What makes this

number unique:
8,549,176,320?
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A man was walking in the rain. He
was in the middle of nowhere. He
had nothing and nowhere to hide.
He came home all wet, but not a
single hair on his head was wet.
Why is that?
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I am the beginning of sorrow and the end of
sickness. You cannot express happiness
without me, yet I am in the midst of crosses. I
am always in risk yet never in danger. You may
find me in the sun, but I am never out of
darkness.

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A man is looking at a photograph of someone.
His friend asks who it is. The man replies,
“Brothers and sisters, I have none. But that
man’s father is my father’s son.”
Who was in the photograph?

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What makes us superior over
other life forms?
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 The
Powers of the
Mind
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Brain: Structures and
Functions

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Brain: Structures and
Functions

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Spinal Cord

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Limbic System

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Cerebral Cortex

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Phineas Gage

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 Brain Dominance Theory
• states that our behavior is a
function of the heightened
activity of either left or right
brain hemisphere.

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Whole-Brain Theory
• The whole brain theorists believe
that the brain is divided into four
quadrants where each quadrant
is responsible for abilities.

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What is
Intelligence?

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The ability to learn or profit from formal
instruction.

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Intelligence is purposeful
An overall ability to act purposefully, to think
rationally, and to deal effectively with the
environment.

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 Intelligence is an adaptive mechanism
A collection of mental abilities that enables us to learn from
experiences, to adapt to our changing environment, to work
in a goal-directed manner, and to solve problems and to think
creatively.

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 Intelligence is multidimensional.
Intelligence should not be defined
unilaterally such as academic or school
intelligence. There are many forms or types
of intelligences.
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Multiple Intelligences
• By Howard Gardner
• For Gardner, intelligence is the ability to solve problems or to produce
something in a particular setting.
• Gardner produced eight distinct intelligences such as linguistic, logico-
mathematical, spatial, bodily-kinesthetic, musical, interpersonal,
intrapersonal, and naturalist.
• Gardner believes that these intelligences do not operate
independently.

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8 Intelligences as defined by Gardner:
Linguistic Intelligence
• the ability to use words in both
oral and written communication.
People with this ability think in
words rather than visuals.

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8 Intelligences as defined by Gardner:
Logico-mathematical Intelligence
• the ability to reason, apply logic,
and work with numbers. They
think in logical and numerical
patterns, making connections
between pieces of information.

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8 Intelligences as defined by Gardner:
Visual-spatial Intelligence
• the ability to perceive the visual.
They tend to think in pictures
and need to create vivid mental
images to retain information.

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8 Intelligences as defined by Gardner:
Musical Intelligence
• the ability to produce and
appreciate music. These
musically inclined people think in
sounds, rhythms, and patterns.

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8 Intelligences as defined by Gardner:
Bodily Kinesthetic Intelligence
• the ability to control body
movements and handle objects
skillfully.

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8 Intelligences as defined by Gardner:
Interpersonal Intelligence
• the ability to relate to and
understand other people. They
can sense feelings, intentions,
and motivations and are adept at
recognizing non-verbal language,
for example body language.

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8 Intelligences as defined by Gardner:
Intrapersonal Intelligence
• the ability to understand
ourselves, who we are, and what
makes us the way that we are.

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8 Intelligences as defined by Gardner:
Naturalistic Intelligence
• the ability to recognize and
categorize things. They are lovers
of nature and see patterns on
how nature works.

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Gardner’s Multiple Intelligences
Theory
• Verbal – Linguistic
• Logical – Mathematical
• Visual – Spatial
• Musical
• Naturalistic
• Bodily – Kinesthetic
• Interpersonal
• Intrapersonal
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Mechanism of Learning
Because of human intelligence, we
can presume that all human beings
can learn;
The capacity to acquire, process and
make meaning of information to
produce actions or performance
evidently suggests that all human
beings have the natural capacity to
benefit from experiences. This is
called LEARNING

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a relatively permanent change in behavior that
occurs as a result of experience.

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The Mechanism of Human Learning

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Level 1. The Sensory Level
Learning requires stimulation and activation of senses
(i.e., visual, auditory, olfactory, kinesthetic, gustatory).

Depending on the information, some senses can be

more crucial in a learning situation compared with
others

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The More Senses are Involved, the
Better Learning will Take Place…

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Level 2. The Mental Level

After receiving learning information via sensory level, these

information proceed to the brain for mental processing.
Certain relevant cognitive faculties will be activated and
help in storing and making the information available for use
and for higher processing.

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Level 2. The Mental Level
The cognitive faculties that will help in processing raw
information that pass through the senses are:

1.Memory
2.Comprehension
3.Estimation
4.Imagination

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Mental Faculties
MEMORY
this cognitive faculty helps us recall, remember, and retain
any information for future use. Memory is very important in
learning and development. Any information that is not
anymore accessible for use can be considered unlearned
information.
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MEMORY & FORGETTING
How do people forget?

Even if the information reached the

long-term memory, this does not
guarantee permanence. Some
information may not be any more
retrieved and accessed for use.
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MEMORY & FORGETTING
Decay of information due to disuse. Information, knowledge, or abilities
that are not used for a long-time tend to be forgotten.

Interference: new vs. old information. Some new information tend to

overwrite old information. The interference happens when there is a large
semblance and relatedness of information (old and new).

Repression. This is also known as voluntary forgetting. This is a conscious

effort of a person to forget an undesirable information (e.g., bad
experiences, embarrassing moments, etc.).

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Mental Faculties
COMPREHENSION
This cognitive faculty performs higher function than the memory.

“the more we understand something, the more we remember it.”

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Mental Faculties
ESTIMATION
This mental faculty helps us in making quick
approximation of value, form, quantity, and
quality of any relevant information. Surprisingly
for some, we use estimation in almost all everyday
activities and actions.
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Mental Faculties
IMAGINATION
This is our ability to create mental pictures or representations
of learning information. Through imagination, people can
make more sense of the information present in a learning
situation; thus, of the four cognitive faculties, imagination
plays the most crucial role to ensure successful learning.

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Mental Faculties
Level 3. The Motivational Level
learning depends significantly on the sensory
and mental mechanisms; however, in order to
ensure that learning will succeed, the person
must be motivationally engaged in the entire
process of learning.
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Thinking
• Thinking is difficult to define.
• Everyday thinking does not require
effort because we deal with the
familiar, day-to-day routine.
• However, we engage in effortful
thinking when we work on puzzles,
solve geometry problems, translate
passages into another language, or
write essays.

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Creative Thinking
• It may be defined as the production of
effective novelty through the
operation of our mental processes
(Halford, G., 2004).
• One must be able to represent
relations.
• A person with creative thought can
carry out an analogy. He can see how
two different things relate with each
other.

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Enhancing Creativity
• Tony Buzan, an English author and educational consultant, suggests
the use of mind mapping to enhance creativity.
Mind mapping
• It is a visual thinking tool that utilizes cognitive functions like memory,
learning, creativity, and analysis.
• is a process that involves a combination of imagery, color, and visual-
spatial arrangement.

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Mind mapping
• Mind mapping does not only
create and structure ideas, but it
also helps store new information
and test them.
• The objective is problem-solving
or taking decisions. Making a
mind map is kind of a drawing
connections between the
relevant facts or ideas.

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Critical Thinking
• It requires logic and coherence as
we try to analyze, synthesize,
evaluate, and interpret
information rather than simply
apply technical abilities
(Andolina, 2001).
• We try to evaluate whether we
should be convinced that some
claim is true, or some argument
is good.

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Critical Thinking
• Examples of exercise in critical thinking are looking for cause and
effect and generalizing.
• To determine cause and effect, we need to check possible and stated
claims that are needed to establish the relationship between
purported cause and purported effect in order to make the claim valid
and strong.

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