Lifestyle nowadays becomes more creative than before. The result of that is producing generations with different types of intelligence. However, these generations do not get the suitable ways to be taught in school. The way of teaching in school is suitable for one or two types of intelligence only, the reader and the writer who are considered as linguistic intelligence. The people who have the linguistic intelligence benefit the most from school. There is one type of people who have specific type pf intelligence that make them learn by action, doing things or making them touch and see. They have what is called “Kinesthetic intelligence”. In Wu-tsu Fa-yen’s story “The Art of Burglary”, a father who is a burglar, was trying to teach his son how to become a burglar. The father took his son to steal a house, but once they got in he locked his son in a chest in the house and run away. The father wanted his son to face the problem on his own to be professional burglar. The people who have kinesthetic intelligence need some requirements such as good teachers and suitable environment to be qualified for facing the life struggles on their own to make them professional fast learners.
The important role of dealing with this type of intelligence goes to the teachers. The person who is teaching this type of intelligence should understand the way that these people learn by. This person could be a father, mother, teacher or any older person who can make this type of people have a better understanding of life. The teaching starts from the person’s family. The parents could notice this type of intelligence easily by some special actions from the child. The child has a high energy level that can make him move more than usual. Being impatient, tou...
... middle of paper ...
...ke engineering or sculpting. Unlike the father in the story “The Art of Burglary”, the teachers should always direct their learners in the right path to be good members in their society.
All in all, this type of learners would be more productive and helpful for their society if they got the care and the attention. They will find creative ways to develop their lifestyle and make it easier and be successful and active members in the society. The learner’s parents and teachers take the most powerful role at taking care of them. Providing the right environment for these learners will make the kinesthetic learner react with the problem and use his hands to learn. These requirements will develop these learner intelligence and make them productive members for the society.
Works Cited
Suzuki, Daisetz Teitaro. Essays in Zen Buddhism. New York: Grove Press, 1961: 312-3.
All of the above elements are strengthened through dramatic skills such as drama, dance and physical education. These dramatic skills lead students to utilize physical movement in an artistic manner to increase their ability to be quick thinkers, problem solvers, memorization skills, self-discipline, task sequencing, and persistence. (Jensen, pg. 81). The kinesthetic arts teach students to be more at ease with who they are
The four stages of intellectual growth play a vast role in determining the cognitive ability in a young child. “The goal of education is not to increase the amount of knowledge, but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things (McLeod, 2012).” Every piece of technology that’s used today was not thought of by the smartest person in the world, it was thought up of by someone who was simply had the imagination and creativity in their head to discover it. This Jean Piaget quote explains just what intellectual growth is -- it’s about opening up ideas to create, not becoming the smartest. Jean Piaget was the creator of the four stages of intellectual growth model and his work created
Results of students who received praise for intelligence: The students in this category had negative results after receiving praising. When asked afterwards if they wanted to do the same level of problems or try more challenging ones, they chose the task that would allow them to look smart and do well on. Consequently, while telling a child how smart he or she is, we are sending a message to not take risks and just look the part. Afterwards, these children were given a hard task, which they performed poorly on, and they know longer liked the problems and did not want to practice them at home. Children also felt “dumb” and when given the initial task (in which they did well), they performed significantly worse. Lastly, their opinions of intelligence reflected that it was an innate capacity as though you cannot improve.
Skill retention is a motor memory process that is achieved through a number of practice sessions. The process is dependent on a number of variables that happen throughout the acquisition of the skill. In early stages of life, a child will be presented with the challenge of completing several motor tasks vital to daily life. For example, acquiring the motor skill to write ones name is an intricate task. The child must first acquire the necessary skill to perform this task effectively (sounds like filler)This is achieved through a set of practice sessions. The child will produce the desired outcome after efficient practice has taken place. To know if the child has retained, or learned this motor skill, we stop asking the child to perform the task. After a set time, called the retention interval, the child is asked to write their name. If the child is successful the skill has been learn Once learned, it becomes permanent and stored in the bank of experiences that each child possesses. This skill is said to have been integrated into this bank of memory and able to be accessed whenever the child chooses to. The child has now acquired a skill and retained it through a number of training methods and practice sessions.
This topic paper discusses the book Teaching the Nuts and Bolts of Physical Education, which was published in 2008. The accompanying CD-ROM with sample lesson plans was not provided with the book. This book is really a guide to teaching 17 manipulative and 8 locomotor skills that children ages 5 to 12 will learn in physical education class. I will briefly discuss a couple of these skills with a suggested activity. This is a handy guide for a future physical education teacher. There are drawings and steps for each skill and key words or “cues” are also given. Finally, there are “troubleshooting” tips provided to use when a child is not performing the skill correctly and suggestions for practice activities to help children learn the skill. Truly this is a “nuts and bolts” book. It is really more of an instruction manual. I will begin with the skills taught in the book.
In our new society we plan to make education a key foundation. From the time a child is the age 4 he/she must be in an early childhood education curriculum. Evidence has shown children who are exposed to early education at a young age excel later in life. The main curriculum from elementary school till highschool will consist of creating a multiple intelligence learning foundation. Children will not only learn Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart"), they will also include Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart"). Learning from this curiculim will allow for everyone to excel in an area that is best for them. It has been proven that many gifted children are not preforming at their highest level because they were only learning logical mathematics instead of spatial
The title of chapter two is “Schooling the Imagination” involving the connection between illusion and reality associated with the thirteen thinking tools. One of the main points mentioned is “the disconnection between academic knowledge and physical experience” harming education. Simply learning only academically will limit students’ ability to physically demonstrate what they already know. In other words, being able to apply the concepts taught in a course to real life experiences. The second main points is the chain between “what” and “how” resulting in developing understanding. However, one’s understanding can be fragile when one cannot use it practically or to make something new. Another main point is concerned with a set of primary thinking
The dynamic systems view was developed by Arnold Gesell in 1934 and explores how humans develop their motor skills. From Mr. Gesell’s observations, he was able to conclude that children develop their motor skills in a specific order and time frame. He concluded that children roll, walk, sit, and stand as a result of several factors – the ability to move, the environmental support to move and the motivation/goal to move. Once the child has the motivation, ability, and support, they accept the new challenge. After several failed and successful attempts, they begin to fine-tune and master the movement with continued support and motivation. The dynamic systems theory is not a random process that children experience, the skills are calculated and develop over a period of time.
Success does not always stem from the amount intelligence we possess; being successful has a great deal to do with believing that we are capable. Working with special education children, has taught me so many things and this is one of them. In my first year as a paraprofessional, I worked with a child who was told he would never be smart. For his first three years of school, his teachers and parents did everything for him because they too, believed he would never be capable to do them himself. Those words and actions affected him more than they could ever imagine. He withheld any confidence or happiness and expressed many negative feelings about himself. On his first day at our school, we started him with basic skills that we knew he could be successful at. We amplified how amazing he was doing every day, we told him how smart he was and we never let him talk negatively about himself. Within a matter of weeks, the confidence that was omit began to appear. He began to get excited to come to class because of all the positive feedback he continuously received. Once he felt capable of success, he was absorbing and understanding what we were teaching alongside his peers. He began to excel to the point that he got the highest math score on a standardized test in his mainstream classroom! It was truly astonishing that as soon as he felt someone believed in him, he learned to believe in himself and he used that confidence to drive his success. The many experiences I have had like this one, reinforce that becoming a school psychologist is the ideal career for me.
Art can be used to raise scores in every subject, “Students who took four years of art classes scored 91 points higher on their SAT exams than those who took half a year or less. Multiple studies also confirmed that there is a correlation between art engagement and students’ other achievements.” (Valeriya Metla) Even with the research linking art and better grades some educators think that it is more worth while to only focus on the core classes because it is more important to fund what is being tested than to help raise children who are creative.
Being an artist was not automatically hereditary and any talented adolescent boy could join a studio as an apprentice. The training period each child underwent was usually extensive and demanding:
Largely ignored by the social sciences, the study of gifted students is of utmost importance. Though there are varying degrees of giftedness, it is widely recognized that those with intelligence quotients of over 130 are "gifted", as these IQ’s place them in the top five percent of the population. Gifted children have an insatiable desire to learn, to explore. They learn with very little help from adults. They are also marked by their persistence, energy, and obsessive interests. Most of them can read by age four, some even earlier, for gifted children are endowed with prodigious memories for verbal and mathematical information. They not only excel at logical and abstract reasoning; they are also interested in philosophical issues.
... in my daily work and in my future classrooms by including diverse activities that challenge different aspects of physical and motor development, such as safe outdoor activities like climbing, encouraging motor development through an art station, and developing fine motor skills through the use of finger plays. It will encourage me to always be aware of the uniqueness of each child's developmental abilities so my teaching methods are inclusive and in-depth.
Someone with a low IQ has the same possibilities of succeeding as someone who has a high IQ because of the effort they dedicate. For example, Albert Einstein is known as one of the most successful geniuses, but he wasn’t one of the most intelligent students when he was younger. Mathew Bass states in an article, “elementary school was a struggle for him which led to many people suspecting him of being retarded…it [has] been told that when his school teachers asked him a question he took forever to answer”(Bass). Einstein was never the smartest kid in class or the brightest, however, he did work hard and practiced his theories. He now is recognized as the father of physics and the most intelligent man. Einstein’s story proves to us that intelligence is unnecessary for success, but by putting effort and dedication to something one can really succeed. Intelligence is something that grows as we learn, effort allows us to learn and succeed without
The Oxford Dictionary defines intelligence as “the ability acquire and apply knowledge and skills.” Many people are born naturally intelligent, able to grasp and understand concepts easily, with little work. In children, it is easy to separate those born with higher intellectual ability from the rest, because they easily excel in learning. This skill is often lost by those born with it, and through a great deal of work others attain it. In order for an individual to have true intelligence into her adult years, she must foster what gifts she is given, and strive to better her self academically. Even as early as elementary school, many who are born with natural talent begin to fall behind intellectually. These students are often not