of the criteria, they can also monitor their performance outside the learning situation. Then, each produces evidence and compare the levels achieved by others which can be judged by learners themselves. Individuals receive colleague critiques of their product and performance to reach a level of effectiveness that satisfies the criteria.

A

Performance Judging Design (PJD)

57
Q

People’s attitudes profoundly influence their effectiveness as well as personal satisfaction, and are significant aspect of social emotional learning. It is helpful for people to freely explore their attitudes, to gain insight and enlightened self- control, and to discover how their attitudes may limit or distort the scope or quality of their performance. It is used to enable learners to study and articulate their own attitudes.

A

Clarifying Attitude Design (CAD)

58
Q

Initially, learners assess their attitudes using tools like sentence-completion items or bipolar attitude scales. They then come together to identify and discuss the most reasonable position on the attitude scale based on available information and current circumstances. After the discussion, each learner revisits the initial assessment to see if their attitudes have changed. During the critique phase, learners evaluate the implications of any attitude changes and develop generalizations about how these changes affect their performance. This process allows learners to determine whether their attitudes are grounded in factual evidence, data, and logic. They may also become aware of previously unrecognized attitudes or discover alternative perspectives they had not considered.

A

Clarifying Attitude Design (CAD)

59
Q

The Learning Style Inventory was developed by

A

Rita Durn, Kenneth Dunn
and Gary Price.

60
Q

was initially tasked with creating modified, programmed methods of learning for students from disadvantaged educational backgrounds. She noted that while some of the chosen techniques worked incredibly well with certain pupils, not all of the students responded to them in the same way.

A

Rita Dunn

61
Q

encompass various biological and experiential factors that influence a person’s ability to concentrate, with each aspect contributing uniquely while functioning as a whole. It extends beyond just how a student best retains challenging or unfamiliar information through hearing, seeing, reading, writing, illustrating, speaking, or hands-on experiences.

A

Learning Styles

62
Q

is only one component of the broader concept of learning style.

A

Perceptual preference

63
Q

Take Note:

A

It is also more than whether a person processes information sequentially or analytically rather than in a holistic, simultaneous, global fashion; information-processing style is just one component of style. It is important to recognize not only individual behaviors, but to explore and examine the whole of each person’s inclinations toward learning

64
Q

is a questionnaire that evaluates and
identifies an individual’s strengths and preferences when it comes to learning.

A

learning style inventory (LSI)

65
Q

was developed through content and factor analysis. It is a comprehensive approach to how students prefer to function, learn, concentrate, and perform during educational activities

A

Learning Style Inventory

66
Q

refers to the immediate instructional environment. Does the student prefer to learn in quiet, with music or noise? How much light do they need? What temperature is the environment and even the seating preference?

A

environmental

67
Q

are related to the motivation, persistence and even the responsibility of the student. Is the student willing to conform to the learning task or more associated with non-conformity? What about patience and structure?

A

emotional

68
Q

impact the social preferences of the learning environment. Is the student an independent or social learner? Do they
prefer to learn in pairs with peers or even in small groups? Students may
even enjoy working in a variety of these options.

A

sociological

69
Q

concerns how the student physically engages their learning environment. What are their perceptual preferences (visual, audio, kinesthetic, read/write)? What time of the day are they most effective as learners? Do they need to be moving to learn? Hands-on learner? Or maybe they are a passive learner who simply prefers to observe.

A

Physiological

70
Q

How the learner processes and responds to information and ideas is
related to the psychological influences? Are they detail oriented? Global
oriented? Reflective?

A

psychological

71
Q

An analytic student learns best when information is presented in a step-
by-step, sequential manner that gradually leads to understanding. In contrast, global students prefer to grasp the overall concept first, focusing
on details afterward, or learn more easily through stories and visual
examples.

A

psychological

72
Q

Some students may need frequent movement or breaks to stay focused, while others can sit for long periods without distraction. others may be more
productive during specific times of the day.

A

Physiological

73
Q

Some students thrive in group settings, enjoying the exchange of ideas, while
others prefer to study alone.

A

sociological

74
Q

Some students are highly self-motivated and persistent in completing tasks, while others may require external reinforcement or have a more non-
conformist approach to assignments.

A

emotional

75
Q

-A student might prefer studying in a brightly lit room with background
music to help them focus, while another may need complete silence and dim lighting to concentrate effectively.

A

environmental

76
Q

Take Note:

A

The Learning Style Inventory, 1978 edition, contains 104 questions which
concern each of the learning style areas presented. The student’s responses to these questions tend to reveal highly personalized preferences that, when identified as relevant factors and combined, represent the way in which a student prefers to study.

77
Q

Take Note:

A

Answer sheets are provided with the tests. A simplified true-false answer
sheet designed for use by grades three, four and five students, while the Standard Answer is intended for use by grades six to twelve students.

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