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CHARACTERISTICS OF INTELLIGENT BEHAVIOR
MATTHEW WHEELER
MED/560
UNIVERSITY OF PHOENIX
DR. RICH MERLO
INTELLIGENT BEHAVIOR
• What is Intelligent Behavior to me?
• Intelligent behavior is the ability to use your knowledge and skills in everyday use in order to achieve optimal outcomes.
• Why Intelligent Behavior matters to teachers?
• Teachers use methods to test students thinking skills by assessing how they apply what they have learned.
CHARACTERISTICS OF INTELLIGENT BEHAVIOR
• Listening with understanding and empathy
• Sense of humor
• Questioning and problem posing
• Drawing on knowledge and applying it to new situations
• Managing impulsivity
LISTENING WITH UNDERSTANDING AND EMPATHY
• Believed by some to be one of the highest forms of intelligent behavior
• The ability to empathize is an important skill for conflict resolution
• Classroom examples: brainstorming sessions, think tanks, sharing thoughts
• Supported in classroom: small group discussion with listening time followed by constructive discussions of ideas and thoughts while ensuring all students know their input is invaluable
SENSE OF HUMOR
• A foundational stone of happiness and fulfillment making it a great tool for building a learning environment for students
• Humor helps the body’s physiological functions: pulse rate, oxygen levels, immune responses
• Humor unshackles creativity and promotes high level thinking skills
• Classroom examples: fictional stories, comics, jokes, riddles, song, dance
• Supported in classroom: use of songs to remember math formulas, encouraging student involvement in above examples
QUESTIONING AND PROBLEM POSING
• By promoting questioning it allows students to develop problem solving strategies to investigate and answer their own questions
• Classroom examples: open question/answer sessions, group discussion, open ended questions
• Supported in classroom: positive reinforcement for engaging discussions, modeling thinking out loud, posing questions that require higher level thinking
DRAWING ON KNOWLEDGE AND APPLYING IT TO NEW SITUATIONS
• The ability of the student to use their learnings to problem solve with new situations
• Utilizing this skill to approach real-world situations
• Classroom examples: problem recognition, problem solving, project based learning
• Supported in classroom: activities that use real-life situations, use of lesson plans that build upon each other, use of projects that require students to problem solve
MANAGING IMPULSIVITY
• Allows students to think before acting
• Impulsive behavior creates conflict and inhibits effective problem solving
• Pausing before answering often times prevents premature conclusions
• Classroom examples: waiting to be called on, raising hands to respond, avoiding interrupting others
• Supported in classroom: clear expectations of learning environment, praise students that take time to process thoughts before replying and disregarding those students that shout out impulsively
REFERENCES
• Kellough, R.D. , & Kellough, N.G. (2011). Secondary School Teaching: A Guide to Methods and Resources (4th Ed.). Upper Saddle River, N.J.: Allyn & Bacon.
• Lemov, D. (2010). Teach Like a Champion. San Francisco, CA: Jossey-Bass Teacher.