FAM1003 Psychology of Learning

What would this ‘look’ like in an early learning setting?

(Specific, concrete, detailed examples)

Why is this important to practice?

(Use ideas from the theory to justify your answers)

What would the educators include in the physical environment that reflects these theories?

Think of materials and the types of spaces that would be relevant

Gardner:

 Have students go for a nature walk around the school, then ask them to describe what they saw, they experience, and if the liked the activity (University of People, 2021).  The student may also collect and care for some birds they find helpless during the work.

Gardner:

This will help students develop their naturalistic intelligence. Be able to connect themselves with the natural environment, nurturing, exploring about other species

Sternberg:

Give students problems to solve (Stangor & Walinga, 2014).  This could include giving children a piece of rectangular plates, ask them to measure its length and calculate the area. This will include the determination of the measuring method or instrument, and what formula to use to calculate the area of the rectangular piece.

Sternberg:

This will help the students to develop their componential intelligence and more specifically the meta component; be able to manage their thinking, that is guiding the mind on the appropriate action.

How would the educators implement this into their curriculum planning?  

Gardner:

create activities that can help develop the student’s dominant areas of multi-intelligence outside the classroom environment, for example outdoor physical challenges for the students and musical activities such as playing different instruments or singing.

Gardner:

This will be in line with gardener’s theory, about kinesthetic intelligence and musical intelligence

Sternberg:

Include lesson objective delivery option that invoke the development of the three intelligences. For instance, the asking students open ended questions that would enable them to provide different answers or different methods to arrive to the same answer

Sternberg:

Incorporating it will enable the students to develop their intelligence, for example experiential intelligence will enhance their creativity through divergent thinking.

How would the educators interact with the children using these theories as a guide?

Gardner:

Educators should consider the individual student intelligences when planning with less emphasis on the traditional methods of assessments, which are majorly mathematical and linguistic intelligences

Gardner:

The interaction will provide a broad range of talents and skills on all intelligences that the students need to develop

Sternberg:

Educators will focus on developing the student ability to learn through the three processes of intelligence: contextual, experiential and componential intelligence.

Sternberg:

This is because according to Stenberg, intelligence is trainable and can thus be supported through enhancing student ability to think and learn through the different levels of intelligence

What kind interactions would be encouraged between the children?  

Gardner:

Children can be tasked to work on something as a group, which will enable them to learn how to collaborate well with others. Plays form a useful tool for encouraging interactions between children  

Gardner:

 Interactions and collaborations help children to foster their interpersonal intelligence

Sternberg:

Children interactions for instance in a classroom set up will involve a collaborative environment with a mix of children with componential, experiential and contextual intelligences as identified by the educator

Sternberg:

This will help the children with low ability in some areas of intelligence to improve on them since intelligence is trainable.