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| Static View of Intelligence |
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People are born with an unchangeable amount of intelligenceIntelligence is a matter of genetics. We get what we have from our parents.
The amount of intelligence one is born with has a significant effect on a person’s ability to succeed |
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| has devoted much of his career to the study of various conceptions of human intelligence. Starting with his Triarchic Theory of Human Intelligence (Sternberg, 1985) |
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| is defined as that set of mental abilities used to achieve one's goals in life, given a socio-cultural context, through adaptation to, selection of, and shaping of environments. |
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| involves three aspects that are interrelated but largely distinct: analytical, creative, and practical thinking (Sternberg, 1998) |
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Commonly known as critical thinking
Involves analyzing and evaluating information, often in order to work through a problem or decision.
Analytical thinking is largely responsible for school success and measured through traditional testing methods |
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| Involves generating new and different ideas and approaches to problems, and often, viewing the world in ways that disregard conventions |
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Putting what you’ve learned into action in order to solve a problem or make a decision.
It enables you to accomplish goals despite real-world obstacles |
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| is the ability to size up a situation well, to be able to determine how to achieve goals, to display awareness to the world around you, and to display interest in the world at large (Sternberg, 1990; Sternberg et al., 2000; Wagner, 2000) |
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| How to Succeed in College |
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Definition
Be responsible
Develop positive habits
Face your fears |
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Perfectionism
Self-criticism
Procrastination
Avoidance |
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| The Dangers of Fear in an Educational Setting |
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Honesty
Trust
Fairness
Respect
Responsibility |
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| Academic Integrity is a commitment to 5 fundamental values |
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| Emotional Intelligence (EQ) |
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| is a set of competencies that involves knowing yourself, mastering your feelings, and understanding how to manage those feelings when interacting with others |
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| – your self-awareness, self-regulation, and motivation |
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| how you handle relationships with others (their needs, feelings, and ability to encourage others) |
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| what we sense about others |
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| what we then do with social awareness of others |
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The knowledge of one's own thinking processes and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies.
Metacognition is the awareness individuals have of their own mental processes and the subsequent ability to monitor, regulate, and direct themselves to a desired end.
Thinking about one's thinking processes. It has to do with the active monitoring and regulation of cognitive processes. |
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Increased self esteem
Knowledge acquisition and retention
Behavior pattern transference
Mutual respect |
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| POSITIVE BENEFITS OF ACADEMIC INTEGRITY |
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| The ability to understand and appreciate differences and to respond to people of all cultures in a way that values their worth, respects their beliefs and practices, and builds communication and relationships |
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| As defined by Gardner, an ability to solve problems or fashion products that are useful in a particular cultural setting or community |
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Deals with words and language, both written and spoken.
Analyzing own use of language
Remembering |
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| Deals with inductive and deductive thinking, numbers, and abstract patterns; sometimes called scientific thinking |
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| Relates to physical movement and the wisdom of the body; uses brain's motor cortex, which controls bodily motion. |
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| Relies on sense of sight and ability to visualize; includes ability to create mental images |
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| Has to do with person-to-person relationships and communication |
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| Relates to self-reflection, metacognition, awareness of internal states of being |
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| Deals with recognizing tonal patterns, sounds, rhythms, and beats |
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| Ability to understand features of the environment |
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| It is what happens when you ask questions and move toward the answers. |
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GATHERING INFORMATION
ANALYZING IT IN DIFFERENT WAYS
EVALUATING IT FOR PURPOSES OF
GAINING UNDERSTANDING
SOLVING A PROBLEM
MAKING A DECISION |
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| Analytical thinking is the process of: |
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objectively real and verifiable
USE CONCRETE WORDS OR MEASURABLE STATISTICS
AVOID ABSOLUTES |
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ARE BASED ON BELIEFS, CONCLUSIONS, OR JUDGMENT
- ARE DIFFICULT AND SOMETIMES IMPOSSIBLE TO VERIFY
-use abstract words
- use absolutes |
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| A CHARACTERISTIC WAY OF THINKING ABOUT PEOPLE, SITUATIONS, EVENTS, AND IDEAS |
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| analytical and practical thinking |
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| creativity forms a bridge between __________ and __________ |
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| also known as divergent thinking |
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| - the National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), and the U.S. Department of Education |
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| The Partnership for Reading is a collaborative effort by three federal agencies |
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| an interaction among the reader, the strategies the reader employs, the material being read, and the context in which reading takes place. |
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| Comprehension results from |
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SEARCH FOR THE TOPIC OF THE PARAGRAPH
TOPIC NOT THE SAME AS THE MAIN IDEA
IT IS THE BROAD SUBJECT BEING DISCUSSED
IDENTIFY THE ASPECT OF THE TOPIC THAT IS THE PARAGRAPH’S FOCUS
FIND WHAT THE AUTHOR WANTS YOU TO KNOW ABOUT THE SPECIFIC ASPECT BEING DISCUSSED, WHICH IS THE MAIN IDEA |
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| 3-STEP APPROACH TO FIND MAIN IDEA WHILE READING |
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| practical thinking skills |
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SENSATION
INTERPRETATION
EVALUATION
REACTION |
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| TRANSITION WORDS THAT HELP ORGANIZE INFORMATION, CONNECT IDEAS, AND SHOW WHAT IS IMPORTANT |
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| EXACT COPY OF WHAT YOU SEE OR HEAR – LASTS A SECOND OR LESS |
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| TEMPORARY INFORMATION STOREHOUSE – LASTS NO MORE THAN 10 TO 20 SECONDS - UNIMPORTANT INFO IS DUMPED |
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| PLAN, DRAFT, REVISE, EDIT |
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