There is no limit to intelligence, we are able to learn much more, and we are skilled at much more than that of which can only be determined in an 'Q/ any other standardized test. For example, an individual can be creative (art, poetry, story writing, inventions). Myth 3: That there is only one form of intelligence. We all are skilled at different things; we cannot all be skilled at exactly the same stuff in exactly the same way. For example, some of us are good at art and some aren't, then some of us are good at writing, it doesn't necessarily mean if u aren't good at laying soccer, then you won't be good at playing tennis.
Myth 4: That all intelligence is inherited. There is no limit to intelligence, although your level of intelligence can be inherited but a great deal of your intelligence is developed through your environment, experience and culture. Both your inherited intelligence and personal development of intelligence work together and builds new sets of skills and abilities. Myth 5: That intelligence is the same as logical, analytical thinking. Intelligence takes 3 forms:
Analytical, Creative and Practical, But only Analytical intelligence is measured in 'Q/ other standardized tests, therefore there is no measured level for creative ability, practical or commonsense ability, athletic ability, musical ability, etc. Myth 6: That everyone has the ability to succeed at anything. Different aptitudes help people excel in different ways, for different things. For example, a great manager may not necessarily be good at playing the piano. Myth 7: That school is the main or best place to learn.
School is not necessarily the best place to learn, Just because we spend most of our mime there, listening to people feed us information, some of us learn better when we are in our own comfort zone by taking in information all on our own. For example, I learn best at home in my lounge, my friend learns best while relaxing in her garden. Myth 8: That "standards" are the real test of learning, and can easily be measured by standardized written tests. These tests only measure a part of the intelligence of an individual. These tests cannot measure other greater abilities, skills and talents of an individual.
For example, for these tests, a student can easily memorize information, UT how do we know if they can apply this information? Learners get despondent, lack of motivation, hampers self-esteem development, lead to behavioral problems. Learners should experience success, so the learner build on their strengths. Schools should rather: Focus on developing strengths, not on weaknesses. Not waste time trying to "put in what was left out". Try to "draw out what was left in" Search for talent, but train to develop skills and abilities. 1 . Eat a good breakfast every morning, preferably with plenty of fresh fruit. . Eat a good lunch. 3. Make fish, nuts and vegetable "fats" key parts of your diet. 4. Exercise regularly to oxygenate the blood. 5. Cleanse the toxins out of your body. Exercise -? Pays. De: Encourage learners to take part in sport/drama. School tuck-shop -? sell healthier foods. Awareness Campaign: Discussions, posters, check lunch box content. Howard Gardner, David Perkins, and Robert Sternberg have all been quite successful in helping spread knowledge about the meaning of "intelligence" and applications of this knowledge to education.
The study and measurement of intelligence has been n important research topic for nearly 100 years IQ is a complex concept, and researchers in this field argue with each other about the various theories that have been developed. There is no clear agreement as to what constitutes IQ or how to measure it. There is an extensive and continually growing collection of research papers on the topic. Howard Gardner (1983, 1993), Robert Sternberg (1988, 1997), and David Perkins (1995) have written widely sold books that summarize the literature and present their own specific points of view.