UNIT 12 Intelligence and Facilitating Complex Thinking - EDU 116 - Development of the Young Child - Textbook - LibGuides at Hostos Community College Library

Module 1: Learning and Intelligence

Objectives: Students will be able to describe cognition and distinguish concepts.

What is Cognition?
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet, you don’t notice most of your brain’s activity as you move throughout your daily routine.

Module 2: Video, The Growth of Knowledge

Objectives: Students will be able to discuss the growth of knowledge in children.

How does our knowledge grow? It turns out there are some different ideas about that. Schemas, Four-Stage Theory of Cognitive Development, and Vygotsky’s Theory of Scaffolding all play different roles but the basic idea is that children think about things very differently than adults.

Click on the video below or this link https://youtu.be/8nz2dtv--ok for the assigned media:

Module 3: Critical Thinking

Objective: 1) Students will be able to explain how to develop critical thinking skills, and 2) Students will be able to describe the concept of metacognition and its impact on critical thinking skills.

Critical Thinking
Critical thinking requires skill at analyzing the reliability and validity of information, as well as the attitude or disposition to do so. The skill and attitude may be displayed with regard to a particular subject matter or topic, but in principle it can occur in any realm of knowledge.

Module 4: Creative Thinking

Objective: Students will be able to distinguish between creative thinking and divergent thinking.

Creative Thinking
Creativity is the ability to make or do something new that is also useful or valued by others (Gardner, 1993). The “something” can be an object (like an essay or painting), a skill (like playing an instrument), or an action (like using a familiar tool in a new way).

Module 5: Problem-Solving

Objectives: 1) Students will be able to define algorithm and describe problem solving strategies, and 2) Students will be able to explain some common roadblocks to effective problem solving.

Problem-Solving
Somewhat less open-ended than creative thinking is problem solving, the analysis and solution of tasks or situations that are complex or ambiguous and that pose difficulties or obstacles of some kind

Module 6: Stimulate Complex Thinking

Objective: Students will be able to discuss effective strategies to stimulate complex thinking.

Broad Instructional Strategies
Because the forms of thinking just described—critical thinking, creativity and problem solving—are broad and important educationally, it is not surprising that educators have identified strategies to encourage their development.

Module 7: Learning Styles

Objective: Students will be able to identify several learning styles and discuss how to help children learn.

Individual Styles of Learning and Thinking
All of us, including our students, have preferred ways of learning. Teachers often refer to these differences as learning styles, though this term may imply that students are more consistent across situations than is really the case.

Module 8: Gardner's Theory of Multiple Ingettligence & Sternberg's Triarchic Theory

Objective: Students will be able to distinguish between Gardner's Theory of Multiple Intelligence and Sternberg's Triarchic Theory.

Multiple Intelligences
For nearly a century, educators and psychologists have debated the nature of intelligence, and more specifically whether intelligence is just one broad ability or can take more than one form. Many classical definitions of the concept have tended to define intelligence as a single broad ability that allows a person to solve or complete many sorts of tasks, or at least many academic tasks like reading, knowledge of vocabulary, and the solving of logical problems

Module 9: Measuring Intelligence

Objective: Students will be able to explain how intelligence tests are developed.

Measures of Intelligence
While you’re likely familiar with the term “IQ” and associate it with the idea of intelligence, what does IQ really mean? IQ stands for intelligence quotient and describes a score earned on a test designed to measure intelligence.

Module 10: The Source of Intelligence

Objective: Students will be able to describe how genetics and environment affect intelligence.

Source of Intelligence
Where does high intelligence come from? Some researchers believe that intelligence is a trait inherited from a person’s parents. Scientists who research this topic typically use twin studies to determine the heritability of intelligence.

Attributions

What is Cognition? Psychology. Authored by: OpenStax College. Located at: http://cnx.org/contents/4abf04bf-93a0-45c3-9cbc-2cefd46e68cc@4.100:1/Psychology. License: CC BY: Attribution. License Terms: Download for free at http://cnx.org/content/col11629/latest/.

The Growth of Knowledge: Crash Course Psychology #18. Authored by: CrashCourse. Located at: https://youtu.be/8nz2dtv--ok License: Other. License Terms: Standard YouTube license.

Critical Thinking, Unit 12: Intelligence and Facilitating Complex Thinking, Child Development. Authored by:Kelvin Seifert and Rosemary Sutton. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/atd-hostos-childdevelopment/chapter/critical-thinking/License: CC BY 4.0

Creative Thinking, Unit 12: Intelligence and Facilitating Complex Thinking, Child Development. Authored by: Kelvin Seifert and Rosemary Sutton. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/atd-hostos-childdevelopment/chapter/creative-thinking License: CC BY 4.0

Problem-Solving, Unit 12: Intelligence and Facilitating Complex Thinking, Child Development. Authored by: Kelvin Seifert and Rosemary Sutton. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/atd-hostos-childdevelopment/chapter/problem-solving/ License: CC BY 4.0

Broad Instructional Strategies, Unit 12: Intelligence and Facilitating Complex Thinking, Child Development. Authored by: Kelvin Seifert and Rosemary Sutton. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/atd-hostos-childdevelopment/chapter/broad-instructional-strategies-that-stimulate-complex-thinking/ License: CC BY 4.0

Individual Styles of Learning and Thinking, Unit 12: Intelligence and Facilitating Complex Thinking, Child Development. Authored by: Kelvin Seifert and Rosemary Sutton. Provided by: Lumen Learning. Located at: href="https://courses.lumenlearning.com/atd-hostos-childdevelopment/chapter/individual-styles-of-learning-and-thinking License: CC BY 4.0

Multiple Intelligences, Unit 12: Intelligence and Facilitating Complex Thinking, Child Development. Authored by: Kelvin Seifert and Rosemary Sutton. Provided by: Lumen Learning. Located at: https://courses.lumenlearning.com/atd-hostos-childdevelopment/chapter/multiple-intelligences/ License: CC BY 4.0

Measures of Intelligence, Psychology. Authored by: OpenStax College. Located at: http://cnx.org/contents/4abf04bf-93a0-45c3-9cbc-2cefd46e68cc@4.100:1/Psychology License: CC BY: Attribution. License Terms: Download for free at http://cnx.org/content/col11629/latest/.

Source of Intelligence, Psychology. Authored by: OpenStax College. Located at: http://cnx.org/contents/4abf04bf-93a0-45c3-9cbc-2cefd46e68cc@4.100:1/Psychology License: CC BY: Attribution. License Terms: Download for free at http://cnx.org/content/col11629/latest/

EDU 116 - Development of the Young Child - Textbook

Attribution & Licensing

EDU 116 Child Development