A presentation of the Characteristics of Intelligent Behavior

1. CHARACTERISTICS
OF
INTELLIGENT BEHAVIOR
Lisa J. Denney
MED/560 Secondary Teaching Methods
October 13, 2014
Scott Brewer
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2. INTELLIGENT BEHAVIOR
…i s h av i ng the ski l ls and abi l ities to select and execute at will
the right behaviors to be ef fective with people and situations; it
requires ef fective thinking, decision making and also ef fective
fol low-through behaviors (Gaf fney, 2012, p.1) .
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3. APPLICATION OF
KNOWLEDGE
 Students wi l l apply school - learned knowledge to real - l ife
s i t u at io ns by…
 Drawing on past knowledge
 Applying knowledge to new situations
 Recognizing problems
 Solving problems
 C l a s s ro om S u p p o r t…
 In Language Arts and Social Studies students will applying
proofreading skills when writing essays, short stories, or peer editing.
 In math and Science, students will problem solve to find the answer to
word problems.
 In Reading, students will apply previous knowledge to recognize a
problem in a story and provide possible solutions for the problems.
 In all content area, students will use project -based learning.
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4. CREATING, IMAGINING, &
INNOVATING
 “I c an ’t ” i s n ot al l owe d an d s t ude n t s
wi l l…
 Gain intrinsic motivation
 Understand constructive criticism
 Learn the value of positive feedback
 Learn “I can!”
 Cl as s ro om Suppo r t…
 In Language Arts and Reading, students will create posters, bookmarks,
pamphlets, and so forth for their quarterly book projects; creative writing
assignments.
 In Science, students will conduct research, create and design backboards to
demonstrate their science projects.
 In Social Studies, students will create their own countries, complete with a
map, resources, and culture.
 In math, students will create a new game based on the concepts they have
learned about numbers.
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5. UNDERSTANDING &
EMPATHY
 …i s an imp or t ant s k i l l for c onfl i c t re s ol u tion.
St u d e nt s wi l l…
 Gain an ability to listen to others
 Understand another’s viewpoint
 Broaden their own perspectives as they
listen to the ideas and reactions of others.
 C l a s s ro om S u p p o r t…
 In all core subjects, cooperative learning activities that give students the
opportunity to work with others, to listen to their peers, and problem-solve
together.
 Think-pair-share activities to allow students to hear the reaction of others
and understand another’s viewpoint.
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6. IMPULSIVITY
 When students develop impulse control , they think before acting.
St u d ent s wi l l…
 Think before shouting out an answer
 Study out a project or task before beginning it
 Consider insufficient data before making a conclusion
 C l a s s ro om s u p p o r t…
 Classroom management skills – teaching
students to raise a hand before shouting
out an answer
 Learning patience – waiting their turn
 Show of hands for all student who know
the answer before calling on one student
to share the answer
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7. PERSISTENCE
 St ay i ng wi t h a t as k u nt i l i t i s c omp l eted. St u d ent s wi l l…
 Have an internal locus of control
 Persevere through formidable opposition
 Refuse to be intimidated by a task or situation
 C l a s s ro om S u p p o r t…
 Supporting a student until a task,
assignment, or project is completed
 Break large assignments or projects
into smaller tasks to as to keep student
from feeling overwhelmed and also to
experience success each step of the way
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8. QUESTIONING &
POSING PROBLEMS
 Young people are ful l of questions and they do ask them. Students
wi l l…
 Recognize discrepancies and phenomena in their environment and will be
able in inquire about them
 Be encouraged to ask questions
 Develop strategies to investigate and solve problems based on their
questions
 Cl as s ro om Suppo r t…
 Focus questions to get students’ attention
about a subject matter
 Probing questions to help students think
deeper
 Clarifying questions to gain information
 Divergent questions to help students think
creatively
 Socratic questioning to provide students an
opportunity to look at their own ideas, thoughts,
and to draw their own conclusions.
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9. CONCLUSION
When students can exercise self -control, empathize with others,
work col laboratively and cooperatively, communication clearly,
apply learned knowledge to a variety of situations, be creative, find
humor, be persistent, wi l l ing to take risks, and open to new
learning, they wi l l become successful, responsible and accountable
learners (Kel lough & Kel lough, 2011) .
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10. REFERENCES
 Gaf fney, D. (2012). Behavior intelligence def ined. Retrieved
from http://www.behavioral-intel
ligence.com/2012/03/11/behaviorial- intell igence-defined/
 Kel lough, R. D. , & Kel lough, N. G. (2011). Secondary School
Teaching: A Guide to Methods and Resources (4th ed. ) .
Boston, MA: Al lyn & Bacon, Pearson Education.
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Created By:
Lisa J. Denney