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Essay / Research Paper Abstract
This 14 page paper explains and provides an analysis of each of these three mental processes, including any criticisms about them. †he writer provides an example of how to use each with a topic for 13-14-year-olds and a different topic for 18-year-olds. Bibliography lists 16 sources.
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14 pages (~225 words per page)
File: ME12_PGmiqmcml.rtf
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citation methods listed below. Citation styles constantly change, and these examples may not contain the most recent updates.?? MULTIPLE INTELLIGENCES, METACOGNITION AND MORAL DEVELOPMENT Research compiled for
, , September 2010 properly! Introduction There are many different cognitive processes involved
in learning. We are all familiar with different learning styles but the theories discussed take this further. Gardners multiple intelligences provides insight into the cognitive orientations of students. It provides
insight for teachers to expand their approaches and curriculum. Teacher learn that metacognition and self-regulatory learning is essential for high performing students. It is possible to teach these skills to
students, which would likely improve their academic performance. Finally, moral reasoning is something that affects most aspects of teaching. Students make judgments of events according to their own moral code.
Multiple Intelligences In 1983, Howard Gardner introduced the idea that there were many different intelligences. He believed that intelligence is defined too narrowly. Howard defined intelligence as "the
human ability to solve problems or to make something that is valued in one or more cultures" (Guignon, 2010). He initially described seven intelligences or orientations and later added an
eight. They are Verbal/linguistic intelligence, Logical/mathematical intelligence, Visual/spatial intelligence, Bodily/kinesthetic intelligence, Musical/rhythmic intelligence, Interpersonal intelligence, Intrapersonal, and the eighth is Naturalistic intelligence (Guignon, 2010; Santrock, 2010). There is no
empirical evidence that these areas represent intelligence, not even by Gardners own definition of intelligence. There is also no empirical evidences that sup[ports using these eight domains to assess student
performance and abilities (The Roeper School, 2001). James Traub was one of the critics of Gardners multiple intelligences. He argued that we already know there are people who have
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