The only issue is that the test questions may not have the same meaning in every culture, so it would be hard to measure intelligence of multiple cultures within the same test. A culturally direct definition of intelligence needs to understand the theories behind intelligence testing and if the testing itself is effective. Howard Gardner Theory of Intelligence Howard Gardner developed a theory of multiple intelligences to show that human intelligence is not a 100% accurate description of a person’s abilities. This theory shows how traditional views of intelligence are too limited. In that, he described eight different ideas for intelligence; visual-spatial, verbal-linguistic, bodily-kinesthetic, logical-mathematical, interpersonal, musical, intra personal, and naturalistic intelligence.
There are several reasons to have good flexibility is important to all athletes, not just for gymnasts or wrestling. Flexibility simply says it is the range of motion in a particular set of joints. Flexibility can be in just one single joint such as the wrist or elbow or can be in a set of joints such as the vertebrae in the back and the neck. Flexibility can cause injuries if an athlete is too flexible also it can cause in injury if an athlete is not flexible enough. Also, there are preferred warm-ups that should be done instead of stretching that will allow the body to get warmed up instead of over stretching the main muscles being used (Arnheim, 2005).
• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
Vygotsky believed that the history of the child and the history of the child’s culture needed to be understood because it overrides the cognitive schema process that Piaget described. Piaget and Vygotsky had many contrasting views which included Piaget believing that cognitive changes precede linguistic advances, unlike Vygotsky who proposed that language allowed the child a far greater freedom of thought and lead to further cognitive development. Piaget believed in the development of thinking and that language moved from individual too social. However, Vygotsky believed that
Holt states that learning from school teachers takes away one’s individuality and teaches children that if you don’t learn things their way, then you won’t learn it at all. I don’t believe Holt’s views on school systems is correct and I think they help provide a more stable education for children. Holt, a former school teacher and education theorist, believes that homeschooling benefits children more so than going to public schools. His views from this essay go hand-in-hand with many of his other essays. In True Learning, an excerpt from Holt’s The Underachieving Schools book, he is consistent with his belief that public schools often teach kids how to be lazy and how they will only remember the information that interests them, and nothing else.
So, If a child is in a social group deprived of these factors he could underachieve. One example of cultural deprivation is parental interest. This is argued by sociologist JWB Douglas. Douglas argued that the most important factor affecting a child's attainment was parental interest in the child’s education. This is because if the parents lacks this they wouldn't be able to encourage and help their child with their studies in the same way others do.
ACADEMIC DEFICITS Achievement and prestige are basic human needs. School is the likeliest place to experience these, yet students with academic deficits learn the opposite of these in the most cruel ways, in the very place where they should learn about SUCCESS. What is Academic Deficit? The term is used to cover a wide range of learning difficulties that may or may not result in discrepancies between intelligence and achievement. Learning disorder is not a disease.
Similar to other progressive education movements, both Froebel and Montessori wanted to provide “real-life situations in which children can formulate and test their own hypothesis in solving problems” (p. 276). Despite their similarities, the two methods had some major differences in the way they approached the educational setting and how to teach children. For example, while both Froebelian and Montessori theories agreed that there should be a structure, Froebelians considered the Montessori method too structured and rigid because it restricted the child’s freedom to experiment (Gutek, p. 273). Froebelians also criticized the Montessori method for not encouraging enough socialization between the students (p. 275). Conversely, the Montessori camp believed that the Froebelian method over sentimentalized education in young children and relied too heavily on myths, fables and stories.
The internationalist view differs from the Marxist and the Functionalist views firstly because of the idea of meritocracy. Meritocracy is a Functionalist view that society and those social positions are achieved by individual merit such as their educational qualifications. But an interactionist view would be that this theory ignores the activities outside of school and that things happen outside of school which could affect the child’s social position. Furthermore, interactionalists argue that it is a person’s self-concept, their view of themselves that define who they are; not their qualifications. Marxists and Functionalists believe that schools play a role in legitimizing social inequality but an Interactionist believes there is more to school than that.
The "Theory of Multiple Intelligences," as introduced by Howard Gardner in which argued that the traditional educational model favored verbal and mathematical intelligences, but that every person possessed several types of intelligence, some stronger than others, and that teachers should expand their teaching techniques and content to draw upon these multiple intelligences (Douglas, 2004). The researcher’s had chosen the topic as they had observed in classroom, they noticed that students’ intellectual capacity and interests in learning varies because it’s varied. Individuals are unique and it is a common fact. Moreover, we want to determine what intelligence is dominant among our students. MI has been introduced but not all teachers cater the needs of the students in our campus.