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Essay / Research Paper Abstract
A 12 page paper. This paper defines, explains and discusses multiple intelligences, metacognition/self-regulatory learning, and moral reasoning. The writer explains how each could be applied in a year 8/8 (ages 13 and 14) ancient Egypt lesson and in year 7/8 (age 18). Bibliography lists 11 sources.
Page Count:
12 pages (~225 words per page)
File: ME12_PGcgprci.rtf
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Unformatted sample text from the term paper:
citation methods listed below. Citation styles constantly change, and these examples may not contain the most recent updates.?? COGNITIVE PROCESSES Enterprises,
Inc. , 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). Gardner initially identified seven different intelligences/ he added an eighth one later. The
eight are: 1. Verbal/linguistic intelligence: the production of language, a sensitivity to the meaning and order of words, abstract reasoning, symbolic thinking, conceptual patterning, reading and writing (Guignon, 2010; Santrock,
2010; Stanford, 2003, p. 80;). 2. Logical/mathematical intelligence: ability in mathematics and complex logical systems, recognizing patterns, abstract symbols, discerning relationships (Guignon, 2010; Santrock, 2010; Stanford, 2003, p. 80;). 3.
Visual/spatial intelligence: the ability to think in pictures, to perceive visual stimuli accurately (Guignon, 2010; Santrock, 2010; Stanford, 2003, p. 80;). 4. Bodily/kinesthetic intelligence: the ability to use ones body
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