Module 8 Answer Sheets:
I. intelligence ability Self rating
1. 3
2. 4
3. 4
4. 4
5. 5 1. I’m good at selling a product being interpersonal
that’s why I wanted to be a business woman
6. 4
someday to build my store and so that I can earn
7. 5
money easily.
8. 5
II. Discuss one theory of intelligence which
you consider very important for teachers to
know about and understand. Go by the
guide questions.
1. Learning design should be based on learning theories because theories provide a basis to understand
how people learn and a way to explain, describe, analyze, and predict learning. In that sense, a theory
helps us make more informed decisions around the design, development and delivery of learning. In the
theory of intelligence which is intrapersonal it is important to teacher to understand because it will help
them to know more their students and what should be need to provide learn the students in such a way
the students know their skills.
2. Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction,
selection of course activities, and related assessment strategies. Gardner points out that everyone has
strengths and weaknesses in various intelligences, which is why educators should decide how best to
present course material given the subject-matter and individual class of students. Indeed, instruction
designed to help students learn material in multiple ways can trigger their confidence to develop areas
in which they are not as strong. In the end, students’ learning is enhanced when instruction includes a
range of meaningful and appropriate methods, activities, and assessments.
III.
1. In order to capture the full range of abilities and talents that people possess, Gardner theorizes that
people do not have just an intellectual capacity, but have many kinds of intelligence, including musical,
interpersonal, spatial-visual, and linguistic intelligences.
2. One of the most significant results of the theory of multiple intelligences is how it has provided eight
different potential pathways to learning. Words (linguistic intelligence), Numbers or logic (logical-
mathematical intelligence), Pictures (spatial intelligence), Music (musical intelligence), Self-reflection
(intrapersonal intelligence), A physical experience (bodily-kinesthetic intelligence), A social experience
(interpersonal intelligence), An experience in the natural world (naturalist intelligence).
3. In creating a team of students to do a particular project, a teacher may select a team whose collective
"highest" talents encompass most of the eight areas of intelligence identified by Gardner. The teacher
may encourage a team to divide up specific tasks in line with specific high levels of talents found on a
team. Alternatively, a teacher may encourage or require that team members not be allowed to work in
their areas of highest ability in order to encourage their development of knowledge and skills in other
areas. Sternberg does not focus on specific components of intelligence that are aligned with various
academic disciplines. He is far more concerned with helping people develop components of intelligence
that will help them to perform well in whatever they chose to do.
IV. Direction: This Part helps you to know if after going through the chapter; you are able to analyze
concepts of individual differences according to the different theories of intelligence.
1. Indicator analysis is a structured analytic technique used in intelligence analysis. It uses historical data
to expose trends and identify upcoming major shifts in a subject area, helping the analyst provide
evidence-based forecasts with reduced cognitive bias.
2. Gardner's theory of multiple intelligences contrasts to Sternberg's because Gardner believes that the
8 types of intelligences he defined were different enough to be classified as their own types of
intelligences. Sternberg argues that one capacity for intelligence exists, but it is made up of three
distinct elements.
V.
intelligence as one trait Intelligence a multi traits
genetic Musical
and environmental factors Interpersonal
spatial-visual
and linguistic intelligences.
