Name: Liriolyn B.

Pacursa
Date Submitted: May 2021
Name of Activity: 2nd Assignment

Activity 2

Differences of Creative Intelligence and Practical Intelligence

Indeed, c lassroom instruction most especially in language class often

overlooks the importance of encouraging and explicitly teaching students to think
creatively. Yet for me, classroom learning offers an ideal opportunity for students to
master content knowledge and to creatively apply that knowledge, which is a skill that
is vital for success in any learning Pedagogy.

There are two types of intelligence that we can use to solve a problem. First is
the Creative intelligence. In work with creative intelligence problems, Mackey, A., &
Gass, S. M. (2005) stated that, people are frequently creative in some domains, but not
in others. Creative intelligence involves going beyond what is given to generate
something. Despite the importance of both content knowledge and creative thinking
for educational and professional achievement, classroom instruction often provides
few opportunities for students to think creatively. Nevertheless, creative thinking and
problem solving can be built into instruction in many ways. For example, teachers can
encourage students to seek out new connections between disparate ideas or ask
students to offer multiple and varied solutions to complex problems. If the ability to be
creative is indeed vital for students’ future success, teachers must explicitly foster and
teach creativity in school (e.g., Robinson, 2001). On this view, creativity training
should be a key component of primary and secondary education. Creativity training
only makes sense, however, if we assume that everyone can think creatively, and that
creativity can be influenced.

Fortunately, many researchers have argued and, in some cases, demonstrated

empirically – that every individual possesses the ability to think creatively, at least
within particular contexts (e.g., Amabile, 1996, Kaufman and Beghetto, 2009).
Further, research has shown that creative thinking is influenced by various
circumstances, including whether work is collaborative and the extent to which
individuals are motivated to solve a problem (e.g., Brophy, 2006). These findings
support the idea that creativity is pliable, and that creative thinking can and should
be taught in some way (e.g., DeHaan, 2009).

From this point of views, we can say that creative students have a better
understanding of their personalities and, even with the fact that this is not necessarily
visible, they have the ability to focus on things that they actually know have a positive
influence on them. These students are able to change other people's opinions by
providing new and intriguing theories with regard to matters that were generally
believed to be limited.

Meanwhile, Practical intelligence is formally defined as the ability that

individuals use to find an optimal fit between themselves and the demands of the
environment through their adapting to their environment, shaping (or modifying) their
environment, or selecting a new environment in the pursuit of personally-valued goals
(Sternberg, 1985, 1997, 1999b). Practical intelligence represents one of several
concepts that have received increasing attention in recent years as an alternative to
traditional views of intelligence. The traditional view (Brand, 1996; Jensen, 1998; Ree
& Earle, 1993; Schmidt & Hunter, 1998; Spearman 1927) proposes that many of the
competencies needed for success can be viewed as associated with one general
intelligence (or ability) factor. A number of researchers have argued that g presents a
restricted view of the abilities individuals need to succeed in everyday life, and have
proposed broader perspectives that include concepts like interpersonal and
intrapersonal intelligence (Gardner, 1983, 1993, 1999), emotional intelligence
(Goleman, 1995; Mayer, Salovey, & Caruso, 2000), and creative and practical
intelligence (Sternberg, 1985, 1997, 1999b).

In addition, Practical intelligence underlies the acquisition and utilization of

tacit knowledge. emerged from concerns that traditional intelligence tests measure
abilities associated primarily with academic rather than practical tasks (see Berg,
2000; Ceci &Roazzi, 1994; Sternberg & Wagner, 1986; Wagner, 2000). In other words,
the types of problems found in the language classes on most intelligence, tests often
differ in many ways from the types of problems found in everyday life. Building on a
distinction made by Neisser (1976), Sternberg and his colleagues (Sternberg, 1985,
1997; Wagner & Sternberg, 1986) have identified several characteristics that
distinguish academic from practical problems. Academic problems tend to be (a)
formulated by others, (b) well-defined, (c) complete in the information they provide, (d)
characterized by having only one correct answer, (e) characterized by having only one
method of obtaining the correct answer, (f) disembodied from ordinary experience, and
(g) of little or no intrinsic interest. Practical problems, on the other hand, tend to be (a)
unformulated or in need of reformulation, (b) of personal interest, (c) lacking in
information necessary for solution, (d) related to everyday experience, (e) poorly
defined, (f) characterized by multiple “correct” solutions, each with liabilities as well as
assets, and (g) characterized by multiple methods for selecting a problem solution.
Given the differences academic and practical problems, it is no surprise that people
who are adept at solving one kind of problem may well not be adept at solving
problems of the other kind. Research on practical problem solving provides evidence in
support of this distinction (e.g., Cornelius & Caspi, 1987; Denney, 1989). These
studies have shown consistently that individuals who perform well on various non-
academic tasks do not necessarily perform well on comparable assessments in an
academic context.

To synthesize, Practical Intelligence is the ability that individuals use to find the
best fit between themselves and the demands of the environment it also involves
individuals applying their abilities to the kinds of problems that confront them in daily
life, such as on the job or in the home. Sternberg and his colleagues have found that
practical intelligence, as embodied in tacit knowledge, increases with experience, but
that it is how one profits, or learns, from experience, rather than experience per se,
that results in increases in scores. Some people can work at a job for years and
acquire relatively little practical intelligence most importantly.
 DO THE ROLES OF HEREDITY AND ENVIRONMENT AFFECT INTELLECTUAL
DEVELOPMENT?

The influence of both genetic and environmental contributions to intelligence

has been widely investigated by different sociologists and psychologists. Their
conclusions reveal that intelligence is the product of heredity and the environment
(Mangal, 1998).
Kundu and Tutoo (1998: 294) state that intelligence is, "the capacity for solving
practical problems of life, it is not just intellectual activities of perceiving, thinking,
remembering and observing. It is the ability to put intellect to use". We can thus
deduce that the nature and nature of intelligence is influenced by both genetic and
environmental contributions.
Intelligence is genetic and manifests itself in many forms. These include:
Verbal Linguistics intelligence, which is good reading and writing skill; Bodily
Kinesthetic intelligence, which is psychomotor skills like sports and dancing; Logical
Methamatical intelligence, which is logical, abstractive, deductive and inductive
reasoning; Naturalistic intelligence, which is sensitivity to nature and its welfare;
Intrapersonal intelligence, which is perfectionism. Most people with this form of
intelligence make good theologians and philosophers; Spatial intelligence, which is,
good visual memory and spatial memory and the last form to highlight is, Musical
intelligence, which is good rhythm and music skills (Mwambwa, 2011). These are
determined and stifled or nurtured by the influence of both genetic and environmental
contributions respectively. Genetics is the study of genes that harbor inherited
characteristics (Farrant, 1980). Characteristics such as, intelligence are resident in
genes. Intelligence may be seen as a person's genetic ability to comprehend and apply
cognitive capabilities to environmental or life's situations. Atkinson (1983:156-157)
claims that, “a child may have an ability to walk in the sense that his muscles have
now reached the required strength; he has a good sense of balance and so forth. But if
he is not faced with an example of walking, he might not learn to do it”. So genetic
characteristics are influenced by the environment.
In addition, Mwamba (2011) also suggests that, " intelligence is the ability to
learn about, learn from, understand, and interact with one's environment". This is
certainly a fact, because the things that a child will learn in his lifetime will depend on
his genetic traits which are developed in interaction with the environment.
Nevertheless, the experiences in the environment cannot change the nature of
intelligence, it can alter only its field and scope. Vertically it remains the same.
Horizontally it changes. The environment provides opportunities for the development
of intelligence that genetics dictates.
And this is true since it influences are hereditary as seen in traits such as,
different forms and levels of intelligence inherited from parents. The environment is
the physical and social surrounding in which people abide. A person's genetic
capabilities are realised in interaction with the environment, so intellectual
development is limited, but not completely defined by genotype (Artkinson, 1983). It is
clear that a person's genetics determine their intelligence, but the environment
provides the opportunity and or limitation for development and so both play a
complementary role in contributing to intelligence. For example, a person might
inherit the genes of a genius, but how much of a genius they will become will depend
on environmental factors such as: nutrition and health (Kraus, 2012). Genetics
determines the inherent aspects of intelligence, while the environment influences its
development.
A high socioeconomic environment will provide the necessary intellectual
stimulation to unlock genetic potentials and increase the likelihood of high intellectual
performance, on the other hand a low socioeconomic environment is impoverished and
lacks the necessary stimuli for unlocking genetic potentials (Kraus, 2012) . This would
be evident in the different intellectual capabilities that identical twins may exhibit if
they were raised in two different socioeconomic conditions. The one from a high
socioeconomic environment will most likely exhibit high intellectual capabilities as
compared to the one from a low socioeconomic environment (Mwamwenda, 1995).
Mwamwenda (1992:281) further asserts that, "heredity sets the potential, while
environment determines the extent to which it is fulfilled". Intelligence can surely be
seen as hereditary while, the environment influences how far and wide it will develop
or fail.
Meanwhile, the environment will determine whether a person will live up to their
genetic intelligence or not. Derville (1966:117) supports this and claims that: Heredity
refers to the characteristics which the child inherits from the parents. The
Environment means the surrounding; it includes not only the place in which the child
lives, but also the people with whom he comes in contact. The environment cannot
alter the limits imposed by heredity. A good environment will enable the individual to
reach these limits. A poor one will prevent him from doing so.

Furthermore, genetics determines the level of intelligence. The nurturing of it is

facilitated by the environment, which includes: the physical surrounding such as
materials, and the people with whom they interact.

SYNTHESIS

The implication is that the background of learners has an effect on their

learning and must be considered in teaching and learning most especially in the
language teaching. Thus, educators must apply strategies that will enhance learners'
effective learning by considering their diverse backgrounds.

Lastly, trans missional teaching in which the language teacher takes should
allows little of the learners' input and participation must not be encouraged as it
deprives learners of the opportunity to develop their intellect.

MULTIPLE OF INTELLIGENCES

When we think about our lives, we face various learning experiences. Some of
these experiences have had a better impact than others. This may be due to different
intelligence and learning styles of different people. People learning style is a way to get
environmental information. As a teacher, we are responsible for understanding these
styles, so we can contact each student and use all the necessary methods. Howard
Gardner, a professor at Harvard University, introduced his theory of multiple
intelligence in 1983. Multiple intelligence is a theory about the brain that humans
cannot change and are born with a single intelligence that can be measured by
psychologists.
Since, understanding these intellects helps us design our classrooms and
courses in such a way that we appeal to all students. Sometimes it solves the problem
of disciplinary action by contacting students in various ways. It is more meaningful
and fun for them. As a teacher we can include all the information in the course to
adapt to the various learning styles of all the students and think that students'
performance will improve by reaching each student's intelligence. This means that the
student holds more important information. Furthermore, learning style can also help
them to enter more appropriate career direction. As a teacher you can also learn your
own personal learning

By doing simple things in the classroom, the we teachers can adapt to each
learning style in various ways. As an example of this, there is a seat arrangement that
always changes according to the style of each student. The style of understanding and
learning may be one of the most important things to learn from the students at the
beginning of their study. There are several tests that will help solve this problem, but
it is important to know each style. It is also important that we understand our
learning information as a language teacher. This will allow us to understand which
method is best suited to absorb important information in our teachings. Multiple
intelligence is an important part of the teacher's curriculum and is especially
necessary in the diversity of changing schools.
To discuss more about the Multiple Intelligence, let me discussed the proposed
theory of Howard Gardner in 1983 as an intelligence model to distinguish intelligence
into specific (mainly sensory) models, not as a single general ability. Gardner has a
wide range of cognitive abilities and believes that the correlation between them is very
weak. For example, this theory predicts children learning to grow.
In connection to this, he described nine different intelligences based on the
above criteria: logical – mathematical (number smart), verbal-linguistic (word smart),
bodily-kinesthetic (body smart), musical-rhythmic (music smart), interpersonal (people
smart), visual-spatial (picture smart), intrapersonal (self-smart), the naturalist (nature
smart), existential. Each intelligence type is described below: 1. Verbal – linguistic
Intelligence: Gardner (1993) explained this intelligence as sensitivity to the written and
spoken language. This intelligence is mainly concerned with the ability to comprehend
and compose language efficaciously both orally and in writing. Poets, writers,
linguists, journalists, language teachers, etc. are the example of people who have the
verbal-linguistic intelligence. 2. Logical/mathematical intelligence: This intelligence is
the ability to calculate and comprehend situations or conditions systematically and
logically. Students who have this type of intelligence are good at exploring patterns
and relationships, problem solving, and reasoning (Gardner, 1999). This intelligence
type can be connected with deductive reasoning. People who work in the scientific and
mathematical fields are supposed to have this type of intelligence. 3. Visual/Spatial
intelligence: This type of intelligence is described as the ability of perceiving, modifying
and creating images. Artists, designers, architects, sculptors have highly this type of
intelligence. 4. Musical intelligence: This type of intelligence is the ability to identify
pitch, rhythm, and emotional side of sound. It is exemplified by musicians, singers,
composers, and people who are interested in music. 5. Bodily/kinesthetic intelligence:
This type of intelligence refers to use the body for expression. It is also described as
the potential of using the body and its parts in mastering problems or creation of
products. Athletes, professional dancers, mechanics, physical education instructors
are in this group. 6. Intrapersonal intelligence: This intelligence requires the ability to
have self-knowledge and recognize people’s similarities and differences among them.
Gardner (1999) adds that it involves the ability to understand yourself, and to
interpret and appreciate your own feelings, emotions, desires, strengths, and
motivations. 7. Interpersonal intelligence: This intelligence suggests the ability to
identify, comprehend and appreciate the emotions, intentions, motivations, desires,
and beliefs of other people.
Furthermore, teachers, therapists, salespersons, political leaders have high
interpersonal intelligence. In Teele’s (2000) view, interpersonal intelligent people are
friendly and participate in social activities. These people prefer cooperative learning,
exchanging information, and studying in groups. 8. Naturalistic intelligence: This type
of intelligence is the ability to identify and classify the natural world around people.
Teele (2000) states that these people live in harmony with the nature. Some
occupations need a well-developed form of this intelligence, like astronomers,
biologists, and zoologists. Gardner added this intelligence as the eighth one, after the
first publication of the model. 9. Existential intelligence: This intelligence suggests the
ability to question about the existence of human, death, the meaning of life and the
reason for existence (Armstrong, 2009). It was added the list in 1999 by Gardner.
Language teachers are expected to consider multiple intelligences types of learners
and plan, design activities from which all types of learners can benefit. If teachers
understand there are different intelligences types in their classes, they can effectively
carry out their lessons involving in all students, not just those who read and write or
calculate well. When it comes to the learning style, it is described by MacKeracher
(2004, pp.71) as “the characteristic of cognitive, affective, social, and physiological
behaviors that serve as relatively stable indicators of how learners perceive, interact
with, and respond to the learning environment”. Brown (2000) explains learning styles
as the way in which people comprehend and process information in learning
situations. He mainly identifies six main learning styles; visual learning, auditory
learning, kinesthetic learning, tactile learning, group learning, and individual learning:
the characteristic of different learner types are listed below: 1. Visual learners: Visual
learners learn best in images. They are careful about teachers’ body language, and are
able to understand the situations, or conditions. They prefer sitting in front of the
class. 2. Auditory learners: Auditory learners prefer processing information through
listening and interpreting via pitch, emphasis, and speed. These learners favor reading
aloud in the classroom. 3. Kinesthetic learners: These individuals discover information
through active “hands-on” approach. They gain knowledge from interaction with the
physical world. They have difficulty in focusing on the situation. 4. Tactile learners:
This type of learners learns best by using their hands. They prefer touching things to
learn about them. They often underline what they read, take notes during listening,
and keep their hands busy in other ways. 5. Individual learners: When people like
their privacy and are independent, and introspective, they are probably individual
learners. Learners with individual preference often can focus on the issues well, be
aware of their own thinking, and analyze in a different way what they think and feel.
6. Group learners: These individuals are good at communicating well with people, both
verbally and non-verbally. They prefer mentoring and counseling others. A number of
researchers have investigated the relationship between learning styles and multiple
intelligences and their role in second and foreign language learning and many
researchers have also worked on the role of individuals’ learning styles in foreign
language learning. Identifying each person’s learning styles and multiple intelligence
types are crucial

Synthesis:

By doing simple things in the classroom, every language teacher should adapt
to each learning styles of their students in various ways. As an example of this, there
is a seat arrangement that always changes according to the style of each student. The
style of understanding and learning may be one of the most important things to learn
from the students at the beginning of each grade. There are several tests that will help
solve this problem, but it is important to know each style. It is also important that we
understand our learning information. This will allow us to understand which method
is best suited to absorb important information in our teachings. Multiple intelligence
is an important not only for Language Teachers but all the teacher's curriculum and is
especially necessary in the diversity of changing schools most especially in this time of
pandemic that we utilized Blended Learning Curriculum.

References:

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Brown, H. D. (2000). Principles of language teaching and learning, (4th ed.). White
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Cheng, M. H., & Banya, K. (1998). Bridging the gap between teaching and learning
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Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Spain: Oxford.

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