Pedagogy

I. Multiple Intelligence

A. Full description of multiple intelligence and its parts

The multiple intelligence theory, as conceptualized by Gardner, pertains to the presence of eight distinct intelligences that may be triggered depending upon the situation as well as the cultural context of an individual the eight intelligences, which may be considered as the core parts of such a theory, include the following intelligences   linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Viens and Kallenbach, 2004). In this sense, the theory considers the possibility that intelligence is not merely limited to a certain aspect, and may in fact be applied differently according to the needs as well as capabilities of the individual.

B. How is it different from the psychometric approach (IQ test)

In contrast to the IQ test or the psychometric approach, the multiple intelligences theory takes into account the aspects of intelligence that one may not easily measure through numerical approaches (Viens and Kallenbach, 2004). Of course, taking into consideration the multiple facets of intelligence as emphasized through the theory, then such measures which are applied to characterize intelligence as a whole would be invalidated if such a theory is applied. In addition, it is also evident that the psychometric approach only considers intelligence through a generalized or a singular sense (Viens and Kallenbach, 2004).

C. Your evaluation of the contemporary theory and its use

Of course, the multiple intelligence theory would be a most fair and appropriate basis for evaluation of students throughout educational facilities for it takes into account the differences and possible specializations of each child. To further expound, IQ tests may actually be considered as an unfair measure for the assessment of the relative skill of students. The multiple intelligence theory on the other hand, differentiates students but does not discriminate since in essence it categorizes the students according to the key intelligence expressed which may in fact be more appropriately termed as talent. The problem with such though is that due to the lack of a quantitative aspect, analysis may be affected by biases.    

II. Zone of Proximal Development

A. Describe the zone of proximal developments concept or idea to show your understanding
     of it (Be detailed and specific)

The zone of proximal development is a concept that pertains to the idea that both external and social experiences contribute to the formative development of the mental aspects and processes of a child (Wood, 2003). In relation to such, such a concept emphasizes that learning does not occur throughout a single process or source. As a matter of fact, Vygotsky, the individual who coined such a concept, highlights the fact that a learning process occurs through the improvement of both task specific skills and reasoning in general (Wood, 2003). In this sense, specific notions regarding the role of assisted and unassisted learning may be developed. For one, although in part the concept of the zone of promixal development emphasizes the significance of assistance given by adults towards children throughout their activities in terms of proper guidance and keeping the goal in mind (Wood, 2003), the concept also points out the occurrence of an internal learning process, regarding the improvement of mental processes, is positively affected through such pursuits.

B. Describe how you will specifically apply what you learned (the specific idea you
     described) in your future (future courses, career, or life in general)

Given that one of most important points that one may gain an understanding of through the assessment of the concept of the zone of proximal development, is that the act of adult guidance furthers internal learning processes of a child as well. Then, in future events wherein a chance to teach or to simply take care of a child I would apply keep in mind the importance of providing proper guidance. In this sense, in every activity I would place emphasis and effort on explaining the general concept of the activity as well as the rationale behind each component or step done. Of course though, I would not explain such through complex means and would make sure that every explanation given would be completely understandable in relation to the childs comprehension. As a matter of fact, such guidance throughout activities are known to complement the rationalization process that occurs within the mind of the child, and thus further augments and improves the overall learning process  (Wood, 2003).      

III. Overlapping Waves Theory

A. Explain how the Siegler and Shipleys strategy choice model connects with the
Overlapping Waves Theory.

While both may pertain to learning in a different sense, it is also evident that  both expresses the presence of occurrences regarding differences and modifications in mental processes, especially in terms of the approach of how such processes are applied. To further expound, while the Siegler and Shipleys Strategy Choice Model as a whole may emphasize the presence differences in thinking due to variations in strategies applied (Siegler, 1996), the Overlapping Waves Theory on the other hand considers the presence of such differences as a core assumption or basis of the theory (Desforges and Fox, 2002).        

B. Define in solving problem what recalled and backup strategies are. Provide examples.

In problem solving backup strategies are simply regarded as strategies that are considered and yet are not from past experiences or memory, recalled strategies on the other hand pertain to the fact that such are based upon reflections of the past (Friedman and Scholnick, 1997). For example, in opening a jar, a child has seen his mother use a gripping aid so as to open the jar easily, which the child did the same upon attempting to open a jar. The previously given scenario is an example of a recalled strategy. In relation to the scenario, if the child failed to make such a strategy or attempt work, then instead he would hit the jar with another object or try to use other opening aids. The aforementioned scenario may then be considered as a manifestation of backup strategies.

C. Identify the 2 main criteria, speed and accuracy, that strategy choice is based upon and
explain the connection between the strategies and these criteria.

Speed in general may easily be represented by the amount of time required in completing a task, while on the other hand accuracy pertains to the correctness of the product of the pursuit. Strategy choice is thus affected by differences in terms of the relative importance of focusing upon either speed and accuracy in a task. For example, if time pressure is present then it may be assumed that speed would become as a main criteria for strategy selection for tasks wherein the outcome is evaluated through quality, such as drawing or coloring, then it may also be assumed that accuracy would be the prime criteria for strategy choice.

D. Draw out the graph depicting the process of strategy choice, label each axis, label the
curve, and the confidence criterion   describe each component.

From the figure above, which is based upon the Overlapping Waves Theory, one may see that throughout age progression the process of strategy selection changes as well. Hence, age is among the main aspect that has direct effects upon the act of strategy selection. Another component would of course be the frequency of use. In addition to such, it is also evident from the curve that initial strategies developed may be applied throughout age progression but may decline in terms of frequency. Also, newer strategies are developed and chosen as well throughout later phases as well.

E. Describe the difference among  Good Students   Perfectionists  and  Not-So-Good
Students

Good students, perfectionists, and not-so-good students may be differentiated in terms of the strategy applied given a certain challenge. From a study conducted, it has been determined that not-so-good students are lacking in both the speed and accuracy for both recalled and backup strategies good students and perfectionists are rather similar in terms of speed and accuracy of output upon being instructed to complete a mathematical problem (Siegler, 1996).  Expectedly though, there are distinctions between good students and perfectionists. Specifically, perfectionists have been determined to apply recalled strategies with even lesser frequency than both good and not-so-good students (Siegler, 1996).

F. Apply this model to a personal example

The strategy choice model may be most appropriately applied to pursuits of gaining money for a product to be bought. For one, since previous methods of selling other items and thus gaining money to purchase the product have worked, then such would be the initial strategy to be chosen. If such fails, then alternative strategies may be conceptualized which may not necessarily be from memory. An example of such would be to borrow money from a peer or to coerce another person to purchase the aforementioned product instead.