Prof.Jehan D.

Gadugdug

1. Which one of the five is least like the other

four?
BEAR - SNAKE - COW - DOG - TIGER
2. If you rearrange the letters "BARBIT", you
would have the name of a:
OCEAN - COUNTRY - STATE - CITY - ANIMAL
3. Which one of the five is least like the other
four?
POTATO - CORN - APPLE - CARROT - BEAN

4. John, twelve years old, is three times as old

as his brother. How old will John be when he
is twice as old as his brother?
15 - 16 - 18 - 20 - 21
5. Which one of the five choices makes the best
comparison?
LIVE is to EVIL as 5232 is to:
(A) 2523 (B) 3252 (C) 2325 (D) 3225 (E) 5223

1.
2.
3.
4.

5.

SNAKE
All the others have legs; the
others are mammals.
ANIMAL
"BARBIT" = RABBIT.
APPLE
The others are vegetables.
16
John's brother is 4. In 4 years the
brother will
be 8, and John will be
16 or twice as old.
C
EVIL is the reverse spelling of LIVE;
the reverse of 5232 is 2325.

Howard Gardner of Harvard has identified seven

distinct intelligences. This theory has emerged
from recent cognitive research and "documents
the extent to which students possess different
kinds of minds and therefore learn, remember,
perform, and understand in different ways,"
according to Gardner (1991). According to this
theory, "we are all able to know the world
through language, logical-mathematical analysis,
spatial representation, musical thinking, the use
of the body to solve problems or to make things,
an understanding of other individuals, and an
understanding of ourselves.

Harvard Graduate School of Education

Hobbs Professor of Cognition and Education
Co-Director of Project Zero
Boston University School of Medicine
Adjunct Prof. Of Neurology
Author of 16 books

Individuals should be encouraged to use their

preferred intelligences in learning.
Instructional activities should appeal to
different forms of intelligence.
Assessment of learning should measure
multiple forms of intelligence.

Intelligence has been associated with what

the individual can do in a new situation of
ever-increasing difficulty within a minimum
amount of time. It measures actual of
potential ability to perform selected tasks by
complex learning and thinking. Intelligence
also refers to variations in the ability to learn.

David Wechsler's definition of intelligence: It

is the global capacity to act purposefully, to
think rationally and to deal effectively with
the environment.
We can define intelligence operationally by
testing memory, reasoning and verbal
fluency.

IQ is both a reflection of prior educational

achievement and a predictor of subsequent
educational performance. It is also an
effective predictor of performance in many
occupations and other activities of adult life.
IQ can be expressed as a single score that
indicates the individual's general intellectual
ability.

IQ is not fixed and is susceptible to

modification by environmental interventions.
Special training programs and environmental
changes affect IQ.
IQ is an expression of an individual's ability
level at a given point in time, in relation to
age norms.
Stanford-Binet IQ score: Scores on
intelligence are generally reported in terms of
mental age.

IQ = mental age (MA) / chronological age

(CA) x 100
IQ reflects education, maturity and
experience. IQ gradually increases until about
the age of 40. When IQ declines, the possible
causes are: chronic illnesses, drinking
problems or un-stimulating lifestyles.

A test has to be reliable and valid. A test is

reliable if when taken repeatedly, yields
approximately the same score each time a
person takes it. A test is valid when it
measures what it claims to measure.
Intelligence tests are useful in selecting
children for special learning institutions.

In many companies, intelligence tests are

used as a preliminary screening instrument
for prospective employees.
Intelligence tests are also used in clinical
testing to identify the mentally retarded.

An alternative to the Stanford-Binet test is the

Wechsler Adult Intelligence Scale (WAIS III).
Performance intelligence is measured by
solving puzzles, assembling objects,
completing pictures and other non-verbal
tasks. Verbal intelligence is measured by
asnwering questions involving vocabulary,
general information, arithmetic and other
language symbol oriented tasks.

Aptitudes
An aptitude is a capacity for learning certain
abilities. Persons with mechanical, artistic or
musical aptitudes are likely to do well in
those areas.
IQs are generally not good predictors of real
world success. However, when scores are in
the gifted range, the likelihood of
outstanding achievement does seem to be
higher.

Intelligence Levels:
IQ level
Severe mental retardation Below 25 Incapable
of learning
Requires close supervision
(caregiver)
Moderate mental retardation 25-50 Incapable
of school learning
Mild mental retardation 50-70 Can complete
grade 3-4

Borderline defective 70-80

Low average 80-90
Normal or average 90-110
High average 110-120
Superior 120-130
Very superior 130-140
Genius 140 +

Familial retardation occurs mostly in poor

families where nutrition, intellectual
stimulation, medical care and emotional
support may be inadequate.
About 50% of mental retardation are related
to physical disorders including:
1. Phenylketonuria (caused by specific genes)
2. Chromosomal aberration

2.1 Down symdrome: results from flaws in

the parent's egg or sperm cells (not usually
hereditary)
2.2 Fragile x syndrome: this is sex-linked in
which boys are affected 1 out of 1200.
3. Infection, raditaion or toxic substances
during the prenatal period
4. Prenatal factors such as head injury or
oxygen deprivation resulting in
4.1 microcephaly (skull fails to grow and is
extremely small)

4.2 hydrocephaly (caused by a build up of

cerebrospinal fluid which damages the brain
and enlarges the head)
5. Poor nutrition, frequent pregnancies or
frequent absences of adult males in the
home.

Gifted children are those who possess an

untrained and spontaneously expressed
natural ability in at least one ability domain
significantly beyond that typically seen in
children of the same age.
"No one is paid to sit around being capable of
achievement. What you do is always more
important that what you should be able to
do." - Whimbey, 1980
Talents are most likely to blossom when
combined with support, encouragement,
education and support.

1. A tendency to seek out and identify with

other children and adults
2. An ability to absorb information rapidly
3. An early fascination with explanations and
problem solving
4. Talking in complete sentences as early as
2-3 years of age
5. An unusually good memory
6. Precocious talent in art, music or number
skills
7. An early interest in books
8. Showing kindness, understanding and
cooperation toward others

Gifted and talented children can show

diversity of personalities. The role of the
child's motivation and environment such as
family, school and peers may hinder the
realization of the child's abilities. Not all
gifted children are achievers.
Gifted learners are those who have abilities in
one or more subjects in the statutory school
curriculum.

Talented learners are those who have abilities

in art, design, music and performing arts
such as drama and dance.
Students who are gifted and have learning
disabilities are those who possess an
outstanding gift or talent and are capable of
high performance, but who also have a
learning disability that makes some aspect of
academic achievement difficult. These
learning disabilities include poor self-concept
and lack of motivation, children whose
exceptional abilities have never been
identified and sit around the classroom doing
ordinary course work well below their
potential.

Visual-Spatial - think in terms of physical space, as do architects and

sailors. Very aware of their environments. They like to draw, do jigsaw
puzzles, read maps, daydream. They can be taught through drawings, verbal
and physical imagery. Tools include models, graphics, charts, photographs,
drawings, 3-D modeling, video, videoconferencing, television, multimedia,
texts with pictures/charts/graphs.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon.

Keen sense of body awareness. They like movement, making things,
touching. They communicate well through body language and be taught
through physical activity, hands-on learning, acting out, role playing. Tools
include equipment and real objects.

Musical - show sensitivity to rhythm and sound. They love music, but
they are also sensitive to sounds in their environments. They may study
better with music in the background. They can be taught by turning
lessons into lyrics, speaking rhythmically, tapping out time. Tools
include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Interpersonal - understanding, interacting with others. These students

learn through interaction. They have many friends, empathy for others,
street smarts. They can be taught through group activities, seminars,
dialogues. Tools include the telephone, audio conferencing, time and
attention from the instructor, video conferencing, writing, computer
conferencing, E-mail.

Intrapersonal - understanding one's own interests, goals. These

learners tend to shy away from others. They're in tune with their
inner feelings; they have wisdom, intuition and motivation, as well
as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books,
creative materials, diaries, privacy and time. They are the most
independent of the learners.

Linguistic - using words effectively. These learners have highly

developed auditory skills and often think in words. They like
reading, playing word games, making up poetry or stories. They can
be taught by encouraging them to say and see words, read books
together. Tools include computers, games, multimedia, books, tape
recorders, and lecture.

Logical -Mathematical - reasoning, calculating. Think conceptually,

abstractly and are able to see and explore patterns and
relationships. They like to experiment, solve puzzles, ask cosmic
questions. They can be taught through logic games, investigations,
mysteries. They need to learn and form concepts before they can
deal with details.
Naturalist Learners- Recognizes and can name many different types
of trees, flowers, and plants.
Has an interest in and good knowledge of how the body works
and keeps abreast of health issues.
Is conscious of tracks, nests, and wildlife on a walk and can
read weather signs.
Has an understanding of, and interest in, the main global
environmental issues.