THEORY OF COGNITIVE CONSTRUCTIVISM, SOCIAL CONSTRUCTIVISM & MULTIPLE INTELLIGENCES

THEORY OF COGNITIVE CONSTRUCTIVISM, SOCIAL CONSTRUCTIVISM & MULTIPLE INTELLIGENCES

GENETIC EPISTEMOLOGY (JEAN PIAGET)

Piaget called his general theoretical frame work “genetic epistemology” because he was primarily interested in how knowledge developed in human organisms. There are four primary cognitive structures (development stages) according to Piaget – sensory motor, pre-operational, concrete operational, & formal operational stage. Cognitive structures change through the process of adaptation: happening as a result of a cycle of actions leading to mental operations. These are:

·         Disequilibration experienced by the learner while facing a challenging unfamiliar situation

·         Linking the new situation with already familiar ‘schemas’ (mental images) present in the cognitive structure of the learner, through the process of reversibility.

·         Assimilation resulting from the above linkage.

·         Accommodation by which the learner tolerates the newness of the situation & adjusts with it.

·         Equilibration on gaining backs the lost equilibrium & thus adaptation, by which the cognitive structure gets developed & organized. This cycle goes on continuing. Cognitive development consists of a constant effort to adapt to the environment in terms of assimilation & accommodation.

DISCOVERY LEARNING BY JEROME S BRUNER

Bruner proposed a theory of instruction quite different from earlier psychologists & the assumptions are:

1.       Learning is not simply a stimulus-response conditioning but a cognitive process. As a cognitive process it involves the three simultaneous acts:

-          Acquisition of new knowledge or information

-          Transformation of knowledge that one already possess and

-          Checking the pertinence & adequacy of knowledge one has.

2.       Curiosity is the basic instinct possessed by every individual

3.       Conceptualization or categorization is the first major step in the process of learning in which Bruner advocated the concept attainment model.

4.       The development of cognitive abilities of human beings is continuous process. The three development stages are”

-          The enactive stage: the child gets some aspects of reality by resorting to motor responses.

-          The iconic stage: the child is able to think about the objects or events through mental images.

-          The symbolic stage: the child is using symbols in place of images.

5.       Knowledge is important.

6.       The children should not be made to repeat, reproduce & present the ideas, concepts & principles but should be encouraged to learn on their own & discover things themselves. This is known as discovery learning.

SOCIAL DEVELOPMENTAL THEORY BY LEV VYGOTSKY

Vygotsky introduced the social aspects of learning into constructivism. According to him students solve problems beyond their actual developmental level (but within their level of potential development) under adult guidance or in collaboration with more peer.

·         Vygotsky’s work includes several key concepts, one of which is the Zone of Proximal Development (ZPD) which relates to the gap or difference between what the children can learn with the help of an adult or a more capable peer. This idea of assisting the learner is known as scaffolding.

·         When a child works unaided on a task or problem, that individual is said to be at their actual development level. Potential developmental level is the level of competence of a child can reach when he is guided & supported by another person.

·         Vygotsky’s model of human development has been termed as a socio cultural approach. For him, the individuals’ development is a result of his culture. Development in Vygotsky’s theory , applies mainly to mental development, such as thought, language & reasoning process.

·         These abilities where understood to develop through social interactions with others & therefore represented the shared knowledge of the culture. These abilities are developed through process internalization.

·         Internalization describes how children’s social activities developed to become mental activities. When children participate with parents, teachers & peers, they begin to internalize & processes new information.

THEORY OF MULTIPLE INTELLIGENCE – (HOWARD GRDNER)

Howard Gardner the American psychologist proposed a theory that sought to broaden the traditional definition of intelligence. He felt that the concept of intelligence, defined by mental tests, have not covered all of the ways humans can excel. Gardner argued that we do not have one underlying general intelligence, but instead have multiple intelligences each being controlled by an independent system in the brain. Gardner has identified eight intelligences. According to him each person has a unique profile of these intelligences, with strengths in some areas & weakens in others. The theory implies that traditional school education may neglect a large portion of human abilities and that students considered generally as slow learners, low achievers etc. by conventional academic measures might excel in other respects.

Multiple Intelligences

“An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.” -- Howard Gardner FRAMES OF MIND (1983)

1.       Verbal-Linguistic Intelligence (“word smart” or “book smart”)

2.       Mathematical-Logical Intelligence (“math smart” or “logic smart”)

3.       Visual-Spatial Intelligence (“art smart” or “picture smart”)

4.       Bodily-Kinesthetic Intelligence ("body smart" or "movement smart")

5.       Musical-Rhythmic Intelligence (“music smart” or “sound smart”)

6.       Interpersonal (“people smart” or “group smart”)

7.       Intrapersonal Intelligence (“self smart” or “introspection smart”)

8.       Naturalist Intelligence (“nature smart” or “environment smart”)

9.       Existentialistic Intelligence (“wonder smart”)

	intelligence type	description	typical roles
1	Linguistic (ability to use words & language)	words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning	writers, lawyers, journalists, speakers, trainers, copy-writers, english teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes
2	Logical-Mathematical (ability to use reason, logic & numbers)	logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result	scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors
3	Musical (ability to produce & appreciate music)	musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling	musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches
4	Bodily-Kinesthetic (ability to control body movements & handle objects skillfully)	body movement control, manual dexterity, physical agility and balance; eye and body coordination	dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers
5	Spatial-Visual (ability to perceive the visual)	visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect	artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants
6	Interpersonal (ability to relate & understand others)	perception of other people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people	therapists, HR professionals, mediators, leaders, counsellors, politicians, educators, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors.
7	Intrapersonal (ability to self reflect & be aware of one’s inner state of being)	self-awareness, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change	Entrepreneur, consultant, counselor, creative writer, guru, leadership trainer, philosopher, psychologist, spiritual counselor, sage, writer.
8	Naturalistic (ability to understanding the world of plants & animals, noticing their characteristics & categorizing them)	Natural environment Notices  patterns & things from nature easily, has keen senses & observes & remembers things from his environment & surroundings, likes animals & likes to know & remember things about them, really appreciates being outside & doing things like camping, hiking or climbing, makes keen observations about natural changes, interconnections &patterns.	Environmentalist, taxonomist, biologist, meteorologist, paleontologist, zookeeper, animal handler, veterinarian, astronomer, anthropologist.
9	Existential (Religion & ultimate issues)	Individuals, who like & enjoy thinking, & questioning, & are curious about life, death & ultimate realities. The ability to be sensitive to, or have the capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as meaning of life, why are we born, why do we die, what is consciousness, or how did we get here.
10	Moral	ethics, humanity, value of life

IMPLEMENTING GARDNER’S THEORY IN THE CLASSROOM

·         It’s very important that a teacher take individual differences among kids very seriously. The bottom line is a deep interest in children & how their minds are different from one another, & help & in helping them use their minds well.

Approaches to curriculum change:

·         Lesson design – this might involve team teaching, using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach & learn certain topics.

·         Interdisciplinary units – secondary schools often include interdisciplinary units.

·         Student projects – students can learn to ‘initiate & manage complex projects’ when they are creating student projects.

·         With an understanding of gardners theory of multiple intelligences, teachers, school administers, & parents can better understand the learners in their midst.

·         They can allow students to safely explore & learn in many ways and they can help students direct their own learning.

·         Adults can help students understand & appreciate their strengths and identify real world activities that will stimulate more learning. 

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