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Characteristics of Intelligent Behavior
- 1. CHARACTERISTICS
OF
INTELLIGENT BEHAVIOR
Lisa J. Denney
MED/560 Secondary Teaching Methods
October 13, 2014
Scott Brewer
Lisa J. Denney - © Copyright 2014 1
- 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) .
Lisa J. Denney - © Copyright 2014 2
- 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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Lisa J. Denney